“Maxwell is right on-target. Students learn about science in the absence of adequate preparation as to how to use well the knowledge they acquire to help address and hopefully solve the monumental problems facing the world today. Scientists have often failed to fulfill their responsibility to create a better world by pretending that scientific knowledge can be learned and used acontextually. This book has extremely valuable ideas about how to reverse this ominous trend. It is a must-read – for me and everyone else!”
Robert J Sternberg
Professor of Human Development, Cornell University, USA

“Maxwell points out that the proper goal of inquiry should not be knowledge-acquisition. Acquiring knowledge cannot be an end in itself: it must be a means to obtain some end – and not asking about the nature of such an end is irrational. The ultimate purpose of inquiry, Maxwell holds, must be humanity’s well-being. This book is of interest to all kinds of readers, even those with just a little background in Philosophy, or History of Ideas. It is a robust piece of important work.”
Agustín Vicente
Professor, Ikerbasque Foundation for Science, Spain

“For several decades Nicholas Maxwell has criticized the current approach to scientific research and university education, and promoted the exchange of the prevailing knowledge-inquiry for wisdom-inquiry. In the troubled times of fighting the COVID-19 virus it is more important than ever to assess and possibly rearrange the traditional academic practices in universities in order to address more efficiently the most acute problems humanity is facing. His many books on this topic have normally been addressed to an academic audience well versed in philosophy of science, thus a book that explains these thoughts to a wider readership is more than welcome.”
Peeter Müürsepp
Professor, Department Chair, Vice-Dean, Tallinn University of Technology, Estonia