In this article two cases of action research in religion and world view education are compared. A third, smaller case, in which the author has been involved, is referred to initially and in the final discussion in order to enrich the comparison. Three clusters of themes are compared: 1) the institutional basis, economic resources, leadership and administration of the research projects, 2) the development of, references to and use of didactic approaches / pedagogical models, and 3) research design and methods. Methodologically the comparison is based on a combination of empathetic and critical hermeneutics. Theoretically, ideas of interactive and/or action research, learning and development work are preferred to ideas separating academic systematic research practice from the practical knowledge and mastering of pedagogical methods. It is argued that interactive work promoting proximity of practices, i.e. seeking to create a bridging and complementing mutuality between the sub-communities of primary and secondary education on the one hand and the sub-communities of tertiary education and research on the other, is the best way forward.