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Comparative Education is conceptually difficult to define. It has been described as having an unusually wide terrain. It suffers from a host of identity crises, and this chapter enumerates and explains 10: deciding whether Comparative Education is a discipline, a field or a method, what does ‘comparison’ in Comparative Education denote?, the minuscule place of the comparative method in Comparative Education, the dominance of single unit studies, the dearth of taxonomies, the problem that globalization makes Comparative Education seems like a field past its shelf-life, the question as to whether Comparative Education should graduate to International Education, the fact that it can show very little evidence of achieving the lofty goals it purports to pursue, the many pitfalls in practicing Comparative Education and the lack of autochthonous Comparative Education theory. The chapter concludes by indicating the potential from other comparative sciences, in order to address this problem.

This paper reviews and assesses the aim, substance, and impact of Simon Susen’s book, “The Postmodern Turn” in the Social Sciences.

The review follows the structure of Susen’s book, by description and by evaluation.

Susen’s book encompasses a very large volume of literature of the self-defined “postmodern,” then concludes that the covered material has contributed little that is new to the social sciences.

The review has not been previously published, does not replicate any prior assessment known to the author.