All research, scholarship, teaching and learning activities taking place in academic contexts are dependent on prevailing discourses regarding the nature of knowledge. These have been turbulent, with ideas about knowledge being seriously challenged. This article examines ways in which research and teaching have been changing and shows links with the crisis in ideas about knowledge. It then re-examines debates about the relationship between research and teaching in relation to this context, arguing that in order to understand their relationship it is important to view it in the context of these changes. Implications of the analysis for the relationship between teaching and research in the future are then drawn.