and what a person in fact does. None of the policies proposed by the students in my course were satisfactory to them, because each student saw (to, admittedly, different degrees) that any action that could be taken did not accord with the knowledge upon which that action was based, and that it could not be explained in completely rational terms. Clearly this is not the conventional view of constructivism that rests content with the knowledge that what we understand both constructs and is constructed by discourse. What we learned in my course was that it is more important to see that what we do not understand also constructs and is constructed by discourse. As I suggested at the outset of this essay, case studies can have a very important role in the writing classroom, particularly the constructivist classroom. In part that role ought to be to remind us that even though we realize that language and ideology shape our world, there's a good deal more to that world than an analysis of either language or ideology can show us.