ABSTRACT
Foundations are shaking. Researchers and teachers alike seem to be more hesitant these days in their quests, claims and proofs of truth (Denzin and Lincoln, 1994). Some of us, following Bernstein (1983), are trying to function in a realm beyond the dualism of objectivity and relativism. Here we stumble upon a second, related problem: how to do inquiry when the content and process of knowledge acquisition have lost their singular, essential nature.
