Abstract
Young people are commonly presented with conflict models of religion and science that can diminish learning in religion or science. In response, many state religious education curricula for adolescents include examination of questions related to both religion and science. In the article, several English-language resources—connected to state curricula—are analyzed according to Peters’ models of non-warfare between religion and science. The result is an investigation into approaches that leads to naming guiding principles for future resources in an area that significantly shapes students’ worldviews.
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