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existence, everything flows. Everything is in flux, no matter how it may appear at some moment in time. Because of this, the reality and “truth” of life is also in flux. It changes depending upon any number of variables, those foreseeable and those unforeseeable. Writing is no different. Teaching is no different. And when you realize this and accept it – the flow and the flux - much of the “pain” experienced with those pursuits, whether it is the “pain” of sitting before a piece of writing that isn’t saying what you want it to say or the “pain” of standing at the head of a classroom where your lesson plan isn’t doing what you want it to do, can be released, can be let go, because there is always a new start: a fresh, blank page or the beginning of the next class. The crucial question is whether you reflect upon that “pain” and learn from it or continue to bring it down upon your head over and over again. But if you open yourself to that flow and that flux and open yourself to what life, what writing and teaching, brings you, it is indeed the road to “wonder.” 10
I. With no reservations, I call myself a “writer.” And for as long as I can remember, I have been a writer. My earliest memory of actually writing is of a little tale I wrote on thick elementary school paper when I was in the first grade. It was a story, but a few pages long and which I illustrated myself, about the “King of the Rocks” and the boy who found him in the woods. I was only about seven or eight years old and I wrote it, but I do not know why I wrote it. It was not an assignment for my first grade teacher, Miss Pennen. It was not for something my mother told me to write to keep me occupied while she cooked dinner. If I had to say, I wrote it simply to write it – for the pleasure of writing: the pleasure of plumbing my childhood imagination; the pleasure of creation with a yellow No. 2 pencil and a box of crayons; the pleasure of sheer exploration with thoughts and words and blank sheets of paper, embracing that question on every child’s lips … “WHY?” I wrote it to take Wonder by the hand and follow it wherever it would lead me. Almost twenty years later, I would return to this earliest remembered occasion of my writing with my Master’s thesis, in order to pursue further that very notion of “wonder.” 11
Page 1 and 2: Stony Brook University The official
Page 3 and 4: Copyright by Leon Marcelo 2011 ii
Page 5 and 6: Abstract of the Dissertation The Un
Page 7 and 8: I dedicate this work to my daughter
Page 9 and 10: Introduction This work is the culmi
Page 11 and 12: But the way out of this philosophic
Page 13 and 14: through experiences in the writing
Page 15 and 16: the same old thing all over again.
Page 17: theory and research permeating thro
Page 21 and 22: fill in all of the empty variables.
Page 23 and 24: now have my doubts, which is what b
Page 25 and 26: the invisible, hearing the inaudibl
Page 27 and 28: “problem-posing education”: a
Page 29 and 30: “uncertainty.” But when it was
Page 31 and 32: After the study was finished, Perry
Page 33 and 34: a vehement belief in “writing wit
Page 35 and 36: philosophies of teaching. In his bo
Page 37 and 38: until sometime later - after confro
Page 39 and 40: eginnings of humanity itself. In th
Page 41 and 42: conversation and, in its place, pag
Page 43 and 44: [W]hat happened to rhetoric in Amer
Page 45 and 46: cannot be discussed because they ar
Page 47 and 48: States of America in the 1800s for
Page 49 and 50: making and doing” (6). And for De
Page 51 and 52: “Allegory of the Cave.” It took
Page 53 and 54: not a denigration of Christianity,
Page 55 and 56: severe, black or white: either foll
Page 57 and 58: easoning behind those words. Early
Page 59 and 60: transcendent reality and thus satis
Page 61 and 62: imaginative novelty and creative tr
Page 63 and 64: eality that the faithful were allow
Page 65 and 66: with which all other societies were
Page 67 and 68: field of composition was not, as Co
Page 69 and 70:
ecause of its “epistemological su
Page 71 and 72:
proclamation “Cogito Ergo Sum,”
Page 73 and 74:
This power of modern Western scienc
Page 75 and 76:
under the aegis of Western medicine
Page 77 and 78:
the masters of nature ... Instead o
Page 79 and 80:
and, during this time, “assimilat
Page 81 and 82:
as in specific political, ideologic
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Darkness. For Said, it was in the p
Page 85 and 86:
In its institutionalized form - fre
Page 87 and 88:
III. Before I continue any further,
Page 89 and 90:
It is an unavoidable fact of life.
