It takes years of research to make an interesting discovery, and takes much more than a tweet to communicate that discovery to people who are qualified to assess the validity of the discovery and determine the significance of its contribution. More importantly, there was a time when everyone understood that our knowledge was not the sort of thing that could be disseminated by op-ed or blogpost but required the long term mutual commitment of students and teachers in the classroom to be properly understood. What the panel was really doing was redefining what it means to know something. By abandoning “old school” lecturing and classroom discussion, and traditional academic prose, they were simply giving up on the sort of care and attention that makes it possible for us, as a culture, to understand complicated facts.
<…> we are now trying to get people believe things they can’t possibly understand. We are telling them what we think the truth is but without allowing them to engage critically with it. That’s precisely what our classrooms and journals are for. They are situations in which ideas can be presented along with their justifications, and where those justifications can be questioned before the proposed belief is adopted.…>