Today I come to you with an unusual USIH post. Rather than address a topic peculiar to U.S. intellectual history, this piece aims at larger issues: logic, discussing thought in history, and a case study from an widely acclaimed book on an international figure. But my thinking on these larger issues originates with what some would call a pet peeve: misgivings about the phrase “linear thinking.” Since starting History and Education last year, one of the most consistently read posts there covers the subject of linear thinking. For every 100 visitors, or every 1.5 to 2 days, around 4 or Read more