Page 91 and 92:
Tarnas refers to those “contradic
Page 93 and 94:
news” of such pervasive and overw
Page 95 and 96:
when writers shrink from that uncer
Page 97 and 98:
Uncertainty and the prolonging of U
Page 99 and 100:
falling away to such a “shift”
Page 101 and 102:
Rhetoric. She would root that “sh
Page 103 and 104:
For my real purpose here then, it i
Page 105 and 106:
Although Hairston is writing about
Page 107 and 108:
of them, I was enlightened. I was p
Page 109 and 110:
All experiences, even the scientifi
Page 111 and 112:
the tendency of that reality to mak
Page 113 and 114:
asking the same question: What had
Page 115 and 116:
and “truth” simply ends where i
Page 117 and 118:
silence we have so often deplored [
Page 119 and 120:
attempting to make room for the exc
Page 121 and 122:
said, I would pose another question
Page 123 and 124:
From [a theoretical] point of view,
Page 125 and 126:
It was this “technical rhetoric
Page 127 and 128:
synonym for doing or making as in
Page 129 and 130:
former I will not really pay much a
Page 131 and 132:
avoid Certainty put forward as Unce
Page 133 and 134:
Derrida’s purpose for “deconstr
Page 135 and 136:
“subversion” and there is no
Page 137 and 138:
IV. As a teacher, how do you not be
Page 139 and 140:
urge to “write with Uncertainty,
Page 141 and 142:
his book Embracing Contraries, he e
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iochemical workings of the human bo
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with the densest, most unyielding o
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are, as LuMing Mao explains in his
Page 149 and 150:
a compromise and a retreat, yet ano
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more fully human is curtailed. Eros
Page 153 and 154:
“cooking”: “Between People,
Page 155 and 156:
palpable. To teachers of writing st
Page 157 and 158:
een greatly influenced by this conc
Page 159 and 160:
attribute that movement, that progr
Page 161 and 162:
But this is a somewhat vague answer
Page 163 and 164:
where students perceive “all know
Page 165 and 166:
with a graduation from college or u
Page 167 and 168:
call for thinking. In essence, it i
Page 169 and 170:
Difficulty or obstruction in the wa
Page 171 and 172:
education, but it ends with his con
Page 173 and 174:
is also the rise of the other. But,
Page 175 and 176:
processes? “Morals”? Deliberate
Page 177 and 178:
exactly is that teacher to evoke fo
Page 179 and 180:
The more remote supplies the stimul
Page 181 and 182:
would say a few things about my ped
Page 183 and 184:
to coin wholly new and different mo
Page 185 and 186:
“middling” and Knoblauch’s ow
Page 187 and 188:
question of how their educational e
Page 189 and 190:
of the readings and, quoting the as
Page 191 and 192:
genetics and chemistry? Or is the i
Page 193 and 194:
ibliography, and a final report, wh
Page 195 and 196:
turned outward, towards society and
Page 197 and 198:
as a whole. These essays attempted
Page 199 and 200:
students had to do it from and for
Page 201 and 202:
teacher staring back at me. A lazy
Page 203 and 204:
ut inwards, to themselves, and to p
Page 205 and 206:
Again, if I took that long, hard lo
Page 207 and 208:
subjectivity” of those same “po
Page 209 and 210:
eflecting writing and those questio
Page 211 and 212:
work” (318). For me, it is this s
Page 213 and 214:
ut what is thought and, possibly, w
Page 215 and 216:
of the “Deweyan” community - th
Page 217 and 218:
question, “Can writing be used to
Page 219 and 220:
Shapiro took those seventy essays a
Page 221 and 222:
instructor’s standing within such
Page 223 and 224:
in responding to drafts, in confere
Page 225 and 226:
elevance of context is what finally
Page 227 and 228:
different composition scholars and
Page 229 and 230:
a human being living in this world
Page 231 and 232:
that “perplexity” and “disequ
Page 233 and 234:
development” (219). If my experie
Page 235 and 236:
e seen as “diverse” or “diffe
Page 237 and 238:
from without, and, because of it, w
Page 239 and 240:
twelve- to fourteen-week college se
Page 241 and 242:
for granted. And once you have take
Page 243 and 244:
learning community therein. Because
Page 245 and 246:
or white” perceptions of reality
Page 247 and 248:
to renovate his portrait, Elbow off
Page 249 and 250:
Elbow, for example, have said about
Page 251 and 252:
Works Consulted Aristotle. Rhetoric
Page 253 and 254:
and Process Models of Composing"."
Page 255 and 256:
---. "The Winds of Change: Thomas K
Page 257 and 258:
Ong, Walter J. Fighting for Life: C
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