ABSTRACT
These ideas about knowledge production and its uses now need to be located within broader contexts to do with human purposes. The questions ‘What do we know?’, ‘How do we come to know?’ and ‘How do we use and share our knowledge?’ need to be contextualised within questions that ask, ‘Knowledge for what?’ Also, the ‘what’ does not necessarily imply benefit for everyone. If education is about encouraging people to re-create and speak for themselves, we must accept that they will say and do things with which we do not necessarily agree. The ‘what’ could be to do with the distribution of instruments of torture as much as with food to the hungry. The ‘what’ is deeply problematic.
