<p>Science educators may puzzle about how best to teach evolution while remaining sensitive to students whose faith may conflict with the scientifically accepted theory about the origins of the universe, of life, or of humankind. Similarly, teachers of religious or cultural heritages may struggle to explore sacred creation narratives while remaining sensitive to students whose worldviews may privilege science over religion or in an environment in which religious and cultural beliefs about such matters may be subject to public scrutiny based on scientific evidence. Those active in both domains can draw on philosophical analysis, among other methodologies, to navigate these tensions. Until now, the research on teaching evolution in science education has missed important parallel concepts in religious education that distinguish between teaching in, about, and from worldviews. This paper considers the value of adding pedagogic strategies from religious education to those of science education in the classrooms of both disciplines, using a strategy known as ‘Pedagogy of Difference’.</p>