 However, need teachers stop there? Might there not be other beliefs about religions and their adherents that public school educators can justifiably attempt to bring it about that all students accept? We can extrapolate from some work on religious diversity by Robert Wuthnow to introduce two beliefs that some might propose fit into this category. As Wuthnow sees it, the most appropriate response to the increasing religious diversity we face in the United States is what he labels “reflective pluralism” (Wuthnow 2005: 286–307). To engage in this sort of reflection, he tells us, is not simply to become better informed, or to strive to “live peacefully with those with whom one disagrees” (be tolerant), or even to attempt to develop an empathetic understanding of diverse religions. It is to engage intentionally and purposefully with “people and groups whose religious practices are fundamentally different from one’s own” (Wuthnow 2005: 289). And such engagement, as he understands it, includes both (1) the recognition that since all of our beliefs, including our religious beliefs, depend on a point of view “shaped by the culture in which we live,” we should not regard our “own position[s] as inherently superior” and (2) “a principled willingness to compromise” in the sense that we must be willing to move out of our social and emotional comfort levels “in order to arrive at a workable relationship with another person” (Wuthnow 2005: 292).