Religious education takes place within a postmodern culturalintellectual milieu exemplified in part by the work of Michel Foucault, which disrupts common modern concepts of knowledge and power. For Foucault, power is not only repressive but also productive, insofar as every system of knowledge depends on social arrangements of power for the production and maintenance of that knowledge. Such an understanding of the power-knowledge relation has at least three implications for religious education: rethinking pedagogical power relations, rendering practicable a Foucaultian destabilization of reason, and reconceptualizing liberation theological pedagogies. (Contains 26 footnotes.)