On 2/19/2013 11:35 AM, Nancy Gish wrote:
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I also have no idea where "lower standards" comes from. At
least in my university--and others where I have taught--there is
a pretty consistent correlation between publication and good
teaching. Obviously that is not always true, but nothing is.
This is not some absolute standard either way. And if getting
past serious editing and reviewing is "lowering," I would have a
difficult time knowing what would raise standards.
Again, making publication one of but not the only path to
advancement would very possibly raise standards. It would do that by
making publication more proportionate to the cause of the subject
under examination than to the need of the writer to get something
into print.
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It is simplistic--and mistaken--to denigrate publishing as if
it were not of value.
Of course no one has done this. It's the overemphasis on
publishing, not publishing itself, that's been questioned.
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What should one teach? Should one reiterate forever, from
yellowed notes, the ideas of one's own professors?
Should one pursue the minutiae that the proliferation of
publications engendered by the publish or perish ethic has produced?
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The expectation of publication is one of several serious ways
to offer students the kind of knowledge and experience they want
and should have. What we ask of them is to write well, to think
critically, and to develop distinctive theses. And to deal with
our editing and evaluations. That is what is required of us
also. Nor is it only to improve teaching. Universities are
centers of discovery and knowledge in every field.
Noble stuff and no disagreement here. I'd only suggest that the
quality of editing and evaluations that you have to undergo might
also rise with fewer publications and less compulsion to get into
print. Seems a simple enough concept.
.
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What is the logic or evidence for this judgment?
The one I mentioned or the one you wrote about?
Ken A
