A re-reading of the rhetorics of Thoreau: A case for dialogic teaching

Persistent Link:
http://hdl.handle.net/10150/290680
Title:
A re-reading of the rhetorics of Thoreau: A case for dialogic teaching
Author:
Toso, Norman Erec, 1956-
Issue Date:
1996
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:
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.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Literature, American.; Language, Rhetoric and Composition.; Education, Higher.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; English
Degree Grantor:
University of Arizona
Advisor:
Willard, Thomas

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleA re-reading of the rhetorics of Thoreau: A case for dialogic teachingen_US
dc.creatorToso, Norman Erec, 1956-en_US
dc.contributor.authorToso, Norman Erec, 1956-en_US
dc.date.issued1996en_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.abstractReading 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.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectLiterature, American.en_US
dc.subjectLanguage, Rhetoric and Composition.en_US
dc.subjectEducation, Higher.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEnglishen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorWillard, Thomasen_US
dc.identifier.proquest9720637en_US
dc.identifier.bibrecord.b34561365en_US
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