Good enough is good enough: on the future of teaching
There is or was in economics a so-called law known as Gresham’s: bad money drives out good. Another law, of broader application, would have it that good enough dominates best.
The web, and indeed Wikipedia—to which I just happily referred—, illustrates this point. Copying is easy, compiling is easy, finding new information is not so easy, even if that means simply reading journal articles and adding a bit to the existing common store. I have Fuch’s dystrophy, a hereditary disease of the cornea. Naturally I’d like to know all I can about it. I search online, diligently, repeatedly. What I find is the same information (some of it perhaps incorrect) repeated over and over again, often verbatim, from Wikipedia to the Mayo Clinic to NIH. As soon as one tries to investigate specific questions, e.g. about the risk of surgery, one discovers that the web has no answers. I would say that it is broad but shallow; yet even that conveys the wrong impression, since the “breadth” consists largely in repetition of a small core of fact and not obviously untrue speculation.
The information one gleans, with grains of salt for more dubious sources, is for many purposes good enough. Were you a journalist or a student needing two sentences on Fuch’s, you’d have them, quickly and without effort. But it is not much better than good enough. I think that that is a general tendency: the apparent wealth of the (publicly accessible) web belies a widespread poverty.
Good enough drives out best—and even better.
Apply this now to university teaching.