ABSTRACT
Education and understanding is cognitive inasmuch that it recognises that there can be a discontinuity between simply knowing and understanding a difference, and accepting it. Education, together with family, role models, and peer pressure, are the principal influences by which a sociocultural system can be impressed upon receptive youth before their critical faculties and experience have fully developed. The outcome of multi-faith education can be religious relativism, and as with cultural relativism, all is liefs and values would be deemed to be equal, with confused young people rejecting them all, and becoming indifferent or amoral. The unquestioning acceptance of the supposed benefits arising from better understanding takes an unrealistic view of human nature, and it raises the issue as to whether toleration can be taught and learnt. An international organisation that believes improved knowledge and understanding will create an integrated global community is the British Commonwealth.
