Ernst von Glasersfeld (1974) used the phrase Radical Constructivism (RC) to clarify the meaning of Piaget’s constructivist epistemology. This interpretation was proposed in the context of a Piagetian compensatory early education programme in the USA. Much of the work that followed initially was directly related to subjects like maths and science. The implications of radical constructivism for social understandings led the present author to study stereotypes. This work emphasised the role of identity in prejudice. Identity reflects the social heuristics and world views of one’s culture. Balancing self-perception with acceptable cultural expression is a key to well-being, personal development and one’s social functioning.