Supposing we do consider RC only in terms of epistemology and pedagogy, since it claims not to deal with ontology, it still needs to be analyzed in order to determine if its epistemology and pedagogy are worth applying. We might consider it, for example, in comparison with realist epistemology and pedagogy, which do involve ontology and ontological claims. Even though RC does not consider ontology, therefore, it might still be said that this refusal to consider it still constitutes an approach to it, an approach, moreover, that differs significantly from other approaches, and this approach to ontology, among many other things, needs to be considered when analyzing RC for its epistemological and pedagogical value. To put it more shortly, RC epistemology and pedagogy do involve an approach to ontology, even if they do not involve ontology itself.
What are the pedagogical implications of RC?
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