針對宗教信仰與理性自律兩個向來看似相互衝突的概念，當代學界大多對後者持肯定的立場，而質疑前者在學校教育課程的意義與地位。 　　本文擬從L.Kohlberg道德認知發展理論的哲學基礎假定切入，來探討「信仰」與道德推理間的關係；繼之討論「信仰」的普遍存在性及可矯正性；再就宗教信仰的性質及其與人類認識力的關係提出意見；最後以在學校教育中設置宗教教育課程的可行方案做為結論。希望或許能為理性自律與宗教信仰多少找出若干相容的空間，並提出兩項建議： 　　其一，在公私立的學校教育課程裡提供非虔信性型態的宗教知識。 　　其二，放鬆私立學校設置的條件，讓宗教團體有機會申請設立學校，並得實施虔信性的宗教教養的教導課程。

　　　　　Religious faith and rational autonomy are two concepts seemingly conflicting with each other. Although most scholars hold positive stance toward the latter, they usually question that the former has any meaning or position in school curriculum. Based upon the philosophical assumptions of the "Moral Cognitive Development Theory" by Lawrence Kohlberg, this article set out to explore the relationship between faith and moral reasoning. Subsequently, the universal existentiality and corrigiblity of faith were further discussed. And them my personal reflections upon the nature of religious faith and its relationship with human cognitive abilities were presented hereafter. In the last part, this paper tried to make conclusions on the possible implementation of religious education in schools with a view to find something in common between religious faith and rational autonomy. In conclusion, two suggestions were offered as follows: (a) Religious knowledge of non-confessional type should be incorporated into educational curricula both in public and in private schools; and (b) The restrictions on estabilishing the private schools should be minimized so that religious bodies have more opportunity to apply for establishing schools and implementing instructions on the religious curriculum devoted to confessional faith.