ABSTRACT
The aim of this book has been to explore the significance of the post-secular for educational philosophy and theory. Short of direct practical recommendations, I have tried to indicate that the framing of debates in religion and education is tied to a range of social, political and educational tensions. Those tensions are hard to ignore as every day brings news reports of terrorist activities and of splintering alliances and coalitions. Of course religious literacy is no panacea: the first lesson of education studies is that education cannot compensate for wider social and political problems. But this does suggest that a centralization and consolidation of prevailing structures of power and process (that might be perceived in the one-dimensional culture of UNESCO, the World Bank and the International Community) is not the only or best way to deal with such problems.
