The Sokal/Bricmont debate should not be considered solely as a textbook example for social aspects of the discourse between science and the humanities, but its epistemological and theoretical aspects should be taken equally serious. Along the lines of its chronological development the debate is shown to consist of a series of arguments and counter-arguments reflecting the long-running controversy about the roles and interrelations of content and context, of discovery context and justifcation context in science and the history and philosophy of science.