Discussing themes from my paper "Scientists at play in a field of the Lord," three forum participants identify and discuss continuing social and epistemological issues which continue to challenge effective evolution education. I extend these themes and further amplify the vexing nature of an effective dialectic regarding evolution, especially for Creationists. By doing so, I offer that a full dialectic regarding evolution in classrooms requires quite a bit more explicit historicizing of both the nature of science and religion.