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and profusion of the status quo. The strict worship of either of these supposed contraries begets the very same dualistic, “black or white” perceptions. Through my research, I explore those separate pursuits and then examine the possibilities for founding this crucial dialectic between them. I also investigate not simply how I have attempted to pursue that dialectic in my own writing classes but also the results of those attempts. iv
I dedicate this work to my daughter, Starla, whom I had the pleasure of witnessing live and learn and love as I wrote it. I see everything anew through your eyes. You are a wonder to me. Don’t ever forget your question “Why?” It will set you free … I would also like to offer thanks to the following individuals, without whom this work would have never come to be: Alycia, my beloved, my best friend, and my biggest fan; my (very patient) parents; my dissertation committee – Dr. Pat Belanoff, Dr. Patty Dunn, Dr. Harry Denny, and Dr. Jessica Yood; Dr. Bente Videbaek; Dr. Emily Isaacs; Dr. Bob Whitney; and last but not least, all of the students who have ever found themselves in my classes … I hope you learned something, because I know I did. v
Page 1 and 2: Stony Brook University The official
Page 3 and 4: Copyright by Leon Marcelo 2011 ii
Page 5: Abstract of the Dissertation The Un
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 and 18: theory and research permeating thro
Page 19 and 20: I. With no reservations, I call mys
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
Page 83 and 84:
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
Page 143 and 144:
iochemical workings of the human bo
Page 145 and 146:
with the densest, most unyielding o
Page 147 and 148:
are, as LuMing Mao explains in his
Page 149 and 150:
a compromise and a retreat, yet ano
Page 151 and 152:
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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