Research Article
Year 2008,
Volume: 7 Issue: 1, 2 - 14, 26.06.2008
Abstract
This paper is about the nature of writing practice as an existential practice. My purpose is to
explore dominant ways of speaking about writing practice and explore an alternative way in which writing
can be seen as existential accomplishment. In the article, I mainly focus on some central themes on the
writing practice: (a) nature of writing practice (b) issue of criteria, and (c) evaluation practice. For each of
these themes, I compare dominant ways of speaking about writing as self-discovery or procedural-technical
practice with a way of speaking drawn from a hermeneutic approach. At the end of the article, I explore a
possibility for defining a general, but flexible list of existential criteria which may refer to a list of moral
virtues which aims to provide an outline, and by means of this outline giving some help to writers’ critical
consciousness
Keywords
existential criteria evaluation practice existential experience polyphonic novel glocal knowledge.
References
- Bakhtin, M. (1981). The dialogic imagination: Four essays. Trans. C. Emerson & M. Holquist. Austin, TX: University of Texas Press.
- Bakhtin, M. (1984). Problems of Dostoevsky’s Poetics. Trans. R. W. Rotsel. Munster, W. Ger.: Ardis.
- Bruffee, K. (1984). Collaborative learning and the “Conversation of Mankind.” College English, 46 (7), p.635-653.
- Carr, W. (1995). What is an educational practice? In W. Carr, For Education (pp. 60-73). Open University Press.
- Carr, W. (1997). Philosophy and method in educational research. Cambridge Journal of Education, V.27, n.2.
- Cooper, M. M. (1989). Ecology of Writing in Marilyn M. Cooper and Michael Holzman (eds.), Writing as Social Action (p.1-19). Portsmouth, NH: Boynton.
- Crosswhite, J. (1992). Authorship and Individuality: Heideggerian Angles. Journal of Advanced Composition v. 12: p.91-109.
- Dewey, J. (1938). Experience and education. New York: The Macmillan Company.
- Elbow, P. (1981). Writing with power. New York: Oxford University Press.
- Flower, L. S. & Hayes, J. R. (1979) A process model of composition. Technical Report No. 1, Document Design Project. Pittsburgh, PA: Carnegie Mellon University.
- Freire, P. (2001). Pedagogy of the oppressed. New York: Continuum. 30th anniversary edition
- Gadamer, H.-G. (1989). Truth and Method (second rev. ed.) (J. Weinsheimer and D.G. Marshal, Trans.) New York: Crossroad.
- Gallagher, S. (1992). Hermeneutics and education. New York: State University Press.
- Gee, J.P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
- Gere, A. R. (1987). Writing Groups: History, Theory, and Implications. Carbondale: Southern Illinois UP.
- Kent, T. (1992). Externalism and the Production of Discourse. Journal of Advance Composition v12: p 57-74.
- Kessels, Jos. P.A.M., & Korthagen, F.A.J. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 23, 17-22.
- LeFevre, K. B. (1987). Invention as a social action. Carbondale: Southern Illinois UP.
- Macrorie, K. (1985). Telling writing (4th edition). Portsmouth, NH: Boynton.
- Murray, D. (1982). Teaching the other self: The writer’s first reader. College Composition and Communication, 33 (2), p.140-147.
- Petraglia, J. (1991). Interrupting the Conversation: The Constructionist Dialogue in Composition. Journal of Advanced Composition v.11: p. 37-55.
- Pullman, G. L. (2000). Rhetoric and Hermeneutics: Composition, Invention, and Literature. The Kinneavy Papers: Theory and the Study of Discourse. Ed. Lynn Worsham, Sidney I. Dobrin, and Gary A. Olson. SUNY P,155 - 79.
- Rorty, R. (1997). Hermeneutics, General Studies, and Teaching. In Steven M. Cahn, (Ed.), Classic and Contemporary Readings in the Philosophy of Education. The McGraw-Hill companies, Inc.
- Russell, D. (1999). Activity Theory and Process Approaches: Writing (Power) in School, and Society. In Post-Process Theory: New Directions for Composition Research. Ed. Thomas Kent. Carbondale, IL: Southern Illinois U P, p. 80-95.
- Taylor, C. (1989). Sources of the Self: The Making of the Modern Identity. Cambridge: Cambridge.
- Taylor, C. (1991). The dialogical self. In D. R. Hiley, J. Bowman, & R. Shusterman (Eds.), The interpretive turn (pp. 304-314). Cornell University Press.
- Taylor, C. (1995). Philosophical Arguments. Cambridge, MA: Harvard University Press.
- Taylor, C. (2002). Gadamer on the human sciences (pp. 126-142) in The Cambridge Companion to Gadamer, R.J. Dostal (Ed.). Cambridge, UK: Cambridge University Press.
- Wagenaar, H. & Cook, N. S. D. (2003). Understanding policy practices: action, dialectic and deliberation in policy analysis. In M. Hajer & H. Wagenaar (eds.), Deliberative Policy Analysis: Understanding Governance in the Network Society. Cambridge University Press.
