Abstract

This article suggests that neutrality in the context of Supreme Court decisions on religion in the classroom need not be construed as a negative freedom that inclines to exclusion by removing as many aspects of religion as possible. Rather, it may be construed as a more inclusive term in the sense of valuing the contributions that may come from a marketplace of diverse religious attitudes, values, and beliefs that advance the attainment of cultural diversity. This construction invites the teaching of religious diversity into the classroom as an integral part of the cultural diversity that students need to participate meaningfully and effectively in a diverse society.