Publisher's Synopsis
The author contends that the manner in which one defines a problem determines what is done about it. To explain this he examines fundamental issues to gain an accurate definition of the problem, specifically challenging the ability of social sciences to make valid predictions. He aims to bring a deep understanding of the philosophy and history of science, the philosophy of education and a fingertip sensitivity to knowledge utilization issues as they pertain to contemporary problems in education at all levels, elementary, secondary as well as higher education.
