Non-confessional religious education (RE) based on the academic Study of Religions (hereafter, SoR-based RE) often presents itself as the most objective venue to teach and learn about different religions, thereby fostering (among other things) intercultural and interreligious dialogue competencies. However, research informed by critical and postcolonial perspectives has highlighted the Eurocentric and modern genealogies concerning both the concept of religion and the historical development of the study of religion. While taking stock of these self-critical reflections, the SoR-based RE debate still lacks engagement with similar educational endeavours and discourses outside Euro-American regions, thus risking taking its epistemological and educational principles for granted. This paper is based on the preliminary results of the EU-funded MSCA research project JREACT, aimed at comparatively analyzing RE debates in Japan and Europe, from the point of view of SoR-based RE. By analyzing some features of the contemporary RE debates in Japan, the paper will discuss different epistemological, educational, and even political positions inherent in RE situations with different historical, social, and intellectual backgrounds. By highlighting the tensions concerning RE also inherent in allegedly 'neutral' fields such as the Study of Religions, this paper aims to contribute to enhancing sensitivity to epistemic injustices and virtues in confessional, interreligious, and non-confessional RE.