「靜思語教學」是以慈濟證嚴法師的語錄做為教材而發展出來的教學活動，在我國國民中小學裡的推廣已歷十餘年。唯我國雖已於民國88年制定教育基本法，其第六條規範各級學校不得為特定宗教信仰從事宣傳，可是教育當局卻遲遲未對學校教育與宗教的互動分際，進一步訂出明確施行細則。 針對此種狀況，本文首先探究靜思語教學的發展淵源與實施方式，其次從以往學校課程編選宗教題材所引起的爭議，理出問題癥結，最後，再從教育中立原則進一步評析靜思語教學在國民中小學實施的適切性。 在當前國教九年一貫課程改革的政策強調學校本位課程決定的架構下，將宗教題材引入課程內容時，如果不能公平對待各宗教團體，恐有引發違反教育對宗教中立原則爭議之虞，故教育當局宜儘速訂定相關施行細則，俾做為宗教與學校教育互動關係的依據。

　　　　　The "Still Thoughts Instruction" which was developed on the basis of speech of Master ChengYen of Tzu Chi has been expanding for more than ten years in schools in Taiwan. In spite of the Article No.6 of the Fundamental Law of Education established in 1999 which was set up to prohibit any propaganda made for any particular religion, the education authority has not yet established any enforcement regulation to clarify the relationship of interaction between religions and schooling. Pointing against the situation, this study intends to explore the history of the "Still Thought Instruction" and its way of expanding firstly and to clarify the keypoint of the issue by reviewing some disputes originated from the using of religious materials in schooling curriculum programming. Finally the study shall estimate and analyse the suitability of implementing the "Still Thoughts Instruction" in schooling. Under the structure of school-based curriculum decision-making emphasized by the policy of 1-9 curriculum program reform, if we can't treat equally to all religions, disputes of violation on the principle of educational neutrality shall rise. Therefore, the education authority should establish the enforcement regulations regarding the relationship of interaction between religions and schooling as soon as possible.