In educational research, we are confronted with a tension between epistemological demands and its ethical consequences. Whereas traditionally the ethical dimension is seen as met by epistemological soundness, I seek to challenge this common view and to consider epistemological issues as a function of an ethical stance. Therefore, I will elaborate on the performative dimension of articulation. Starting from the insight that a set of facts can express a lie, I will argue that a commitment to truth in educational research is a hermeneutical, rather than an empirical task. Educational research, from this perspective, could be conceived as a form of practical philosophy that takes issue with the fact that making sense of the world trough research involves linguistic and symbolic mediation. Another way to conceptualise the researcher’s task, then, is to reconsider her object with a serendipitous gaze, and challenge her audience accordingly. The researcher’s task is to convince and persuade her audience into an account – not into the truthfulness of its facts, but in the truthfulness of its image. To invite her audience to engage with the world through this specific lens and to consider its consequences; a process in which epistemology becomes inseparable from ethics.