Description
The author is concerned with the state of education and institutionalized knowledge, and the fate of learning in the future. She challenges readers to re-examine the protective barriers built to isolate "science" from other forms of enquiry.
This treatise on the question of knowledge challenges readers to re-examine the protective barriers built to isolate "science" from other forms of enquiry. The author shows her concern with the plight of education and institutionalized knowledge, and the fate of learning in the future.