Achieving the happy middle in teaching is not easy but key for revelatory experiencing. Each instance of religious education is unique, involving different learners and processes. Learners themselves have different capacities and propensities for engaging in autistic and realistic thinking, as do the educators themselves and the communities of which they are part. The task is then to consider, moment by moment, what is needed to guide imagination toward illusionistic thinking given all these variables, adapting to the learners and the situation as it is unfolding.
