People often resist that which they fear or misunderstand. When this resistance precludes the reflection and compromise needed to promote societal well-being, it becomes a legitimate focus of social education. Nowhere has the fear been greater or the resistance more rigid than in the debate over religion in public education. This article examines the current status of religion in education and considers the implications for policy making and practice. A brief history of religion in education and two recent cases challenging educational policy are used to frame the discussion. The article concludes with a proposal for a "moderate secularism, " an alternative approach to policy and practice based on a language of possibility for addressing religion in public education.
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