ABSTRACT
This chapter addresses the science possible after the questioning of the grounds of science by refusing to concede science to the scientism that is so much afoot in the "repositivization" at work in global neoliberalism. It deals with some thoughts on the implications for qualitative research in education in a time that might be termed the "rage for accountability". The chapter uses Foucault and his concept of counter-science to set the stage. It divides scientism into "old" and "new" forms in the hope of saying something fresh about such well-trod ground. It contributes to an alteration of the terms of the science wars by engaging in a critique of philosophy of science more than of science itself. Foucault is most useful in seeing how, in the continuation of the science wars, the line between a narrowly defined scientism and a more capacious scientificity of disciplined inquiry remains very much at issue.
