Quote Originally Posted by Pup View Post
I think the accommodation is offered and articulated well (at least from my experience in the U.S.--from what I've heard, this may be less true in other countries), but believers in supernatural/spiritual/mystic phenomena do not necessarily want to be accommodated because what they practice are cultural traditions. They want to be accommodated because they believe their phenomena are real. So the compromise is often offered, but it doesn't necessarily solve the problem.

For example, in the U.S., those who push most strongly to have creationism or intelligent design taught in U.S. public schools want it taught in the science classroom, not as part of a curriculum on comparative religious myths. The latter is an unacceptable compromise to them, because it treats their beliefs as myths rather than reality.

In a U.S.-based google search for "intelligent design" taught "comparative religion" one finds many results from pro-secular, atheist and other non-religious viewpoints saying they'd have no problem if intelligent design were taught in comparative religion classes of public schools. That's accommodating the religious viewpoint by treating it as a cultural phenomenon.

But that's not necessarily acceptable to the other side. For example, here's a transcript of a discussion (PDF file). A brief excerpt:
I don't see the point in offerring a non-biological explanation of biology as a biological argument.

For example, the range of constraints of planetary systems
which (xeno)biologies might face is a topic for astronomy.

Similarly the range of constraints offerred by different types of divine beings is a topic for (xeno)theology.