Drawing on the methodological framework of conversational analysis, this paper explores aspects of multilogical participation in pedagogically safe spaces with regard to religious respect and hospitality as life skill. I argue that these spaces should be conceived of as pedagogically justifiable and educationally guaranteed sanctuaries of and for multilogical-educative participation (i.e. teacher-learner(s) and learner-learner interaction) with regard to religious respect and hospitality. A bibliography is included. [For the complete Volume 13, Number 1 proceedings, see ED568595.]