Writing to Grow: John Dewey and the Creation of Social Consciousness in the Composition Classroom

Persistent Link:
http://hdl.handle.net/10150/194480
Title:
Writing to Grow: John Dewey and the Creation of Social Consciousness in the Composition Classroom
Author:
Rodieck, Nahal
Issue Date:
2008
Publisher:
The University of Arizona.
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.
Abstract:
Although learning experiences may be described in isolation, education for Dewey consisted in the cumulative and unending acquisition, combination, and reordering of such experiences. Just as a tree does not grow by having new branches and leaves wired to it each spring, so educational growth does not consist in mechanically adding information, skills, or even educative experiences to students in grade after grade. Rather, educational growth consists in combining past experiences with present experiences in order to receive and understand future experiences. To grow, the individual must continually reorganize and reformulate past experiences in the light of new experiences in a cohesive fashion. This dissertation has been designed to help create social consciousness in the students' minds and hearts. In my mind, there is only one type of writing, writing to grow.
Type:
text; Electronic Dissertation
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Rhetoric, Composition & the Teaching of English; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Enos, Theresa
Committee Chair:
Enos, Theresa

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleWriting to Grow: John Dewey and the Creation of Social Consciousness in the Composition Classroomen_US
dc.creatorRodieck, Nahalen_US
dc.contributor.authorRodieck, Nahalen_US
dc.date.issued2008en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.description.abstractAlthough learning experiences may be described in isolation, education for Dewey consisted in the cumulative and unending acquisition, combination, and reordering of such experiences. Just as a tree does not grow by having new branches and leaves wired to it each spring, so educational growth does not consist in mechanically adding information, skills, or even educative experiences to students in grade after grade. Rather, educational growth consists in combining past experiences with present experiences in order to receive and understand future experiences. To grow, the individual must continually reorganize and reformulate past experiences in the light of new experiences in a cohesive fashion. This dissertation has been designed to help create social consciousness in the students' minds and hearts. In my mind, there is only one type of writing, writing to grow.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorEnos, Theresaen_US
dc.contributor.chairEnos, Theresaen_US
dc.contributor.committeememberHall, Anne-Marieen_US
dc.contributor.committeememberDryden, Edgaren_US
dc.identifier.proquest2663en_US
dc.identifier.oclc659749666en_US
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