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The paper tries to analyze some connections between theory of knowledge and philosophy of education. More specifically, its goal is to construe the different possible meanings of the proposition that knowledge is basically a construction and to make the educational consequences of this proposition explicit. It undertakes first an analysis of constructivist themes in psychology and moral education, in order to show what, in these themes, happens to be definitely confused. The end of the paper tries to draw the main lines of an epistemic constructivism free from relativism and to show that the educational implications of such an attitude haven’t been thoroughly analyzed.