The intention for this chapter is to discuss the wider implications of the action-based model we have ended by endorsing, starting with the conse­ quences for educational practice. More specifically, the aim is to consider our model against the theory-based approach which we have now rejected, but which was freely acknowledged to have attractive educational implica­ tions. With this in mind, we need to remind ourselves of why the theory-based approach seemed educationally so appealing, and as signalled in part I, there are probably two main reasons. First, the implications for teaching are entirely general: they do not imply differing practices as a func­ tion of topic area. Second, the implications are for a focus on mechanisms with variables being seen to take care of themselves.