Comparative education, as an eclectic field, contains flexible boundaries whose contours are often difficult to discern. Are the boundaries of comparative education wide enough (or, perhaps better said, narrow enough) to make it a "science"? Should it be largely a policy-driven field, or should it focus mainly on theory? How "hard" or "soft" should the field be? What part should intuition play in research? To what extent should comparative education draw on other fields for insight and inspiration, and to what extent can and should comparative education stand apart from other fields? The main purpose of this article is to raise questions about these claims. The article asserts that although the meaning of comparison has been debated over the course of the field's development, the recent rise of postmodernism is plausibly the most serious challenge ever to boundary stability.