Rickinson's (2001) review of the evidence base for environmental education learning is a welcome addition to the literature. It is comprehensive, displays technical merit, and is valuable as a resource for informing the substance and focus of future research in this area. A critical perspective is still required though. In this paper, we explore the notion that a review communicates a research programme and how this might extend and disrupt our readings of Rickinson's nodes and evidence base. Through a series of 'notes and queries', we investigate the production and possibilities of the review, rather than the findings per se. Lakatos's ideas on research programmes are fundamental to our commentary.