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                                    %READ OR PERISH 731114

     There is  a "Publish or Perish"   tradition  in  many
institutions of higher education.  Often in discussions of
the issues which relate to this pointing to reality  there
are over-simplifications and strong feelings.  Rather than
moving into those troubled waters, consider the other side
of the sea.

     Because  of the  combined  effects of technology  and
motivations  related  to  publish a flood  of  information
flows almost out of control.  Editors of journals and book
publishing companies may on occasion wonder if the printed
page  is being read,  or just being filed away for  future
reference.  In many instances information  is so subjected
to fragmentation  that readers are themselves subjected to
fragmentation.  Even digests of  printed matter are highly
specialized.

     There are  those  who  would  attempt  to  bring  the
information  flood  under  full control through the use of
sophisticated techniques  of information management. There
are no solid grounds for saying that this is  the ultimate
solution.    It would appear that what is needed is  a new
mythology  which  will  give  meaning  to  the production,
reading,  and incarnation of  the printed words.  It might
be  that  one step  in the right direction  would  be  for
institutions  of  higher  education to adopt  a  "read  or
perish" policy to replace the "publish or perish" policy.

     By  "reading"   we here do not intend to point to the
isolated  professor  transcribing  information  from   the
printed  page to DNA molecules in his brain.  Reading in a
far broader  sense  involves the whole person  integrating
that  which is read.   A  whole person does  not  live  in
isolation.  Thus,  reading in its broadest sense  includes
discussions with others of that which is read.   It is not
enough  that  there  be a few who jointly  read  the  same
materials, and discuss only that material within their in-
group.  Such reading does not involve the whole person.

     "Read or perish"  might more properly  point  to  the
reality   that   persons  in  social  and/or  intellectual
isolation cease to live.   The isolation may be defined by
narrow   definitions   of   intellectual  focus,    as  in
diversionary research.  Persons who fail to  read  broadly
outside  their  narrow focus of specialization---will soon
cease  to live,  no matter how many articles they  publish
per year.
                         (c) 1999 by Paul A. Smith in
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