The Publication Game and the Education of Future Scholars

Abstract

This papers centers In on the following two questions: 1) Should teachers encourage students to write in clear and direct ways, or is it wise to school people so that they can write in “a jargon only to be understood by the erudite few?” 2) Should editors of academic journals expect professional scholars to write in clear and direct ways? The author’s answer to these questions can be summarized as follows: All scholars, both students and professors, should immediately begin to write about their problems as clearly and directly as they can. Whenever possible, scholars should consult with others who have written about the problems under consideration; but when consulting the literature associated with one’s academic interest, it is always a mistake to learn the language of the professional for its own sake. And furthermore, students should seek out teachers who will help them become more clear about their academic interests, and professional scholars should submit their essays to editors who understand that scholarship may be worthwhile even if it is confused. In arguing for the toleration of some confusion in academic work, the author attempts to apply and interpret some of the ideas Sir Karl R. Popper has developed about language and the growth of human knowledge. Specifically, Popper’s philosophy of science is used as the basis for an educational philosophy that encourages teachers to help their students become less confused and more clear. In addition, Popper’s ideas on science and theory development suggest that it may be desirable to reform the way editors evaluate academic work. It is claimed that Popper’s views on the inability to avoid confusion suggest that editorial policies need to be liberalized.