Narrative research is a commonly employed research methodology. In narrative research, researchers capture the testimony of their participants on a myriad of topics, e.g. how they feel about teaching or how they feel their ethnic background influences the way that they analyze concepts. Such testimony in narrative educational research commonly relies upon teachers providing explanations of how their background, knowledge and expertise have shaped them to teach in the manner in which they do teach. Furthermore, narrative researchers provide their own interpretation, as a form of narrative evaluation, to the testimony contributed by the subjects. To what extent can we take either testimony, that of the participants or the researcher, as knowledge? That is what Caduri considers in her article "On the Epistemology of Narrative Research in Education." While she argues that knowledge claims of researchers are not justified, we can be intellectually "entitled" to accept them. Caduri provides three criteria which, when met, allow for entitlement of knowledge claims. Justin Christopher argues that while such criteria are necessary for warrant/justification, they are not sufficient. In order to be warranted, in any capacity, knowledge claims must have evidentiary reasons for acceptance. Christopher argues from a pragmatic perspective to make this argument.