ABSTRACT
The goal in writing this chapter is, through a retrospective analysis of the foregoing chapters, to propose ways of thinking that might lessen, if not neutralize, some of the essential differences that have been identified and elaborated on. My intention is to establish possible relationships among the alternative epistemologies that might not have been considered at the conference and, thereby, to open paths for communication. This amounts to much more than an academic exercise because there is a lot at stake here for the education of children and young adults, and for a role of constructivism in that education. We cannot simply set aside our essential differences and then do education as if those differences do not matter. I agree with Ernest that we should give respect to those positions with which we disagree. But I go even further by asking the proponents of particular epistemologies to seriously consider how they might modify their ways of thinking in view of their differences with other epistemologies that came so forcefully to the fore in this volume.
