It was questioned whether the fall of Marxism has in fact led to a rejection of philosophy - in some countries, there is a renewed interest in Marxist philosophy. It was agreed that the divorce between science and philosophy was important everywhere, and it was suggested that this became a problem after the scientific revolution in the eighteenth century. People are afraid of what they cannot understand, and science has become highly specialised. In general, education focuses on knowledge, skills, and attitudes, and tends to neglect emotions and the senses. Even Aristotle, despite the definition of the human as a rational animal, stressed the importance of sensory experience and memory as aspects of knowledge.
Genuine education involves more than knowledge, but education in freedom.
There is no longer any consensus as to a single scientific method, and the teaching of science itself is being radically reformed so as to include ethical and emotional elements. Children are being given more science than in the past, and their scientific knowledge provides matter for philosophical discussion. This tendency is reinforced by an increasing number of debates between scientists and philosophers in the media. As Lyotard maintains, there are many kinds of knowledge, and these include what children learn outside the classroom.