This article seeks to understand religious education as a process of communal endeavor that prioritizes and considers the learning experience intrinsically connected to its social and cultural contexts. Two authors will be of help to develop this pursuit: Lev Vygotsky, whose work emphasizes learning as constructed through interactions and in collaboration with members of a community, and Victor Turner who identifies the potential for creativity and transformation within the concepts of "liminality" and "communitas". The article concludes by suggesting that when a community acknowledges the multiple zones of proximal development--which creates opportunities of mutual support and democratic participation--"communitas" surfaces as a sign of liminal vitality, openness, and solidarity. (Contains 4 footnotes.)