我國宗教多元現象與相關議題，除了偶爾出現在社會新聞內容外，似乎始終未能在國民教育中得到足夠的重視與教導。在既有教科書裡，與「宗教」相關內容多半依附不同單元而散見各科目之中，且各版本教材所偏重的內容並不一致，課堂中是否能進行相關教學也因授課教師而異。另一方面，國內各界人士對我國國民教育階段是否需要設置「宗教教育」的討論卻未曾停止。筆者認為，如果能試從希克（John Hick）與司馬特（Ninian Smart）等人的「宗教多元論」（religious pluralism）視野，並予以結合轉化，作為進行以教導宗教知識為主軸之宗教教育的課程教學參考依據，輔以班克斯（James A. Banks）「多元文化教育」（multicultural education）的課程與教學設計為思考線索，同時關聯著十二年課程綱要的核心素養理念與教育階段分期，應能為我們在思考於國民教育階段推動「宗教教育」時提出不同的可能性。

The phenomenon of religious diversity in Taiwan and any related issues, besides occasionally appearing in social news content, have seemingly never received sufficient attention and guidance in the national education system. In existing textbooks, content related to religion is mostly included in different sections and scattered across different subjects; moreover, the content stressed in each the different editions teaching materials varies, and whether those materials are taught in the classroom is dependent on the instructor. On the other hand, discussions, drawing in people from all walks of life, on whether Taiwan’s basic education period should require religious education, have never ceased. The author believes that, if the visions of religious pluralism offered by John Hick and Ninian Smart and the application of their integrated transformations were to serve as the frame of reference for the implementation of a religious education curriculum that gives pride of place to instruction on religious knowledge, this would enable us to put forth different possibilities as we consider promoting religious education during the period of national basic education. Such considerations could also be supplemented by James A. Banks’s line of thinking on course and teaching design, while also connecting any ideas to the core competency concepts and educational stages in Taiwan’s Twelve-Year Curriculum Outline.