Schools of Thought, The Madness of Consensus | Carra Leah Hood
http://journal.media-culture.org.au/0502/08-hood.php
“The world in 2005 bears little or no resemblance to the world that Shakespeare inhabited; however, this lesson still holds true. Today, the free exchange of intellectual ideas?thought to be the primary activity, for instance, of professors and students on college and university campuses’ is constrained in ways similar to those on display in Act 2 Scene II. Those who have less authority might pursue lines of inquiry, both in classrooms and in scholarship, that follow up on, apply, or restate authoritative positions. They are at less risk for receiving a low grade, for being rejected or criticised by their colleagues, and for losing their jobs if they do so. This type of teaching and learning, writing and research creates a sort of consensus, sometimes referred to as schools of thought, that at their best challenge and at their worst prohibit imagination. Rosencrantz and Guildenstern could not imagine uttering the words, “Denmark is a prison.” Their language and their structures of imagination are restricted by their economic and their social roles and, because of both, the expectations of their audience. In 2005, those in all social positions can imagine speaking such a critique; however, some might elect not to, self-censoring solely for the purpose of achieving one personal goal or another – a grade, professional recognition, or promotion.”