Why artificially limit the (historical) set-of-all non-trivial revolutionary paradigms to the last century?
Current academia seem to treat the phd (implicit modern) as a minimal barrier to credibility (which is curious for several reasons). But given the modern phd is a relatively recent invention, this heuristic ought to exclude every paper written by those who predate this new form/ qualification. Of course, historic progress seems to be revered most of all
The point isn't to suggest that the modern form was beyond historical figures (though I suspect given the nature of earlier scientific progress many might choose to not endure the modern form), but more frame the question "had they (historical figures) been conditioned to think narrowly, within the contrived 'lanes' of modern isolated disciplines, would they still have thought as they did?"
All of Hofstadters "analogies which shook the world" (surfaces and essences) necessarily depend upon thinking across arbitrarily plural scopes of phenomena, and deeply — with commitment to the premise that the deepest understanding of our universe which that they might contribute to the endeavour, frames an implicit "universal general domain" of characteristic forms which apply universally. This is the opposite of isolated special-domain thinking/ stay in your lane/ etc
Education includes learning and conditioning. I wonder if the degree to which we stress test conditioning impacts ongoing learning, specifically open learning, learning across (artificial) boundaries of special-domains
Current academia seem to treat the phd (implicit modern) as a minimal barrier to credibility (which is curious for several reasons). But given the modern phd is a relatively recent invention, this heuristic ought to exclude every paper written by those who predate this new form/ qualification. Of course, historic progress seems to be revered most of all
The point isn't to suggest that the modern form was beyond historical figures (though I suspect given the nature of earlier scientific progress many might choose to not endure the modern form), but more frame the question "had they (historical figures) been conditioned to think narrowly, within the contrived 'lanes' of modern isolated disciplines, would they still have thought as they did?"
All of Hofstadters "analogies which shook the world" (surfaces and essences) necessarily depend upon thinking across arbitrarily plural scopes of phenomena, and deeply — with commitment to the premise that the deepest understanding of our universe which that they might contribute to the endeavour, frames an implicit "universal general domain" of characteristic forms which apply universally. This is the opposite of isolated special-domain thinking/ stay in your lane/ etc
Education includes learning and conditioning. I wonder if the degree to which we stress test conditioning impacts ongoing learning, specifically open learning, learning across (artificial) boundaries of special-domains