In the light of the debates and developments surrounding religion, and in view of the impact of religious and cultural diversity and human rights in the educational context worldwide, and in the South African educational context in particular, this article will try to explain what has led to these changes and academic debates. The implementation of the National Policy on Religion and Education in September 2003 seems to be superficial in nature and it appears as if transformation is not taking place. This article argues from theoretical and practical descriptions that in order to implement religion teaching and learning in tertiary and school education in general, a hermeneutical framework and an understanding of social constructivism may have the propensity to contribute to religion teaching and learning.