This article provides a metacommentary on the special issue on nature of science (NOS). The issue is composed of senior scholars discussing Hodson and Wong's (2017, this issue) critique of the consensus view of nature of science, which on a basic level states that there are agreed-upon aspects of science that can be taught in K-12 schools. Each author summarizes the salient points concerning the consensus view and offers constructive suggestions about what science is, how it works, and what is relevant when teaching NOS. Rather than summarize Hodson and Wong's critique or comment on whether the "consensus view" of NOS is helpful, I discuss the tension between "orthodoxy" and "plurality" and how this tension plays out in NOS discussions. All authors in the issue make suggestions that open NOS teaching and learning and science education to a diversity of contexts, knowledges, and practices. It is this movement toward plurality, away from orthodoxy, that is worthy of more attention. [For Hodson and Wong's article, see EJ1133274.]