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The pedagogy of this book is constructivist, and Part III describes this view of learning and teaching in more detailed, psychological terms than those used in Parts I and II. In these chapters, I contend that schools can be better than they are now and that they would be better if they were more constructivist. Chapter 7 explores knowledge. Knowledge does not consist of an amalgamation of equal ideas; rather, certain ideas subsume other ones, and sophisticated classifying schemes replace simpler ones. Chapter 8 suggests that just as students replace initial ideas with more sophisticated ones, so too must the professional community replace the current “isolated student” model of education with a new “community-of-learners” model. Chapter 9 presents examples of the types of curriculum in which students of diverse experiences and varying levels of prior knowledge can all participate successfully and productively. Chapter 10 concludes with a look into some of the common questions people ask about constructivist education, some of the common critiques, and once again, some of the classrooms that bring the ideas of constructivism to life.