- Warnke, G. (2002). Hermeneutics, ethics, and politics (pp. 79-101) in The Cambridge Companion to Gadamer, R.J. Dostal (Ed.). Cambridge, UK: Cambridge University Press.
- Ward, I. (1994). Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy. Albany, NY: SUNY Press.
Year 2008,
Volume: 7 Issue: 1, 2 - 14, 26.06.2008
Abstract
-
Keywords
References
- Bakhtin, M. (1981). The dialogic imagination: Four essays. Trans. C. Emerson & M. Holquist. Austin, TX: University of Texas Press.
- Bakhtin, M. (1984). Problems of Dostoevsky’s Poetics. Trans. R. W. Rotsel. Munster, W. Ger.: Ardis.
- Bruffee, K. (1984). Collaborative learning and the “Conversation of Mankind.” College English, 46 (7), p.635-653.
- Carr, W. (1995). What is an educational practice? In W. Carr, For Education (pp. 60-73). Open University Press.
- Carr, W. (1997). Philosophy and method in educational research. Cambridge Journal of Education, V.27, n.2.
- Cooper, M. M. (1989). Ecology of Writing in Marilyn M. Cooper and Michael Holzman (eds.), Writing as Social Action (p.1-19). Portsmouth, NH: Boynton.
- Crosswhite, J. (1992). Authorship and Individuality: Heideggerian Angles. Journal of Advanced Composition v. 12: p.91-109.
- Dewey, J. (1938). Experience and education. New York: The Macmillan Company.
- Elbow, P. (1981). Writing with power. New York: Oxford University Press.
- Flower, L. S. & Hayes, J. R. (1979) A process model of composition. Technical Report No. 1, Document Design Project. Pittsburgh, PA: Carnegie Mellon University.
- Freire, P. (2001). Pedagogy of the oppressed. New York: Continuum. 30th anniversary edition
- Gadamer, H.-G. (1989). Truth and Method (second rev. ed.) (J. Weinsheimer and D.G. Marshal, Trans.) New York: Crossroad.
- Gallagher, S. (1992). Hermeneutics and education. New York: State University Press.
- Gee, J.P. (1992). The social mind: Language, ideology, and social practice. New York: Bergin & Garvey.
- Gere, A. R. (1987). Writing Groups: History, Theory, and Implications. Carbondale: Southern Illinois UP.
- Kent, T. (1992). Externalism and the Production of Discourse. Journal of Advance Composition v12: p 57-74.
- Kessels, Jos. P.A.M., & Korthagen, F.A.J. (1996). The relationship between theory and practice: Back to the classics. Educational Researcher, 23, 17-22.
- LeFevre, K. B. (1987). Invention as a social action. Carbondale: Southern Illinois UP.
- Macrorie, K. (1985). Telling writing (4th edition). Portsmouth, NH: Boynton.
- Murray, D. (1982). Teaching the other self: The writer’s first reader. College Composition and Communication, 33 (2), p.140-147.
- Petraglia, J. (1991). Interrupting the Conversation: The Constructionist Dialogue in Composition. Journal of Advanced Composition v.11: p. 37-55.
- Pullman, G. L. (2000). Rhetoric and Hermeneutics: Composition, Invention, and Literature. The Kinneavy Papers: Theory and the Study of Discourse. Ed. Lynn Worsham, Sidney I. Dobrin, and Gary A. Olson. SUNY P,155 - 79.
- Rorty, R. (1997). Hermeneutics, General Studies, and Teaching. In Steven M. Cahn, (Ed.), Classic and Contemporary Readings in the Philosophy of Education. The McGraw-Hill companies, Inc.
- Russell, D. (1999). Activity Theory and Process Approaches: Writing (Power) in School, and Society. In Post-Process Theory: New Directions for Composition Research. Ed. Thomas Kent. Carbondale, IL: Southern Illinois U P, p. 80-95.
- Taylor, C. (1989). Sources of the Self: The Making of the Modern Identity. Cambridge: Cambridge.
- Taylor, C. (1991). The dialogical self. In D. R. Hiley, J. Bowman, & R. Shusterman (Eds.), The interpretive turn (pp. 304-314). Cornell University Press.
- Taylor, C. (1995). Philosophical Arguments. Cambridge, MA: Harvard University Press.
- Taylor, C. (2002). Gadamer on the human sciences (pp. 126-142) in The Cambridge Companion to Gadamer, R.J. Dostal (Ed.). Cambridge, UK: Cambridge University Press.
- Wagenaar, H. & Cook, N. S. D. (2003). Understanding policy practices: action, dialectic and deliberation in policy analysis. In M. Hajer & H. Wagenaar (eds.), Deliberative Policy Analysis: Understanding Governance in the Network Society. Cambridge University Press.
- Warnke, G. (2002). Hermeneutics, ethics, and politics (pp. 79-101) in The Cambridge Companion to Gadamer, R.J. Dostal (Ed.). Cambridge, UK: Cambridge University Press.
- Ward, I. (1994). Literacy, Ideology, and Dialogue: Towards a Dialogic Pedagogy. Albany, NY: SUNY Press.
There are 31 citations in total.
Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | June 26, 2008 |
| Published in Issue | Year 2008 Volume: 7 Issue: 1 |