This paper explores the spatial and environmental conditions for democratic education in an interreligious project. The interreligious project provides a case for applying Dewey's concepts of experience and environment. Four kinds of experiences are presented: invited places-being a guest, common meeting points-shaping an interreligious "we", nomadic places-sharing everyday life and school as a secular public place-acting in public. It is concluded that educational experience is shaped by acting in a variety of environments. However, dimensions of power are also present in the context of civil life and should be taken into consideration.