This post concerns an academic issue that might seem, well, academic, but it does get to much larger issues about the nature of teaching and conveying knowledge. Briefly there are lots of possible ways of examining and assessing people’s knowledge of a topic, and there is much to be said for making those questions as wide-ranging and, sometimes, as bizarre as possible. Through the years, I have been heavily involved in US graduate education, and have often set Comprehensive exams... Read more