This study applied an investigative research framework to explore a persistent discourse about the practice of epistemological diversity and inclusion in Canadian higher education. Drawing on pre-conference Zoom seminars with conference administrators over eight months, two main themes became obvious. The role epistemological diversity enjoys inside an academic humanities conference and the fragile and controversial role of epistemological diversity. The study suggests that epistemological diversity in higher education is a contentious practice that could undergo renewal and replacement. Being open to the possible outcomes, the author advances the belief that expanding rather than restricting epistemological diversity in higher education, including academic conferences, can advance a multitude of intelligences, leading to shared problem-solving, tolerance, respect and empathy among diverse peoples.