As heritage, a set of inter-generational practices and/or values that carry historical or genealogical significance. Disciplines cultivate tradition, be it manifested in a body of texts (see CANON), a way of thinking or knowing, or other valued objects or practices (e.g., so-called “smokers,” or open cocktail parties at professional conferences). Assimilating such conventions allows scholars to invoke and engage their disciplinary traditions; failure to do so may place scholarly work outside a discipline’s bounds. Tradition figures conceptually in Max Weber’s “Science as a Vocation,” which relates the progressive ethos of academic work to the antiquation of intellectual accomplishments continuously challenged, surpassed, and, as it were, demystified. Thus, tradition can be said to “evolve” as intellectual labor accumulates in the annals of a discipline—a process perhaps reminiscent of the act of discarding and/or forgetting itself. One’s relationship to tradition evolves, often as a function of technological or political change. Contemporary access to resources, for example, has rendered academic labor simpler [sic]. It may be attributed to innovations such as Google and Wikipedia that encyclopedic schooling, as a tradition (e.g., “Great Books,” “General Studies,” etc.), has become largely outmoded. This consequence of PROGRESS ad infinitum—namely, the simplification of once laborious endeavors—raises questions over the value of disciplinary tradition. Among some disciplines, the inheritance of centuries past remains relevant, whereas, in others, relevant objects and interests are perpetually and scrupulously au courant.