​You can’t read every book.  You can’t retain everything you read.  Given these facts what counts as being well-read?  It’s an interesting question to consider in a world where more and more books are being published every year thus making the goal of keeping up with knowledge nearly impossible.  Even if you choose to specialize in one discipline, being well-read in that discipline is extremely difficult.  But, is there a way to attain a level of general knowledge that is both achievable and useful?  And, what are the benefits of such knowledge?

​This is the title and argument of an interesting piece in the Chronicle of Higher Education (The Overworked Bachelor's Degree Needs a Makeover).

I would like to comment on two points raised in the article.

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​Gratitude seems in short supply online and even in person.  Perhaps this is no surprise.  But, it does surprise me and disappoint me as well.  A few examples:

I recently had an email from a colleague in another university asking me for some advice on using badges in online classes.  I sent an email back with links to the resources I use, badge graphics, descriptions of assignments, and links to course syllabi.  

The response: nothing.

A few months ago I sent someone a copy of my recent CD of original music.  The copy was not sent unsolicited but as the result of a fairly extensive conversation about various things including a shared interest in writing music.

The response: nothing.

I'm not whether these are just two isolated, atypical examples or indicative of a larger trend.  I fear that a larger trend is at work.  

I know people are busy.  Everyone is busy, distracted, stressed, etc.  

I don't expect effusive responses.

But, is it too much to expect a small "thank you?"  

P.S. Thank you for reading my blog!

​"I remember my dilemma in a concentration camp when faced with a man and a woman who were close to suicide; both had told me that they expected nothing more from life.

"I asked both my fellow prisoners whether the question was really what we expected from life.

"Was it not, rather, what life was expecting from us?"
Viktor Frankl

If we’re really serious about teaching creativity and problem solving why not teach individual subjects through these skills as opposed to teaching individual subjects and hoping that students learn creativity and problem-solving as products.

Let's examine a few examples: