students have always possessed far less knowledge than they should, or think they have. But in the past, ignorance tended to be a source of shame and motivation. Students were far more likely to be troubled by not-knowing, far more eager to fill such gaps by learning. As one of my reviewers, Stanley Trachtenberg, once said, “It’s not that they don’t know, it’s that they don’t care about what they don’t know.”
Instead of a mainstream reverence for those who produce or appreciate works that represent the summit of human achievement, we have a corporatized and commodified culture that hypes the latest trend, the next new thing.