Over 60 years ago, the influential language philosopher L. Wittgenstein suggested that there is no need to use "understanding" and "meaning" to understand how language works and, in fact, that the two theoretical terms are part of a primitive idea. Today, both remain two of the most frequently used terms in education. The purpose of this paper is to stimulate a discussion about abandoning these terms from the theoretical discourse of education in the way these are commonly used. Case materials from the research literature chosen from a large database on knowing and learning in science are used to exemplify the approach that does not require either concept. Implications are drawn for education research and practice
