A dialogic approach to religious education is advanced in which subject matter emerges or transforms in the educational event. An example of religious dialogue is considered, through which it is demonstrated that religious education, in order to be considered educational, must take seriously the possibility of the transformation of its subject matter. Approaches to religious education which attempt to restrict in advance the contribution of Humanism or other non-religious standpoints do not take seriously the possibility of this transformation, and thus foreclose the possibilities for educational dialogue. Some objections to Humanism in religious education are then considered, and a bullet is bitten.