Meaning constructs are aspects of a person's cultural worldview. They are those aspects that philosophers often write about as a means by which to make sense of the world. Teachers carry their worldviews and meaning constructs into the classrooms with them. Similarly to teachers, reflective teaching proponents hold meaning constructs that are embedded in their proposals. If teaching change is desired, in structures and in standards, then the constructs underlying reflective theories ought to point in reformist directions. The relation between reflective teaching and meaning constructs is examined in order to find the philosophical connection. This is set out in two parts, the first being an overview of philosophy today a knowledge of which is necessary in order to understand the second, a look at meaning. Four possible meaning constructs are proposed. Two can be identified as modern/epistemological and two as postmodern/postepistemological. A postmodern perspective is adopted since holding the spectators' view, in its functional/essentialist statement, means recognition of no other meaning form. (Contains 65 references) (KM)