Because researchers cannot achieve theory-free observation, it is therefore impossible to attain absolute objectivity. This realization has led to issues of major consequence concerning our understanding of educational research and of ourselves as educational researchers. Specifically, serious questions have been raised about the nature of knowledge, truth, reality, and relativism. In my response to Kauffman and Sasso (2006, this issue), I discuss these issues and make the case that the questions confronting us must be engaged directly if we hope to resolve disagreements about the worthiness of various educational practices.