Abstract

This article is a response to recent attempts by liberals to defend faith-based schools against the criticism that they are both socially divisive and prejudicial to the individual autonomy of their pupils. Geoffrey Short (2002) and Johan De Jong and Ger Snik (2002) divide faith-based schooling into moderate and strong versions and then go on to argue for a moderate version of faith schooling that is compatible with liberal educational aims in culturally diverse societies. Against this view I will argue that it is the qualities of the strong version of faith schooling that appeals to many traditional religious communities and any liberal defence of faith schooling must take account of this. The article concludes by examining the part that faith schools might play in the achievement of a range of diverse, and often incompatible, human goods—community belonging, social cohesion and individual autonomy.