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- W2083673434 abstract "t may not be generally known that applications of Newton's Third Law extend far beyond the world of physics to the more ordinary matters of academic behavior. Paraphrased non-technically, the Third Law states that Every action has an equal and opposite Anyone who has served on a committee or chaired a department even briefly will immediately recognize some behavioral analogies. Interpreted a bit more directly, academics are often slow in action, but lightning in reaction. Such habits result naturally from the high proportion of reaction to action in academic duties, typically at least 80% reaction-arguing with colleagues and correcting student efforts-compared to about 20% action in research and writing. So universal is this habit of reaction that committee work can be vastly speeded by using the principle to structure the first part of any meeting-up to half an hour-which may otherwise be taken up pleasantly but unproductively with faculty gossip and academic sparring of various sorts. Even when the group gets down to work, however, the academic mind tends to proliferate possibilities rather than concrete alternatives, often seemingly as intellectual exercise rather than serious expression of opinion. To break this deadlock, immediate reaction can be obtained by presenting a tangible, xeroxed proposal to each committee member. With something definite to which they can object, the committee springs into reaction, and their opinions now become clear by implication as well as by direct statement. It is a pity that so few of the collective works of academic scholarship have made use of this central principle of academic psychology. Dictionaries, encyclopedias, symposia on specific periods or topics, and similar projects all suffer from two main difficulties. First, the typical disinclination of the scholar to commit to paper anything but his final (unattainable) thought results in late contributions and unacceptably slow production of any collective project. Here the organizing editor has asked the scholar to exercise his highest and hardest function-to act. A second problem concerns the actual writing of the project. Even if we dare assume that scholars are competent writers, dictionary and symposium articles often require a special format that is unfamiliar and possibly unsuited to the scholar's perception of the assignment. Again the editor has asked the contributor to work against his instincts, and again the results will often be an article that is unsatisfactory in design or expression. Despite these obvious difficulties for editors, encyclopedias and other scholarly collaborations continue to pursue the same old methods, expecting scholars to perform unnatural acts-" @default.
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- W2083673434 date "1983-01-01" @default.
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- W2083673434 title "How to Write the Next 'Grove' an Unexpected Application of Newton's Third Law" @default.
- W2083673434 doi "https://doi.org/10.2307/763690" @default.
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