He asserts that there is clearly need for argument and certainly motivation for it when the topics of religion and education are engaged. He affirms the utility of argument in the courts, in legislatures and when the interests of various groups conflict. Decisions must be reached and issues resolved for the public good. However, in this matter of introducing religion into education, in this matter of not denying or demeaning a fundamental dimension of human experience as we educate, argument will not serve. We need to arrange structures so that conversations may occur among those who represent varying religious points of view.
Nobody wins conversations.
Conversations initiated by questions encourage participants to listen, understand and to seek commonality. Fifty years ago, this issue of including the religious dimension in the educational process was not nearly so sharp and sensitive as is now the case. The enormous changes in the ethnic and religious backgrounds of our populace have made these questions increasingly contentious. Marty' s point is that nevertheless, and regardless of these differences, the Common Good calls out for our finding the means of reintroducing religion into the educational process. And his belief is that the thoughtful structuring of conversations around this question is the productive direction for the nation to follow.