This tenth-anniversary volume is an occasion to read A Journal of Critical Thinking and Writing reflexively, by turning its focus on critical thinking and writing back on itself as an academic genre that organizes knowledge according to time.A journal assumes time to be a linear, unidirectional movement segmented into a past, which has already happened; a present, which is happening; and a future, which has yet to happen.This sequence is inscribed in a journal's paratextuality, such as a chronological division into annual volumes, which conforms reading to knowledge configured temporally: a reference to a text locates that text in the past; an argument against locates a text in the present; and questions for further research locate a text in the future.This commonplace notion of time informs a process of inquiry understandable across the disciplines, but it is also at odds with disciplinary theories of temporality.Consider, for a moment, how the visual arts can realign perception with uncommon patterns of time.When this volume's cover image is viewed according to its title, Counter-Curve (see Figure 1), it creates a curvilinear motion that either quickens along contracting concentric circles or slows along expanding concentric circles.Each motion, as a counter-curve, implies the other, inverse motion, but the either/or structure of perception limits our awareness of time's bidirectionality, described by the image's artist, Dana Karwas (n.d.), as "a single moment curving infinitely around on itself" (para.10).As a moment, time is undivided into past, present, and future.It is instead composed of recurrences that simultaneously spiral inwardly toward an infinitesimal center of nonrecurrence, a point of origin, and outwardly toward an infinite circumference that is the end of time.Because our perception can align with time's contraction or expansion, but not both at once, Counter-Curve can perhaps explain an otherwise paradoxical experience of the moment as ephemeral and durable.If the last ten years of Double Helix is telescoped to this swirl of time, then the practice of reading the journal changes.It locates one in the moment, a condition of "mindfulness" that Ellen Carillo (2016) has advocated for reading, in which one sustains attention to the text, undistracted by the past or the future, because, in this case, neither the past nor the future exists.A sequence of texts is thereby converted into an intertext, and a reference to, an argument against, and questions for further research become recurring features of intertextuality that advance an area of knowledge toward pure originality and the completion of knowledge as ideal and inverse limits of inquiry (see Figure 2).

Globalization, most sociologists agree, is not a new phenomenon.Its phase in the late 20 th century and early 21 st century, however, is recognized now as one of the more transformative periods in human history-what Anthony Giddens (2011) has characterized as a "runaway world."In the last few decades, there has scarcely been a domain of human activity untouched by these forces-economic systems, mass media and communication, cultural flows, the movement of people.A global site as intensive as any has of course been our universities; indeed, it is these "runaway" forces that have been responsible for so many of the changes witnessed on our campuses in recent decades.They are evident, for example, in the considerably more diverse student cohorts who now participate in university education, along with the rich variety of languages and cultures they bring to their studies.Dramatic changes have also been seen in what is taught on programs, including the push within many disciplines to systematically "internationalize curricula."Along with new content are radically new ways of delivering programs, as digital communications become more and more sophisticated at replicating-and also reconfiguring-the learning experiences of the traditional classroom.Finally, these forces have also brought about new types of collegial relationships as institutions and academics reach out across borders to connect and collaborate on a great variety of educational and research enterprises.Versions of these changes have been experienced in many parts of the world.In my home country, Australia, for example, such has been the scale of these developments that international education has emerged in recent times as one the nation's largest export industries.But while global forces have reshaped university education in all sorts of interesting and dynamic ways, it is not to say that there are not issues and challenges associated with these developments.Frederic Jameson (2000) has suggested that globalization is in many respects a euphemism for "anglocization."The dominance of the anglosphere, according to this view, has meant that global capital-whether this be of an economic, cultural or educational kind-is unavoidably spread in highly uneven ways.Within higher education, this raises issues of power, privilege and potential inequity in the ways that different cultural groups engage with their studies, and in the rewards and successes they get to enjoy.Arguably, nowhere is this more evident than on the less-thanlevel playing field where first and second language students must compete in the assessment and evaluation of their academic abilities.So, while global forces have provided students with unprecedented access to what were once largely exclusive and culturally homogenous institutions, the view of many is that considerable work still needs to be done to address these "asymmetries" and to truly value the diversity that is now such a part of our institutions (Rizvi, 2000).A related critique is the view that globalization, in tandem with its ideological bedfellow neo-liberalism, has led sadly to an increasing commodification of higher education, so that students, especially our