本文將宗教教育分為傳統型與現代型，先追溯兩者在西方宗教教育制度分立的歷史脈絡，再分論兩種類型的宗教教育制度在臺灣發展的歷史軌跡及現況。由於佛教及基督宗教為臺灣社會中組織最大且最制度化的兩大宗教傳統，所以不論是興辦傳統型或是現代型的宗教教育機構，兩教都形成分庭抗禮、遠盛於其他宗教的情況，兩者發展方向剛好循著相反的過程：佛教從本土化走向全球化；基督宗教則從全球化而至本土化。然而直到1980年代為止，限於政府法令的限制，臺灣的宗教教育均以傳統型為主，且為基督教神學教育一支獨秀的時期，1980年以後佛學院教育才迎頭趕上；直到1990年代，現代型的宗教教育才在高等教育體制發展，至今尚不滿20年歷史，目前仍是兩種類型分頭並進，各自發展的局面，尚未見如西方宗教教育之整合趨勢。本文強調，後911時代，宗教對話乃是避免國際衝突，維護世界和平的重要途徑，故採行多元主義的宗教教育，讓傳統型及現代型攜手合作，乃是宗教教育未來可行的發展方向。

Our classification of religious education into the two types, the traditionalist and the modern is the result of our investigation into the intellectual origin of their separation in the history of religious education in the West. This helps our discussion of their history and current development in Taiwan. We pick up Buddhism and Christianity, as the examples to see how they are developing. It is interesting to note that they developed in an opposite direction, Buddhism towards globalization while Christianity towards localization. The education of religion flourishes only recently. In the past, education does not exist, and theological training is traditionalist in the sense that it was designed for the Churches only, and not recognized as regular education by the government and the people. In the later 1980s, Buddhist schools begun to appear and grew up quickly, but still in traditional line. Modern religious education in high education took notice only in the 1990s. As we observe, the two types of religious education are developing separately, and until now, no integration is in sight (as seen in the West). Human kind has to pay a heavy price for intolerance as seen in the incident of 11 September. Therefore, in our view, an inter-religious dialogue is a prerequisite to resolve international conflict and maintain world peace. In this sense a religious education with an integration of both traditionalist and modern approach, is the first and most important step for the future.