An interdisciplinary approach to teaching English and religion can eliminate some of the educational problems posed by each subject. Part one of this thesis presents a philosophy of education which suggests that confluent and student-centered methods of teaching can best develop creativity and, thus, lead to greater humanization of students. Part two explains how the methods of drama, reading, creative writing, individualized learning, and small-group discussion fostered creative thinking in 31 high school seniors. Reading materials for the course were selected to reflect the following themes: evil, suffering, poverty, search for wisdom, salvation through sin, and human liberation. In addition, a theory of literary criticism and an approach to grading appropriate for interdisciplinary study are suggested. Appendixes include lesson plans for writing workshops, examples of student writing, and a bibliography of pertinent works in educational philosophy, English education, religious education, and literary criticism. (Author/KS)