To Double Business Bound
To Double Business Bound
This chapter presents Jonathan Z. Smith's account of how educators are to double business bound. He says that in introducing a college student to what is usually termed a disciplinary framework, educators have, at first, to disguise the problematic. They have to act and speak as if their informed guesses are more grounded in the way things are than is the case. They screen from students' view the hard work that leads to the production of the exemplary texts, items, and problems on display. Smith then addresses the question of when students should be informed of what lies behind all these concealments. He argues that if educators plan to continue using something like the major as the chief means of enculturation into a knowledge community in college, then faculty discussions of sequences, prerequisites, requirements, and certification will have to concern themselves largely with second-order reflections and discourse about such disciplinary concerns. If faculty discussions do not do this, dramatic duplicity will have shaded over into fraud.
Keywords: Jonathan Z. Smith, college education, college students, college professors, enculturation
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