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ERIC Number: ED346509
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Re-inventing the Epistemic Approach: Continuing a Resistant Tradition.
Horner, Bruce
The contradictory reception given the epistemic approach to composition pedagogy results from a resistance to simple transmission which is built into the approach, so that the approach is constantly re-invented by its practitioners. According to the epistemic approach, truth is dynamic rather than static, and thus continually being re-invented rather than discovered. Thus, if the epistemic conception is correct, a teacher cannot teach epistemic rhetoric by just handing out statements explaining the position. Instead, the epistemic rhetoric consists of a "resistant" tradition in three ways: it resists identification of itself; it teaches students to resist knowledge as statically conceived; and it even resists the notion of resistance as a method. Resistance takes the form of a two-fold movement: articulations of epistemic philosophy, but framed in ways which resist reification of that philosophy. This two-fold movement is illustrated in the works of Bill Coles and David Bartholomae, who both resist "received," static knowledge. Both have also discouraged other teachers from taking their works as blueprints by sometimes publishing in nonconventional forms. Finally, both write in densely textured styles requiring active readerly participation. The resistance to ready formulation which typifies both of these writers has made their work unusually liable to contradictory interpretations. Thus, compositionists should question the means by which traditions in teaching have been traced or identified. (Forty references are attached.) (HB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A