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Kitzhaber, Albert R. Rhetoric in American Colleges, 1850-1900. Dallas: Southern Methodist UP, 1990. Print. Knoblauch, C.H. "Rhetorical Constructions: Dialogue and Commitment." College English 50.2 (1988): 125-40. Print. Knoblauch, C.H., & Lil Brannon. Rhetorical Traditions and the Teaching of Writing. Upper Montclair: Boynton/Cook, 1984. Print. Lessing, Dorris. Prisons We Choose to Live Inside. New York: Harper and Row, 1987. Print. Mao, LuMing. “Returning to Yin and Yang: From Terms of Opposites to Interdependence-in-Difference” (Symposium). College Composition and Communication 60.4 (2009): W45-56. Print. ---. “Searching for the Way: Between the Whats and the Wheres of Chinese Rhetoric.” College English 72.4 (2010): 329-48. Print. Miller, Susan "Technologies of Self?-Formation." JAC: A Journal of Composition Theory 17.3 (1997): 497-500. Print. Neel, Jasper. Plato, Derrida, and Writing. Carbondale: Southern Illinois UP, 1988. Print. O'Hara, Maureen, and Walter Truett Anderson. "Welcome to the Postmodern World." The Composition of Our "Selves". Ed. Marcia Curtis. 2nd ed. Dubuque: Kendall/Hunt, 2000. 5-11. Print. 248
Ong, Walter J. Fighting for Life: Contest, Sexuality, and Consciousness. Ithaca: Cornell UP, 1981. Print. Perry, William G. Forms of Intellectual and Ethical Development in the College Years: A Scheme. New York: Holt, Rineheart, and Winston, 1970. Print. Plato. The Republic. Trans. Benjamin Jowett. The Republic and Other Works. New York: Anchor, 1960. Print. Pratt, Mary Louise. "Arts of the Contact Zone." Ways of Reading. Ed. David Bartholomae and Anthony Petroksky. New York: Bedford/St. Martin's, 1999. Print. Said, Edward. Culture and Imperialism. New York: Alfred A. Knopf, 1993. Print. Shapiro, Nancy S. “Rhetorical Maturity and Perry's Model of Intellectual Development: A Study of College Students' Writing and Thinking.” NCTE Promising Teacher Award Competition, 1985. ERIC, 1985. Print. Shor, Ira. Empowering Education: Critical Teaching for Social Change. Chicago: U. of Chicago P., 1992. Print. Spellmeyer, Kurt. "After Theory: From Textuality to Attunement with the World." College English 58.8 (1996): 893-913. Print. Tarnas, Richard. The Passion of the Western Mind. New York: Ballantine, 1993. Print. Tate, Gary. "Empty Pedagogical Space and Silent Students." Left 249
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Stony Brook University The official
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Copyright by Leon Marcelo 2011 ii
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Abstract of the Dissertation The Un
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I dedicate this work to my daughter
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Introduction This work is the culmi
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But the way out of this philosophic
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through experiences in the writing
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the same old thing all over again.
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theory and research permeating thro
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I. With no reservations, I call mys
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fill in all of the empty variables.
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now have my doubts, which is what b
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the invisible, hearing the inaudibl
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“problem-posing education”: a
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“uncertainty.” But when it was
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After the study was finished, Perry
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a vehement belief in “writing wit
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philosophies of teaching. In his bo
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until sometime later - after confro
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eginnings of humanity itself. In th
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conversation and, in its place, pag
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[W]hat happened to rhetoric in Amer
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cannot be discussed because they ar
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States of America in the 1800s for
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making and doing” (6). And for De
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“Allegory of the Cave.” It took
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not a denigration of Christianity,
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severe, black or white: either foll
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easoning behind those words. Early
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transcendent reality and thus satis
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imaginative novelty and creative tr
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eality that the faithful were allow
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with which all other societies were
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field of composition was not, as Co
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ecause of its “epistemological su
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proclamation “Cogito Ergo Sum,”
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This power of modern Western scienc
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under the aegis of Western medicine
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the masters of nature ... Instead o
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and, during this time, “assimilat
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as in specific political, ideologic
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Darkness. For Said, it was in the p
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In its institutionalized form - fre
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III. Before I continue any further,
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It is an unavoidable fact of life.
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Tarnas refers to those “contradic
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news” of such pervasive and overw
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when writers shrink from that uncer
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Uncertainty and the prolonging of U
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falling away to such a “shift”
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Rhetoric. She would root that “sh
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For my real purpose here then, it i
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Although Hairston is writing about
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of them, I was enlightened. I was p
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All experiences, even the scientifi
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the tendency of that reality to mak
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asking the same question: What had
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and “truth” simply ends where i
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silence we have so often deplored [
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attempting to make room for the exc
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said, I would pose another question
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From [a theoretical] point of view,
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It was this “technical rhetoric
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synonym for doing or making as in
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former I will not really pay much a
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avoid Certainty put forward as Unce
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Derrida’s purpose for “deconstr
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“subversion” and there is no
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IV. As a teacher, how do you not be
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urge to “write with Uncertainty,
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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
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a compromise and a retreat, yet ano
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more fully human is curtailed. Eros
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“cooking”: “Between People,
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palpable. To teachers of writing st
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een greatly influenced by this conc
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attribute that movement, that progr
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But this is a somewhat vague answer
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where students perceive “all know
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with a graduation from college or u
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call for thinking. In essence, it i
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Difficulty or obstruction in the wa
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education, but it ends with his con
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is also the rise of the other. But,
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processes? “Morals”? Deliberate
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exactly is that teacher to evoke fo
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The more remote supplies the stimul
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would say a few things about my ped
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to coin wholly new and different mo
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“middling” and Knoblauch’s ow
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question of how their educational e
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of the readings and, quoting the as
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genetics and chemistry? Or is the i
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ibliography, and a final report, wh
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turned outward, towards society and
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as a whole. These essays attempted
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students had to do it from and for
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teacher staring back at me. A lazy
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ut inwards, to themselves, and to p
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Page 251 and 252: Works Consulted Aristotle. Rhetoric
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Page 255: ---. "The Winds of Change: Thomas K
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