Why does medical practice have a cumulative knowledge base, while education is mired in competitive viewpoints and subject to fads? Typical answers relate to how educational research is translated into practice, or to the complexity of the human sciences versus the social sciences. Instead, we note that the medical sciences all share basic perspectives on the nature of health and disease whereas the various branches of psychology offer incompatible theorizations of learning. As reviewed in this chapter, prior strategies for handling the multiplicity of learning theories have worked toward providing a unified account of learning. This chapter presents the genres strategy that embraces the multiplicity of learning theory: Identify the distinct notions of learning that motivate education and draw from the various schools of psychology to create an independent theorization for each. Aligning goals to theories would enable the kind of cumulative and non-contradictory guidance for education enjoyed by medicine.