This study into the nature of pluralism aims to discern the possible determinants of pluralism in RE, and to test this hypothesis against the current practice of a sample of primary and secondary schools in rural, semi-rural and urban areas. After noting the implicit pluralism of the 1944 Education Act, an analysis is made of the explicit pluralism of contemporary society, as brought into focus by industrialisation, science, the media and youth. A comparable analysis is then made of some aspects of educational pluralism, as brought to light by heurism, integrated studies, comprehensivisation and moral education. The implications for RE of each of these eight areas are discussed. It is suggested that, as both society and education favour diversity but reject anarchy, the search for a framework for pluralism becomes an important consideration. The discussion indicates some major social and educational reference-points for RE, which might go towards providing a basis for the recognition of determinants. Religious reference-points are discussed here and later. An examination of the Humanist critique of RE follows, leading into the heart of the argument, namely, that the nature of society, education and religion makes RE indispensable in the school-curriculum. It is submitted that a situation of pluralism strengthens this argument. The findings of the research-scheme are then reported, with tabulation and comment, particular reference being made to those points of statistical significance. The findings are also related to the foregoing theoretical issues. The study then concludes with a resume", which traces the course of the argument, and which summarises the correspondence between the research-project and the previous sections of the thesis
