 It is important to note that Wuthnow does not explicitly claim or deny that encouraging students in a public school setting to become reflective pluralists would be appropriate. But not only does he highlight two increasingly popular pluralistic claims about religions—(1) that the beliefs of many religions are equally valid expressions of faith, expressions that adherents of these religions should be allowed or even encouraged to maintain and (2) that religious believers of all faiths should identify and focus on what these religions have in common—he highlights what such pluralists often note as the main benefits of widespread affirmation of these beliefs: a reduction in violent religious conflicts and an increase in socially beneficial inter-religious cooperation. And these outcomes are clearly quite compatible with what we have seen to be a key reason why public school educators want to increase student understanding of other religions—namely, their desire to better prepare students to live in a peaceful, productive manner in social contexts that will increasingly be characterized by religious diversity. Accordingly, since it seems reasonable to believe that widespread acceptance of the validity of diverse religious perspectives and increased focus on the commonalities in diverse religions might well result in more peaceful, mutually beneficial interaction among followers of diverse religions, the question of whether public school teachers can justifiably attempt to bring it about that students affirm the beliefs in question appears worthy of exploration.