Research in education, but notably also in history (as James suggests here), is much better conceived and practiced as a kind of conversation than as a scheme for "outing the facts". Of course, some colleagues (particularly in education) think otherwise! But when it comes to something that "means" something--a connective structure of facts and ideas and commitments, for instance--any final determination of fact is premature. Interpretations of this sort ("research") need reason (and reasons) and voices (and voice). Giving voice in this way--articulating facts, ideas, and commitments--is tremendously difficult: an acquired taste perhaps; but one that anyone might acquire. Thus our engagement is (once again: see Howley, Howley, & Yahn, 2014) splitting into three separate voices. Each of us harbors views of these matters that take up different aspects of a common imaginary about a good, or decent, or (even) true education.