NotesFAQContact Us
Search Tips
ERIC Number: ED439424
Record Type: Non-Journal
Publication Date: 1998-Mar
Pages: 7
Abstractor: N/A
Reference Count: N/A
Emotion: An Embodied Ethic for Literacy.
Gosselin, Colette
To construct a new ideal to define what it means to be literate, Benjamin Endres turns to Jurgen Habermas's "discourse" to offer an ethic for literacy and to examine the conditions that must be met to be in communion with the other. The acceptance of language as "the specific medium of understanding" and Habermas's choice to "ignore nonverbalized actions and bodily expressions" is disconcerting, limiting the view of what it means to be educated to the cognitive domain. The limitations of language, when disembodied from the self, resonate throughout Hester Prynne's anguish as she searches for the comforts of home. In "The Politics of Translation," Gayatri Spivak locates the task of interpretation or translation as a way to consider language as a clue to the workings of gendered agency. Spivak sees language as providing clues to knowledge that permit people to engage in the site of negotiation or the place where communication occurs. In deconstructing language, she distinguishes between its logic and rhetoric. For her, rhetoric works in the silence between and around words to see what works and how much. As a way of addressing the shortcomings of Habermas's "discourse" as an ethic for literacy, and to expand on what Spivak calls rhetoric in her politics of translation, a consideration of John Dewey's writings on feelings and emotions offers an ethic that other literacy paradigms fall short in providing. To accept a cognitive paradigm for any ethic in education destines people to be lost in the labyrinth of their minds. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A