How many things remain questions just because academics keep them going _AS_ Questions?
I submit many. And, many are NOT unsolvable, but fun enough to leave unsolved, and to be played with for decades or centuries . I do not think this is all good OR is all OK.
Relatedly, there is a matter of immaturity, even among professors -- who are often young thinkers or those who did most of their thinking when they were very young, and they are content with THAT (social forces push this too). I think it is also a matter of social fun; as my high school Biology teacher said , in disgust : "You are all just a bunch of gregarious chimpanzees". Such self-contenting socialization leads to some non-rational constraints (though they may be or seem satisfying).
There are also dictatorial forces demanding conformities at all levels of higher education (just think of all the admonitions to "build on" what others have done (THOUGH what they have done before was done very poorly)).
[ P.S. Banish "thinking by analogy" -- good ONLY when absolutely necessary for beginning understanding(s). Otherwise THAT is crap. YET look at the all the many "new concepts" that exist ONLY by-analogy . And, here in the West, where we are tremendously biased towards DOING hypothetico-deductive thinking AND do THAT pretty much right "off the cuff" : WAY too soon , well before good and needed INDUCTIVE processes have come to fruition (is there any wonder we must ask : "where are the naturalists?"). (It may be helpful to know that behavioral scientists dealing with ALL other mammals see the types of learning and thinking AS, by FAR, largely inductive . WHY would we humans be a singular exception ?? I submit that the major qualitatively different types of learning during ontogeny (child development) ARE different types of inductive "arenas" seen (and sequential for a reason).) The kick offs , the proximate causes, are simple , as they must be (think : working memory); they are perceptual shifts or [attentional/]perceptual; shifts -- read my writings for more . ]
[ We need to extend personal responsibility BY stressing that one should always [certainly sometimes also] evaluate things as much as possible or practical for oneself. Simple example elated to this : when writers (intelligent ones) seem to use 2 words that mean the same in a row, THEY DO NOT MEAN THE SAME THING -- let some personal responsibility begin there : SEE the distinctions. ]
Feel free to add to this list and/or provide important examples (and what clearly appear to be the consequences)
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