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A re-reading of the rhetorics of Thoreau: A case for dialogic teaching
| dc.contributor.advisor | Willard, Thomas | en_US |
| dc.contributor.author | Toso, Norman Erec, 1956- | |
| dc.creator | Toso, Norman Erec, 1956- | en_US |
| dc.date.accessioned | 2013-05-09T11:35:52Z | |
| dc.date.available | 2013-05-09T11:35:52Z | |
| dc.date.issued | 1996 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/290680 | |
| dc.description.abstract | Reading Walden with an eye for contemporary issues in rheorical and composition theory, I contend that this work has much to offer a theory of dialogic pedagogy. Dialogic pedagogy advances a view that knowledge is situationally negotiated and contingent upon the limitations and exigencies of these situations. A pedagogy based on this theory should advance a self-reflective resistance to and critical awareness of socially organized knowledge and ideology; it should contribute to student awareness of knowledge as an "event" rather than static content. My thesis is that a re-reading of Walden can reveal another voice to add to the discussion of such a postmodern pedagogy. I read Thoreau as an advocate of an epistemology of qualified, experiential claim. This perspective claims a relationship between the authority of experience and that of specified, academic professional communities, relying on something like Burke's "identification" for rhetorical power rather than perceptions of the "air tight" logic of hegemonic discourse. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Literature, American. | en_US |
| dc.subject | Language, Rhetoric and Composition. | en_US |
| dc.subject | Education, Higher. | en_US |
| dc.title | A re-reading of the rhetorics of Thoreau: A case for dialogic teaching | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.identifier.proquest | 9720637 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | English | en_US |
| thesis.degree.name | Ph.D. | en_US |
| dc.identifier.bibrecord | .b34561365 | en_US |
| refterms.dateFOA | 2018-05-29T09:36:25Z | |
| html.description.abstract | Reading Walden with an eye for contemporary issues in rheorical and composition theory, I contend that this work has much to offer a theory of dialogic pedagogy. Dialogic pedagogy advances a view that knowledge is situationally negotiated and contingent upon the limitations and exigencies of these situations. A pedagogy based on this theory should advance a self-reflective resistance to and critical awareness of socially organized knowledge and ideology; it should contribute to student awareness of knowledge as an "event" rather than static content. My thesis is that a re-reading of Walden can reveal another voice to add to the discussion of such a postmodern pedagogy. I read Thoreau as an advocate of an epistemology of qualified, experiential claim. This perspective claims a relationship between the authority of experience and that of specified, academic professional communities, relying on something like Burke's "identification" for rhetorical power rather than perceptions of the "air tight" logic of hegemonic discourse. |
