It has long been a widely held view that science and religion represent opposite ends of an objectivity/subjectivity dichotomy, and many curriculum choices have been made accordingly. The central argument of this thesis considers this view in the context of the current educational debate between evolutionists and creationists. It is intended to show that the commonplace exclusion of religious education from the public school curriculum is based on a false distinction between the objectivity of science on the one hand, and the subjectivity of religion (characterised as non-science) on the other. This distinction would, if valid, disqualify religion from being considered as a form of knowledge and justify its exclusion from the curriculum. Showing that this distinction is spurious will remove the objection to the inclusion of religious education in the curriculum. It is argued that science construed as totally objective really amounts to indoctrination, and this would disqualify it from any school curriculum.