This doctoral dissertation examines alternatives for public-school religious education which stress spiritual values but do not conflict with legal restrictions. The study is divided into four parts. Part one is an historical survey of religious education in public schools that includes an interpretation of the legal restrictions and the importance of spiritual education for everyday life. Part two is an analysis and study of teacher training in the area of spiritual education, how various academic disciplines relate to this education, and administrative guidelines used to develop those activities which conform with the philosophy of court decisions. The third part provides objectives and sample elementary-level units which would develop spiritual concepts and yet remain neutral in legal areas. Part four contains a summary, conclusions, and recommendations for further teacher training and curriculum development. (DE)