Trevor Kerry’s investigation of the methods used by a small group of religious education teachers confirms a widely-held belief: too much religious education teaching remains at the level of information giving. If the relationship between one period of religious education and the next is rational but a certain teacher or lecturer keeps up with it merely to show that he is up-to-date, but does not really understand the principles of the development, we may describe him as being ‘trendy’. If philosophers of science find difficulty in stating the conditions for recognizing progress in science, there need be no embarrassment amongst religious educators about the same problem. Once features of reality have been noticed, the next step is to bring them together again so as to regard the world as one. Progress is made when the plurality and unity of the world are rediscovered, and seen more tightly and more richly.