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In the spring of 2013, I spent some beautiful and intellectually inspiring weeks with a group of eighteen undergraduate students at the Stanford Overseas campus in Santiago de Chile, under the mostly dark and famously starry skies of the Southern Hemisphere’s fall and early winter. The majority of those students were juniors, none of them majoring in the humanities. Their academic interests and fields of emphasis ranged from international relations to political science, from geology and architecture to theoretical physics, from Earth science to human biology. Above all, I found those students capable of making good judgments whenever confronted with complex problems inside and outside their areas of studies, remarkably knowledgeable, and always eager to learn more and thus expand the horizons of their experience. Thanks to our discussions, I was making sub-

The Future of Reading? Memories and Thoughts toward a Genealogical Approach