<![CDATA[This article examines how the philosophy underlying religious moderation curricula has been discussed in educational scholarship and how that discussion has developed. Publications indexed in Google Scholar for 2015–2024 were retrieved through Publish or Perish and mapped with VOSviewer through citation, co-authorship, and keyword co-occurrence analyses. The dataset contained 200 publications with 1,743 citations. The mapping shows that curriculum development, inclusive learning, multicultural education, and the explicit or implicit transmission of moderation values form recurring lines of inquiry. The literature also links religious moderation to tolerance, social harmony, and responses to radicalism and religion-based conflict. Within this body of work, curriculum philosophy functions as a bridge between universal human and religious values and the practical organization of learning. The results therefore place religious moderation curriculum philosophy within a wider educational discussion about how plural societies can cultivate inclusive religious attitudes through formal learning and the hidden curriculum]]>
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