Religious Literacy in the 21st Century Classroom

Navigating the Tension Between Faith, Neutrality, and Pluralism

Abstract

This article explores the evolving definition of "religious literacy" within contemporary secular and multi-faith educational systems. As societies become increasingly pluralistic, the ability to understand religious traditions—not as dogmas, but as cultural and ethical frameworks—becomes essential for civic engagement. The research analyzes current pedagogical models for teaching religious studies, examining the delicate balance between maintaining institutional neutrality and respecting the personal faith identities of students. Drawing on the work of Diane L. Moore and Ninian Smart, the study proposes a "literacy-first" approach that prioritizes empathy and critical inquiry. This inaugural article for JREE establishes a framework for future discourse on the intersection of spirituality and public education.