How should we approach the ‘change’ in the individual wished for, assumed or expected in and through education concerning religion in the chapters? In one way or another, all of the chapters discuss this ‘change’, albeit using different concepts, such as ‘learning’, ‘growth’ or ‘becoming educated’. There are, of course, different ways of drawing distinctions in learning that show the breadth of resonance in the individual that the ‘change’, or education, brings about. When studying the different viewpoints offered in the chapters, it is useful to look at what the discussions on education, learning and literacy refer to and imply in general and what distinctions are being made and also to recognize the potential understandings of religion and religious in education.