"Two tacit Enlightenment premises have underwritten much thinking about the public roles of science and scholarship, teaching and research. They are that knowledge can be at once authoritative and democratic and can simultaneously inform expert instrumental use and public debate. Nineteenth and 20th-century developments were shaped by this joint project, but the two dimensions could readily come into tension or even contradiction. In the present article, I do not propose to offer an ideal resolution to the tension, but to argue that it has become acute, and especially that intensified inequalities and new patterns of instrumental evaluation of universities as providers of private goods are making the integration of the two ideals all but unsustainable."No. 84, p. 7-43.