Michel Serres is a provocative and unorthodox thinker, very little known in the English-speaking world, although he is one of the best-known contemporary French philosophers. Serres' interdisciplinary writing constructs themes that can be traced across literature, philosophy, science, mythology and painting, borrowing ideas and approaches from them and transforming those into original and synthetic voices in the world of knowledge. By grounding the sciences into everyday life, Serres wants to eliminate the distance that is perceived to exist between the two. Serres' mode of thinking and writing is undoubtedly inventive and provocative and his project truly admirable, if one considers the recent debates over the "science wars". As Maria Assad (1999) points out, Serres "brought a radical twist to the controversy over the degree to which scientific discourse and literary and philosophical theories can coincide without weakening the persuasive force of their respective models" (pp. 1-2). What is this radical twist brought by Serres? Simply put, his aim is to bridge the sciences with literature and philosophy. Serres' "will to synthesis", as he described his philosophy, is particularly important for education, culture and science in the new century. In this essay, the author undertakes the task of examining some major themes that organise Serres' philosophy about science, philosophy, and literature and he explores the implications of his ideas for science and education. His main argument is to show that Serres can promote refreshing ideas that will provoke educators to rethink some of the views they take for granted. (Contains 1 note.)