RE in Sweden is compulsory from the first to the last grade, focused on world-religions and ethics, and founded on the idea of progression. From grade 7-9 the concept of world religions is combined with life question and worldview-issues. We wonder if that changes the concept. In recent syllabuses changes for upper secondary classes, religion has explicitly to be related to gender, socioeconomic background, ethnicity and sexuality, which is formulated in a functional way. This puts the question of intersections of concepts on the edge. Teaching reality is confronted by oblivion and demotivation, perhaps because of progression and concept problems also recognizable in public debates revealing religious illiteracy. It is our ambition to question categories beginning with empirical material from religions not fitting in the world-religions-paradigm. Hereby we apply a perspective of historical anthropology of religion thus emphasizing theory in a critical way. This perspective aids to develop both the knowledge and competence of diversity that is seen as a fundamental value in the curricula as well as in the syllabus in RE. Furthermore, this is emphasized in formulations that students should act with responsibility in a nuanced way to religion in relation to themselves and the surrounding society. Also, this connects well to the concept of active citizenship that nowadays focus more often on the importance of citizens knowledge and that the students should develop a critically reflective citizenship and that they may actively participate in a democratic society. As we see it this is urgent to address since RE could be an important arena for discussions where education and knowledge intertwine.