My last post suggested that there was a paradox of inclusivity when it is claimed that an overarching inclusive form of religious education can cater for the religious education of everyone. I now move on to examine another conceptual problem that I suggest exists when relativism is assumed as a justifiable basis for religious education.
One assumption about inclusive or multi-faith religious education sometimes held by students, teachers, and parents is that religious education is best understood as resting on a kind of relativism. This popular view can be explained like this. Since religious preferences and indeed, religious experience and knowledge are not objective, what is true for one person is not true for another. Therefore a good religious education allows individuals to hold their own views, and this need not conflict with others’ views or the enterprise of religious education itself. This assumption arguably reflects a long-standing British attitude to religion of ‘each to his/her own’ and can undergird teachers’ perspectives about teaching, and students’ understanding about learning.