In a science-based approach to educational research the pursuit of truth only emerges in the form of a quest for evidence or "what works'. This chapter elaborates the idea that educational research can hold a different relation to truth, c.q. a relation that takes seriously Hough's observation that educational researchers and practitioners are beings "whose borders are indistinct, merging into the history of the culture that produced [us]'. It will be argued that educational research should conceive of itself as being concerned about precisely this condition if it is to be called educational. What is important in educational research is not what researchers have to say "about' education "to' practitioners. Instead, the educational researcher is someone who makes things educational instead of primarily, or only, researching about education. Likewise, what is important in educational practice is not what practitioners "learn from' research "about' education, but how this allows them to undergo transformation. This (re)introduction of the subjective, the (re)emphasizing of the researcher's and the practitioner's investment, does not signify an abdication of truth and knowledge, but a fuller acknowledgement of human involvement in understanding the world.