Abstract
Two books published nearly three decades apart confront higher education with important questions about knowledge, communication, and community—the building blocks of the academy. Higher Superstition defends the traditional logical positivist approach to science from challenges from alternative interpretive schools that are gaining momentum throughout higher education. Academic Discourse focuses on the gap between teaching and learning at the university. Both books draw attention to the elitism and ethnocentrism that segment the academic community and restrict higher education’s contributions to society.
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