This article reviews and explores the links between Chet Bowers' recent book on constructivist theories of learning and the paper by Gormas, Koole, and Vryhof on learning for reconciliation published in this journal (Spring 2006). The reviewer holds that Bowers' critique of constructivism has merit, but that his emphasis on eco-justice leaves gaps in both the foundations and practices of education. While the biblical concept of reconciliation is more encompassing, the reviewer questions whether it can be the sole chief purpose of education and suggests that Christian educators need to develop a defensible comprehensive pedagogical framework. (Contains 22 notes.)