Furman makes two crucial suggestions for reorganizing French studies that apply as well to some other disciplinary formations. She recommends that literature and cultural studies departments cease relying on exclusively sequential, chronological, cumulative models in which acquisition of knowledge begins with the beginning and moves forward through time, and shift instead to problem-based learning that entails identifying salient lines of inquiry, or what she calls “virtual sites,” and teaching students how to analyze backward from and across those specific sites. In my view, there is no need to oppose sequential, chronological knowledge to the analogic or diachronic. Problem-based interdisciplinary inquiry is essential, however, and there is no reason to believe that the knowledge it produces is less sound than more traditional disciplinary approaches.
-Biddy Martin, “Success and Its Failures”, in Women’s Studies on the Edge, p.170