Smack in the middle of the holidays, on a Wednesday night in very late December, about 150 people—philosophy professors and graduate students—gathered in a hotel conference room in Washington, DC, for a panel called, 'Thinking Occupation: Philosophers Respond to Occupy Wall Street.' The panel had been added, very late in the game, to the program of the 108th Eastern Division American Philosophical Association Meeting.
What exactly is going wrong? The study’s lead authors identified four main factors: an undermining of evolution, vague goals, not enough guidance for teachers on how to integrate the history of science and the concept of scientific inquiry into their lessons, and not enough math instruction.
This exchange began as a planned book review of Michael Levenson’s Modernism (Yale, 2011). But modernism has a way of making most plans fall apart. Our conversation was conducted by email during the viciously cold January of 2012. As Ezra Pound put it, we cannot make it cohere.
No matter what specific chores they perform, all of our smart electronic tools produce novelty. From its beginnings, the Information Age has been about better, easier access to new data, more and more kinds all day long and wherever we go.