In the process of obligatory religious education began with the lessons of Religious Culture and Ethical Knowledge, the most discussed point has been whether this kind of education must focused on doctrinal teaching or pluralist one which puttin many into a melting pot. For non-muslims the problem was solved by eliminating the obligation. However, different undestandings within Islam persist in claiming their own conceptions, and objecting the present experience. Especiall, the Alevi organizations have either objected the obligatory religious education, or raised their voicve saying that as the Alevi teachings have not been involved in the curriculum, Alevis tended to become atheist. Both how religious education must be maintained, and be restructured in wiev of new developments are primary occupation of religious educators. Especiall, new developments in Theology Faculty of Ankara University with its organizations as seminars and symposia have a profound effect on reorienting and structering curriculum of Religious Culture and Ethical Knowledge from primary schools onwards: In the new programmes, the critical and questioning method has its weight and it is possible to observe the taraces of new canception on differences in the religious education