Abstract
As culinary arts continue to evolve within the realms of higher education, an important question emerges: can a dish embody and communicate new, meaningful knowledge to the gastronomic community? The transition of culinary professionals into higher education, as discussed by Bucher & Lee (2023), outlines an academic and institutional landscape marked by intellectual challenges and epistemological tensions. Bucher and Lee's (2023) article reveals the friction that many culinary professionals face as they enter higher education, particularly the necessity to deviate from their innate, intuitive modes of understanding and operating. This commentary supports their perspective, advocating for a realm within higher education whereby the methodologies and methods deployed by chefs naturally within their everyday practice are not merely objects of academic scrutiny, but serve as sources of knowledge generation and dissemination within their own right.
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