AbstractThe problem of religion in/and education is a worldwide one for education policy-makers – even in the most homogeneous populations. Several strategies have been developed for coping with this problem, but they tend to fall short in terms of finding equilibrium on the universal-particularity continuum. There is a way for attaining the desired equilibrium, namely to take account of the institutional identity of each individual school, and to allow each school community the freedom to choose the type of religion education that would be most suitable to its particular needs and circumstances.
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