The first paper below was written for a course in Education for which I was to argue for either Instructivist or Constructivist teaching. Instructivist teaching is comprised of direct instruction as to what students are to learn and how; whereas, constructivist teaching allows learners to construct their own learning based on guidance by the teacher. In practice, what is labeled as constructivist is little more than a disguised form of instructivist teaching and the outcomes are nearly always predetermined. Joe covers this well in his book, Critical Constructivism. Thus, the argument between instructivist and constructivist methods becomes meaningless and circular. This paper calls for a fresh approach using Joe’s theory and shows how we can escape these circular, either-or, and dichotomous arguments through the incorporation of a consideration of complexity. In this way, teachers can facilitate empowerment for self-construction of consciousness, resulting in increased creativity and human potential that leads to original knowledge production that can truly "alleviate suffering" and change the world as Joe's theory calls for.