The roles of impersonal (or abstract) and relational (or connected) modes of knowing in the experiences of young adults were studied, and the ways the two converge are described in this report of the post-college phase of a 7-year longitudinal study of the epistemological development of college students, i.e., their assumptions about the limits, certainty, and criteria for knowing. The study group, initially 101 students, consisted of 53 students by the last phase. The experiences of participants suggest that contextual knowing is characterized by a complex interplay between relational and impersonal modes of knowing. This intertwining is clearest in contextual knowers' examples of situations in which the balance of the two was not present, and the situations resulted in lack of ability to connect with others in some cases and to maintain the separate self in others. The convergence of relational and impersonal modes of knowing holds implications for education on a number of levels. It provides empirical evidence for the argument that education needs to focus on advancing both modes of knowing and their integration. Collectively, the experiences of these contextual knowers suggest that effective education would emphasize the construction of knowledge, the importance of the knower in what is known, and the value of others' perspectives, and would offer direct practice with both types of knowledge. (SLD)