Abstract
Cohen's complex instruction provides us with several useful aspects for epistemic inclusion. Making students feel competent in several disciplines increases their resilience when facing failure and equilibrates class status to render every student important in the others' eyes. Cooperative tools are important because of their obligation of role assignment in the aim to not leave the groups to their own devices. In the second part of the chapter, the authors show through examples of real-life situations what happens if we do nothing, when we renounce intervention, pretending that teaching is exclusively related to the relational dimension. The strength of epistemic inclusion can be demonstrated here through its absence. We see that epistemic exclusion is deleterious for learning.