本文有鑑於宗教教育在臺灣仍欠缺系統性的研究，國外學者也多從社會學和哲學角度進行研究，較少直接從教育學的觀點探討，故本文乃從教育哲學觀點，尤其是從價值哲學觀點，論述宗教教育若能發揮教化功能，則宗教教育的本質既與教育本質相呼應，更可補教育在工具理性化制度下之不足。本文主要針對社會或學界對宗教育教育的質疑處著手，指出批判性思考是化解宗教教育被挑戰與質疑的良方之一；其次，本文再從人與宗教的共通性本質，分析宗教與教育的本質，並理出意識與感性乃宗教教育發揮教化功能的源頭；繼之，再從中西學者對宗教教育的探討中，再度確認宗教教育的確具有教化功能；最後，依據上述論述，提出臺灣在實施宗教教育之課程與教學的原則，及課程規劃與教學時不僅需要融入批判性思考，更需要提升學習者心性陶冶和靈性的面向，這與通識教育的旨趣相通，如此，方能彰顯宗教教育最高的境界，即在提升人的生命價值。

This article is about the discourse of the religious pedagogy from the perspective of axiology. In other words, it deals with the nature and implications for the development of religious pedagogy. The primary reason for undertaking this argument is lack of pedagogical argument despite the large amount of research on religion, in terms of sociology and philosophy. The author has essentially made efforts to seek answers to the religious nature and value as the part of pedagogy. Seeking the religious answer to the pedagogy is also relevant to the development of pedagogy, in particular, when pedagogy has been moved into instrumental rationality by which critical thinking is needed indispensably to bildung, viz. the cultivation of spirituality. In this case, human reason/rationality with feelings constitutes the commonality for both religion and pedagogy in Taiwan. Indeed, the last concern and value go to a liberal education grounded in the maxim, starting from “knowing thyself” to a meaningful life with sacredness, in terms of spiritual cultivation and development.