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With the advent of constructivist oriented instruction in learning institutions comes an enormous challenge, that of structuring individual-centered learning within a community of learners. Within this instructional framework, struggles to satisfy both individual and group learning needs can lead to one canceling the other out. Tendencies towards either individual-centered or collaborative learning depend largely on the Constructivist stance adopted (Cunningham, 1991, Garrison, 1998; Jonassen, 1991, 1995; Lave & Wenger, 1991; Vygotsky, 1987). This ongoing struggle represents the paradox of Constructivist instruction; however, there is an alternative. This exploratory paper utilizes assumption from Internal Realism (Putnum, 1991, 1994), draws from advances in cybernetic science (Maturana & Varela, 1980; Varela, 1981), and communications theory (Habermas, 1990; Krippendorff, 1994) to make the case that underlying biological and communicative structuring play an important constitutive role in multiple levels of meaning construction (biological, psychological, social) that are implicated in learning processes. The extent to which knowledge of underlying structures can inform on learning processes is addressed and recommendations are made for adopting Communicative Constructivist Perspective (CCP) as a potential educational reform tool for increasing awareness of instruction that may detract from efforts to achieve sustainable learning within a community of learners. (Contains 60 references.) (Author/AEF)