Summary

Spanning pivotal years in the historic democratization of South Africa, this analysis provides a trenchant reflection of higher education in transition. Penned by one of South Africa's foremost philosophers of education, the critique grapples with very real concerns in higher education policymaking and practice, including stakeholder politics,nbsp;institutional cultures, andnbsp;curriculum transformation and interrogation of the function of higher education institutions in modern societies. Exposing the tensions between egalitarian principles and the nature of higher knowledge, the essays raise questions to which there are nonbsp;simple answers. With characteristic rigor, the analysis looks into the assumptions underlying much of the thinking about these questions and concludes that a failure to sharpen thinking around higher educationnbsp;is a failure to recognize the epistemic value of academic practice in a developing democracy.