This article reviews Philip Barnes' account of problems with religious education (RE), and explores the practical implications of his position. Acknowledging his compelling logic--that RE is premised on an acceptance of all religions as equally theologically true--this article argues for optimism: with controversy and ambiguity moving to centre stage, a re-orientation of RE's attainment targets could focus RE curricula and provide a measure of direction for future progress. Equally, a focus on developing individual values for life in a plural democracy--where personal destinies often conflict both culturally and existentially--would likewise give RE a more potent purpose and the foundations for a normative agenda. Inspired by J.S. Mill, this article concludes that such RE may have to move beyond the classroom to achieve its potential as a critical, inclusive, relevant and progressive subject with coherent social and educational aims. (Contains 1 note.)