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In addition to the explicit curriculum of facts and the implicit curriculum of cultural indoctrination, Eisner (1985) argues that there is also a null curriculum that is taught precisely through not teaching certain things -- there is a set of facts and values that is explicitly (and implicitly) not a part of any given educational system, so students are also taught what to discount, ignore, or even simply fail to perceive. This is perhaps the most profound and the most essential part of Eisner's argument in this essay, with definite and resounding implications and ramifications on attempts at a well-rounded religious education.

For Catholic schools, the issues that Eisner raises must be viewed in the context of a school that is at least somewhat explicitly indoctrinating students with specific values and beliefs. That is, a major part of the explicit curriculum in Catholic schools -- the facts and figures that are taught -- is akin to the implicit curriculum taught in any school as identified and described by Eisner. This in turn has major ramifications on the implicit curriculum taught in Catholic schools, as teachers and administrators must ensure that teaching methods and standards as well as rules of classroom operation and definitions of student success are in line with the explicit values taught in the curriculum. Essentially, then, the line between the implicit and explicit curricula are blurred in Catholic schools, and truly in any institution that provides a religious education. Morality, cultural values, and systems of behavior are an explicit part of any religion, and definitely of Catholicism, meaning they will necessarily be a part of any meaningful and effective religious education.

The null curriculum that Eisner identifies is also of great importance when it comes to Catholic education, especially in the modern world of growing diversity and the greatly increased need for cultural and religious tolerance and understanding. Students in Catholic schools, while being taught a definite, specific, and explicit set of values and beliefs must also be made aware of other attitudes and values or run the risk of becoming bigoted or narrow minded. Striking the balance in the explicit and implicit curricula of unequivocal value statements without ignoring other options and values is difficult, but entirely necessary.