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This article focuses on the conceptual foundations and orientations of Que´bec's ''Ethics and Religious Culture'' program (ERC). Its primary aim is to provide a careful and comprehensive reading of the program. It first situates the ERC program within the Que´bec Education Program. It then examines the ERC program's competencies and underscores the importance of these competencies for meeting the challenges of living in a pluralistic-democratic society. Critical questions are also raised, particularly with respect to the program's move away from the subjective in both the ethics and religion competencies. In the final section, the article examines the Ministerial decision to favor procedural neutrality as the ideal professional posture of teachers.

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