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This paper re-examines the direction of religious development implicit in Piagetian-based theories in light of a recent study of apostasy from fundamentalism. The theory-led and inductive thematic analysis of apostate narratives reveals evidence of a 'sociocognitive conflict' that complicates the implicit teleology of traditional theories of religious development. The diverse trajectories produced by this interaction between sociocultural and cognitive influences prompts a fresh analysis ofdoi:10.1558/arsr.v22i1.42 fatcat:xdsrzrxgz5cgtjjgpbozwuj2da