of Rochester. He is presently at work on several articles explaining the structure and dynamics of academic systems via mathematical models. Allen’s current research interests include mathematical sociology, the sociology of higher education, academic labor markets, and the academic professions. The ongoing debate over affirmative action reflects intense feelings about the presence and productivity of women and minority faculty in higher education. 1 Supporters of affirmative action, seeing campuses dominated by white males, lobby for diversification. Opponents of “quotas ” may ask if the newcomers can “measure

Scientific discourse leaves implicit a vast amount of knowledge, assumes that this background knowledge is taken into account—even taken for granted—and treated as undisputed. In particular, the terminology in the empirical sciences is treated as antecedently understood. The background knowledge surrounding a theory is usually assumed to be true or approximately true. This is in sharp contrast with logic, which explicitly ignores underlying presuppositions and assumes uninterpreted languages. We discuss the problems that background knowledge may cause for the formalization of scientific theories. In particular, we will show how some of these problems can be addressed in the context of the computational representation of scientific theories.

Allen’s current research interests include mathematical sociology, the sociology of higher education, academic labor markets, and the academic professions. The debate over the definition and measurement of the workload, productivity, and priorities of American faculty members is not an arcane discussion of instruments and indicators; the outcome affects the future of the academic profession. Critics wish to change the image of professors from trusted, respected professionals dedicated to the pursuit and dissemination of knowledge to members of a self-centered elite who neglect undergraduate teaching to pursue their research interests. 1