are basic to the sociology of knowledge (Berger and Luckmann 1967; Berger 1966). It is because we can imagine a world called “education,” for example, that we willingly attend lectures and read difficult books and take exams (as students), or lecture and grade papers and exams (as teachers). By performing these practices, in turn, we make the world of education more real. Conversely, skipping classes and cheating on exams makes the plausibility structure of education less real; such social constructions