 Many educators, however, want to go further. It is also important, they maintain, for students to clarify their feelings about other religions and their followers. Specifically, they want to foster a more empathetic understanding of other religious perspectives, an understanding that encourages students to appreciate the other religions from the perspective of an adherent of that religion (Kunzman 2006). While few challenge this as a valid goal, there is, though, continuing controversy over one common method by which educators attempt to engender this type of empathy in students. As some see it, while having students think about diverse religions is an important step past the mere dissemination of factual information toward empathetic understanding, having students directly experience these religions in some way—for instance, having students visit a local mosque or having a representative from a Hindu Temple share with students in a class—is also necessary (or at least very desirable). Not surprisingly, though, while no one denies that these forms of direct experience might broaden a student’s empathetic understanding of a religion, concerns have been raised.