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  • Mailbag: The value of humanities research

    Wed, 2011-12-21 00:21 -- John Hawks

    Re: "Is humanistic research a waste of time?"

    Dear John,

    Criticisms of humanities research like Bauerlein's may have merit in some cases, but number of citations of recent work is not the right measure of relevance. Here are several interrelated points.

    First, what matters is the network of influences. Within the humanities, as in the sciences, there are scholarly communities, more tightly connected within communities, and more loosely connected between communities. A scholarly work may influence distant nodes of the network in ways that don't lead to citation. To take the extreme case, suppose that only one person, X, reads work A by another author, but X's A-influenced writing is widely read by others. Work A might never merit a citation from anyone but X, even if what is so interesting about X's work depends in essential ways on what X learned from A. Sometimes the network goes through a single individual: X cites A in an early work, but X's subsequent, more influential work, only cites X's own earlier piece in which X's ideas were being developed partly in response to A. (Suppose that only Husserl read Frege, to whom he responded in an early work. How many Continental philosophers these days have read Frege? Some might not even have read Husserl, I suppose, despite his indirect influence on their thought.)

    Second, a work can influence thinking in respects which are more subtle than those which merit citation. Reading someone else's work may suggest patterns of thought, styles of research, etc. Or a work might convince you that certain paths are not worth following, leading to research of a different kind. This influence won't necessarily warrant citation. (I've gradually become aware that pervasive aspects of my research were loosely inspired by ideas in works I read years ago. I want to give credit where credit is due, but according to academic standards the connection between my current research and these works is simply not direct enough to warrant citation in some cases, however. I'd describe these connections in print only if I were writing an intellectual autobiography or writing for a Festschrift on the author of the influential works.)

    Third, some works might have significant influence decades after their publication. (I recently became aware of a 19th Century engineering professor who has written on ideas related to mine.)

    You can quote me by name if you want.

    Best wishes,
    Marshall

    Thanks for writing!

    I don't disagree with your point that citations are not a perfect measure of relevance. Possibly we should ignore citations entirely.

    And yet…Frege has a whole lot of citations every year. Probably anyone we can name off the top of our heads counts among the most widely cited of scholars.

    I have sympathy for your argument that every single interaction has the potential to unexpectedly influence someone down the line. The principle is that any action may be the tipping point. But it seems like a horrible marginal use of time. A semester with the chance to touch and influence 20 students is on balance a better chance of attaining that tipping point than a never-read research article.

    I would argue that we should value research, and we can do this by doing research that people find relevant. Easier said than done, though!

  • Is humanistic research a waste of time?

    Tue, 2011-12-20 00:27 -- John Hawks

    Academic work in the humanities is a giant waste of time, claims Mark Bauerlein in the Chronicle of Higher Education ("The research bust"). Few read, and nobody outside academia really wants, scholarly articles and books. The public is getting a bad return on its investment in education; while the academics themselves are mired in a bog of their own devising.

    The research identity is a powerful allure, flattering people that they have cutting-edge brilliance. Few of them readily trade the graduate seminar for the composition classroom. But we have reached the point at which the commitment to research at the current level actually damages the humanities, turning the human capital of the discipline toward ineffectual toil. More books and articles don't expand the audience for literary studies. A spurt of publications in a department does not attract more sophomores to the major, nor does it make the dean add another tenure-track line, nor does it urge a curriculum committee to add another English course to the general requirements. All it does is "author-ize" the producers.

    Bauerlein ran the numbers on citations for research articles and books written in the humanities. What he found was sobering. Scholarly books are rarely cited -- he describes one that received only one citation, even though more than a dozen other books were later written about the same subject (an author). The details fuel an effective, short polemic.

    I agree most strongly with his description of the "human cost" of the current system. Smart, conscientious people, as he writes, should not be asked to "labor their lives away on unappreciated things." Embalming so much thought in a journal distributed only to a few libraries would in the best case be a waste of postage. As Bauerlein shows, the thoughts themselves amount to a university-subsidized vanity press for scholars, because a name on a book spine is academic wampum.

    The artificial currency is rapidly being devalued by overproduction. But Bauerlein proposes no plausible solution.

    Although universities routinely structure their workflows based on a separation of research from teaching activity, in fact the growth of research caused a decline in the seriousness of teaching effectiveness. cannot be separated from each other in this equation. Research papers may never be read, but they are assiduously counted. It is no accident that grades have inflated right along with the growth in research publication by academics. Teaching won't earn a young academic tenure, if research leads her university's mission. For many tenure-track academics, it's better to have a happy student clientele with no complaints. Nobody's measuring the knowledge and skills of undergraduates after each course anyway.

    Many departments have effectively abdicated their undergraduate mission. Engaging students in reading and analysis is hard work, for which there are few rewards and no pay incentives. Having a high publication count, in contrast, has become the only way to keep up with the current job market. The academic job market doubles as a pay plan for many universities, as pursuing competitive offers has become the most common mechanism for career advancement.

    All this is to say that the system is deeply entrenched. The future must involve replacing our current assessment strategies with alternatives that go beyond syllabi and surveys to focus on student achievement. The four-year research university is often a miserably ineffective way for today's undergraduates to pursue a broad liberal arts background. Students can and will go elsewhere for their breadth requirements. Humanities and social science departments rely heavily on the enrollment of freshmen and sophomores in their introductory courses, but these departments do little to add value to these courses beyond that available on two-year campuses and by correspondence or internet.

    The scholarly publication bubble cannot continue indefinitely. It is hard to cast stones at humanities research, knowing that some of my own research articles have had comparably few citations. My reaction is atypical -- I cannot be as charitable to this research as Bauerlein, because unlike the typical academic I try to make every article as clear as possible to people outside my speciality, adding value where I can.

    Synopsis: 
    A scholar tries to quantify the value of humanistic research.
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