Abstract
A model is not a theory. A theory implies “best possible” representation of a situation and should, (for a given analyst, at least), be unique. An analyst, however, may build several “right” models of a particular situation, each for a different use or user. Model relativism, the explicit consideration of the use and user in model development, has important implications for building models, for implementing those models and for developing teaching programs. Some of those implications are explored in this paper.

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