ABSTRACT
Pupils cannot be expected to reflect on religion in an informed way if their minds and emotions are already sealed tight against it, that is, if they assume that religion is outdated and not worth studying. It is a matter of practical importance that teachers can argue this case. Specific work on it in secondary schools is often essential in order to break down resistance to the subject. It is important also that awareness of this argument informs what primary school teachers do concerning Religious Education (RE). In all sorts of situations it is called for, not only with children, but with other staff, parents and governors. Even very young children make remarks and ask questions which call for quite sophisticated understanding of such issues. In order, therefore, to teach RE effectively we need to be very clear about how shaky the secularist stance actually is, and how strong is the case for an openness towards religion.
