 Public education in Western culture has always been to some extent a “melting pot.”[10] But the increasing number of students with non-Western cultural values and religious traditions is causing public school educators to grapple in new and sometimes uncomfortable ways with the challenges such diversity poses. Some of these challenges are practical—e.g., should Muslim girls be allowed to wear hijabs, should schools designate only Christian religious holy days as school holidays? The focus of this section, however, will be a pedagogical question of increasing interest in the philosophy of education: How ought the increasing religious diversity to which students are exposed affect public school curricula?