Abstract
Recent events indicate increasing support for religion-based education in Canada. This significant development challenges educators to examine denominational education before serious conflicts finally reach the courts. Denominational education has apparently given rise to problems related to the professionalization of teaching and to teachers' human rights. While courts have been asked to resolve recent key cases, some of theirjudgments have been contradictory. Very likely these conflictingjudgments reflect not onlyjudges' personal value presuppositions but also, ultimately, the opposing societal ideologies which have shaped such presuppositions. Consequently, conflict resolution is better achieved, not by recourse to courts, but by enquiring into societal presuppositions and seeking consensus on those that are justifiable. Educators can contribute to the development of consensus by initiating inquiry and debate on denominational education.
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