The concluding chapter opens by suggesting how the present study may refocus existing debates. My account of Augustine’s method brings new substance to the historicity debate by elaborating what it would mean for Augustine’s flesh-and-blood companions to bring the words and Augustine, as author, to organize them. And by shifting the developmental debate’s focus on doctrinal content onto issues of methodology, I reframe the question of Augustine’s development over time and suggest a smooth progression as Augustine fuses Platonist pedagogy and Christian exegesis in increasingly sophisticated ways. I close by drawing out the implications of Augustine’s pedagogical methods for teachers today. The dialogues’ emphasis on unteaching through aporetic debate runs usefully counter to today’s test-taking culture. Their search for self-knowledge through reflection brings a third option to the contest between content and marketable skills which tends to frame current discussions of the liberal arts’ value. And their willingness to trade in provisional, plausible conclusions provides an attractive model for navigating our pluralistic society.