Stony Brook University - SUNY Digital Repository
Stony Brook University - SUNY Digital Repository Stony Brook University - SUNY Digital Repository
TABLE OF CONTENTS Introduction …………………. 1 Ch. 1 …………………………………… 11 Ch. 2 …………………………………. 32 Ch. 3 …………………………………… 79 Ch. 4 ………………………………… 129 Ch. 5 ………………………………… 192 Postscript …………………… 240 Works Consulted ……. 243 vi
Introduction This work is the culmination of a journey that extends from my introduction to the field of composition and rhetoric and to the fulfillment of my doctoral studies with my dissertation. Because of this, it is a very personal journey that has served to define my philosophy of writing as well as my philosophy of the teaching of writing. The spread of time that this work represents and all that I have done throughout that time, as a student and as a teacher, has been inspirited by the twin urges of Uncertainty and Certainty: not simply the contrary but kindred influences exerted by each of them upon perspectives of reality and “truth” but also how to exist - to teach and to write and to think - amidst that stress and struggle that effuses from their opposition. All too often, the tension of those opposing calls compels those who experience it to choose one of them over the other. To worship one of them, almost like a god, while the other is forgotten. Forsaken. All too often, this is unconsciously done, leaving the choice to appear “natural” or “sanctified” or both. And all too often, no matter whether it is Uncertainty or Certainty that becomes deified, this choosing breeds severely dualistic “black or white” perspectives of reality and “truth” that allow for no confusion, no contradiction, and no compromise. “Right or wrong,” “good or 1
- 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: I dedicate this work to my daughter
- 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
TABLE OF CONTENTS<br />
Introduction …………………. 1<br />
Ch. 1 …………………………………… 11<br />
Ch. 2 …………………………………. 32<br />
Ch. 3 …………………………………… 79<br />
Ch. 4 ………………………………… 129<br />
Ch. 5 ………………………………… 192<br />
Postscript …………………… 240<br />
Works Consulted ……. 243<br />
vi
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