Though religion continues to enjoy a global significance for humankind, any justification of the compulsory status of religious education must be made on the basis of reason rather than public consensus. We live in a pluralistic world in which contrasting world views, grounded in radically conflicting ontological assumptions, vie for our attention. This situation demands a critical religious education capable of enabling all pupils to achieve appropriate levels of religious literacy.
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Andrew Wright (2004) studied this question.
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