Abstract
RELIGIOUS EDUCATION (RE) currently enjoys the status of a compulsory curriculum subject in state schools in England and Wales.1 There is, at present, a broad consensus among policy-makers on two distinct justifications for compulsory RE: (i) that an understanding of religious individuals and communities better equips pupils for life in a multicultural society; and (ii) that the study of religion is morally educative. The authors of the present paper agree that neither of these justifications is adequate. In his contribution to a recent volume on the school curriculum2, Hand sets out an alternative rationale for the study of religion in schools, which he calls the possibility-of-truth case (Hand, 2003). The following dialogue explores the adequacy of Hand's argument.
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