An interesting extract from Conflict In The Academy, by Marcus Morgan and Patrick Baert. From loc 556-569:
As Wyn Grant has noted in reference to the history of the discipline of Political Science in the United Kingdom, ‘intellectual openness and tolerance of eclecticism has its merits, but if it is allowed to become too uncontrolled it can lead to a lack of rigour in the deployment of methodologies and techniques, which undermines the systematic comparison that the subject has to offer if it is to be distinguished from polemic or idle speculation’ (2010: 24). Similarly, English Studies appears to have been attempting to maintain this precarious balance between pluralism and innovation on the one hand, and coherence and continuity on the other. In reference to John Beer’s suggestion in the Senate House (SHD: 355) that five separate strands of scholarship had emerged in the Cambridge English Faculty (traditional, international, close reading, analysis of literature in social and cultural contexts and an alignment of the study of literature with more popular media), Bergonzi writes that In one sense such pluralism is admirable, a fine instance of the multiplicity of interests and the free play of minds which one expects in a great university. Yet not all approaches can easily coexist; choices may have to be made, and voices imply exclusions … What looks like desirable diversity from inside a subject can seem mere fragmentation and incoherence to those outside it, or not very securely within it. (1990: 16) Institutionalising and sustaining the coherence of disciplines within the humanities, which are by their very nature ‘fissiparous disciplines’ – inherently prone towards internal division, may involve far more selfconscious ‘disciplining’, in Leavis’s sense, than is necessary in the more commonly mono-paradigmatic sciences. Secondly, even though many of the theoretical
Does this adequately describe contemporary sociology? I think it does, at least in the UK. But the question that really interests me is how a changing infrastructure of scholarly communication, in which interventions happen across a variety of platforms with all the temporal multiplicity that entails, might change this picture. How does self-conscious disciplining happen? What are new ways for it to be enacted? What determines the efficacy of such attempts? These are all changing in ways which raise complex empirical and conceptual issues.