 Other traditional epistemological worries that impinge upon the epistemology of education concern (a) absolutism, pluralism and relativism with respect to knowledge, truth and justification as these relate to what is taught, (b) the character and status of group epistemologies and the prospects for understanding such epistemic goods “universalistically” in the face of “particularist” challenges, (c) the relation between “knowledge-how” and “knowledge-that” and their respective places in the curriculum, (d) concerns raised by multiculturalism and the inclusion/exclusion of marginalized perspectives in curriculum content and the classroom, and (e) further issues concerning teaching and learning. (There is more here than can be briefly summarized; for more references and systematic treatment cf. Bailin &amp; Siegel 2003; Carter &amp; Kotzee 2015; Cleverley &amp; Phillips 1986; Robertson 2009; Siegel 2004, 2017; and Watson 2016.)