Publisher's Synopsis
This study questions whether it is possible to identify a justified, secure and coherent base for our knowledge of the world and of ourselves. Science no longer enjoys an unquestioned pre-eminence in providing objective knowledge, and the social improvement brought about through rational thought has been recently attacked by postmodernism. Higher education is therefore placed in a precarious position, based as it is on the acquisition of knowledge and understanding.;This book explores the various dimensions of the crisis of confidence in science and higher education, showing how thinkers in the various disciplines are reacting to this challenge, and how they are re-evaluating the basis of their forms of enquiry.
