Breadth Is the New Depth

From the 19th century until relatively recently, the dominant goal of higher education has been the development of expert knowledge. The more a scholar knew about an individual topic, the better, even if the area in which the scholar was working proved to be relatively narrow. To attempt to perform advanced work in several disciplines—or even in several subspecialties within the same discipline—was often regarded as a sign of being “unfocused.” 

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