Patricia Killen and Eugene Gallagher make a strong case for "constructive possibilities" in the scholarship of teaching and learning theology and religion. They clarify its relationship and hence its contributions to the larger discussion of the scholarship of teaching and learning in higher education, identify operative standards and procedures shaping its discourse, and highlight prevailing themes and emphases in articles published in "Teaching Theology and Religion" (TTR). Most important, they identify distinctive "starting points" and "generative assumptions" in those essays as a framework for understanding its scholarly "contours." In this commentary, however, the author focuses on the implicit attention their analysis gives to the function of critical reflection on teaching and learning in one's understanding of the pedagogical imagination of those who take up this task. (Contains 1 footnote.)