In this response to Muis et al. (2006), I draw on the writings of Dewey to explore three critical questions. The first question is what is gained or what is lost when the study of epistemology moves from philosophy to psychology and eventually to educational practice? The second asks whether the primary question under examination should be "if" students' beliefs about knowledge or knowing differ by domains or "why" they may differ? Finally, what are the implications of the generality or specificity of students' epistemic beliefs for educational practice?