I defend that the development of children may include foundational change, such that stages can be reconstructed representing different views of (the relevant aspect of) reality and involving different forms of judgement in that domain. This implies fundamental stage‐relativism. Claims that such stages are better than their forerunners can be justified, if at all, only on stage‐bound criteria. This does not preclude the possibility of justibing them, however, except to persons in lower stages. The development produces the possibility of its justijcation. Education cannot, therefore, be conceived as commuunication between equals. Reality is different for children, not simply defective or wr