In Stallybrass’s mind, students—and in fact, all scholars—need to do less thinking and more working. “When you’re thinking,” Stallybrass writes, “you’re usually staring at a blank sheet of paper or a blank screen, hoping that something will emerge from your head and magically fill that space. Even if something ‘comes to you,’ there’s no reason to believe that it is of interest, however painful the process has been” (1584). This is a key insight that students and scholars alike need to be reminded of: tortured and laborious thinking does not automatically translate into anything of importance. —» Building and Sharing When You’re Supposed to be Teaching Journal of Digital Humanities.
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