This article presents the author's response to critiques of his essay titled "Individuality, Equality, and Creative Democracy--the Task Before Us." In his essay, the author has started sculpting short polemical pieces that purposefully overstate his case as a way of disrupting dominant educational discourses rather than arguing against them. Quantitative standardization and quantitative sameness are two such instances. Participating in dialogues allows readers to draw their own individual conclusions so they may contribute their own unique perspectives to the ongoing education dialogue about these issues. His respondents have served readers much to think about.