As content is surreptitiously downgraded, with consequences of which the student can scarcely be aware, the vacuum at the heart of higher education is progressively increased. There is in other corners of the academy considerable resistance to the teaching of method. This suggests to me that method should be taught with a kind of humility, a product of respect for the deep and oblique which we cannot perhaps get to in any other way. It suggests a major intellectual peril to us, whose domain is methodological. But we have it worse, because any givem method is an abstraction, and methodology is an abstraction of that.
Philosophers handle the problem by rigorous, unrelenting discussion.
But we are apt to flee from the method to the software were it is implemented, which from the intellectual point of view is all too likely a distraction, and worse yet if the application is a success. Hard to live, one might say, never reaching the horizon.