Muller (education. U. of Cape Town, South Africa) argues that constructivism, as a broad anti-epistemological movement, has taken a perfectly reasonable set of theses about the social constitution of knowledge, and radicalized in into a set of skeptical claims about reality itself. He characterizes as pernicious the effects on the formulation of policy, the practice of education, and the conduct of government. He begins by introducing the notion of knowledge as a dynamic set of social interpretations that converge or diverge under certain conditions. Annotation c. Book News, Inc., Portland, OR (booknews.com)
Reclaiming Knowledge asserts the necessity of a strong view of knowledge for a robust sociology of knowledge, for both researching the curriculum and developing policy. Divided into four sections or investigations, the central question underlying this book is how, in a world of uncertainty and challenge, do we develop a responsible knowledge practice?
