ABSTRACT
Contemporary scholarship has a content problem. I do not mean that there is anything wrong with the actual contents of academic criticism. Rather, I mean that the academy focuses too narrowly on innovations in content. We assume that advances in modern scholarship will arrive as content-ideas and not as form-ideas. This state of affairs is endemic to an academic situation that privileges publication over pedagogy, knowledge of smaller periods over broad-based investigation, and that allows an economy of information to dictate an increasingly unjust labor market.
