Comparative educators can enhance research by developing and including in their research findings a cognitive map to show perceptions of how knowledge claims interrelate. Three research relationships utilize different methodologies: (1) the researcher objectifies the phenomena; (2) the researcher position is preferential to the research object but allows subject input; and (3) the relationship is one of interaction. Mapping represents the intercultural dialogue in the third research relationship, and two figures illustrate examples of the social map. Social cartography helps comparative educators order and interpret the relativism and growing fragmentation of cultures. Three types of maps identify ways to provide visual explanations: (1) the phenomenographic map positions phenomena in relation to one another; (2) the conceptual map develops perceived relationships within or between categories; and (3) the mimetic map imitates reality and has a geographic nature. Map utilization as a part of comparative studies provides a visual dialogue of cultural flow and influences appropriate for future work in comparative education. (CK)