A constructivist pedagogy was described in the theoretical framing section as key to the formation of this research project. Here we focus on specifically religious pedagogical frames as a theological approach to the action research involved in this project. This research will draw upon two key theorists who speak of religious education within a constructivist epistemology and pedagogy. Parker Palmer, in his work To Know as We Are Known, highlights ((Parker J. Palmer, To Know as We Are Known: Education as a Spiritual Journey, 1st HarperCollins pbk ed. (San Francisco: HarperSanFrancisco, 1993).)) the importance of prayer and listening to the other as an integral part of religious education. Thomas Groome’s theory of Shared Praxis ((Thomas H. Groome, Sharing Faith: A Comprehensive Approach to Religious Education and Pastoral Ministry: The Way of Shared Praxis, 1st ed. (San Francisco: HarperSanFrancisco, 1991); Thomas H. Groome, Christian Religious Education: Sharing Our Story and Vision, 1st Jossey-Bass ed. (San Francisco: Jossey-Bass, 1999).)) is a well-established pedagogy that emphasizes action as part of the learning process among adults.