The Challenges of Writing in the Disciplines
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The essay reviews some of the philosophical justifications that underlie methods of teaching writing, citing classical rhetoric (in the European tradition) as the source of these assumptions in the conflict between Plato and the Sophists over the ethical problem of teaching an art of persuasion. The three philosophical justifications for teaching writing that I discuss are (1) Teaching students formal strategies of argument that give them power over others by manipulating their beliefs. (The Sophists) (2) Teaching students pure reasoning so that they will not be deceived by the strategies of persuasive discourse. (Plato) (3) Teaching writing as a process of discovering sharable grounds for agreement on issues not subject to pure reason. (Aristotle). It is the third justification that best warrants the teaching of writing across the curriculum as a way to "write to learn" rather than "learn to write," because it is this justification that imagines a world of discourse in which people disagree about fundamental questions and yet strive to reason together toward mutual understandings, i.e. the basic condition of university inter-disciplinarity. This essay therefore addresses, “how to imagine alternatives to technical competency as a basis for using writing to learn the knowledge of disciplinary fields.”
Abstract
The essay reviews some of the philosophical justifications that underlie methods of teaching writing, citing classical rhetoric (in the European tradition) as the source of these assumptions in the conflict between Plato and the Sophists over the ethical problem of teaching an art of persuasion. The three philosophical justifications for teaching writing that I discuss are (1) Teaching students formal strategies of argument that give them power over others by manipulating their beliefs. (The Sophists) (2) Teaching students pure reasoning so that they will not be deceived by the strategies of persuasive discourse. (Plato) (3) Teaching writing as a process of discovering sharable grounds for agreement on issues not subject to pure reason. (Aristotle). It is the third justification that best warrants the teaching of writing across the curriculum as a way to "write to learn" rather than "learn to write," because it is this justification that imagines a world of discourse in which people disagree about fundamental questions and yet strive to reason together toward mutual understandings, i.e. the basic condition of university inter-disciplinarity. This essay therefore addresses, “how to imagine alternatives to technical competency as a basis for using writing to learn the knowledge of disciplinary fields.”
참고문헌 (11)
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- "The shape of the resulting program may be seen on line by visiting"[URL]
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- John T. Gage, "The Shape of Reason：Argumentative Writing in College" (2006), Longman
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- John C. Bean, "Engaging Ideas：The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom" (1996), Jossey‐Bass
- Paulo Freire, "Pedagogy of the Oppressed" (1970), Continuum Publishing Company