Reason to Believe: Romanticism, Pragmatism, and the Teaching of Writing

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SUNY Press, Jul 10, 1998 - Education - 187 pages
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Reason to Believe is about teaching and the possibility of making positive change in education. The authors explore the way that American pragmatism and the rhetoric of North American romanticism work together to create a method for restoring hope to teachers and responsiveness to the systems they work within. What the book calls romantic/pragmatic rhetoric offers teachers a way to locate the roots of their beliefs and methods, to name them, and thus to act to change and challenge systems that have become in William James’ phrase “tyrannical machines.”
 

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Contents

IS TEACHING STILL POSSIBLE?
1
THE DOCTRINE OF USE Seeds of RomanticPragmatic Rhetoric
29
ROMANTIC DIALECTICS AND THE PRINCIPLE OF MEDIATION
55
IMPERFECT THEORIES The Pragmatic Question of Experience and Belief
79
A WAY OF SEEING IS ALSO A WAY OF NOT SEEING Whatever Happened to Romanticism and Pragmatism?
99
CHANGING THE COURSE OF THE STREAM RomanticPragmatic Perspectives on Systems
123
WHAT DIFFERENCE DOES IT MAKE? RomanticPragmatic Rhetoric in Action
139
Works Cited
167
Index
177
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About the author (1998)

Hephzibah Roskelly is Associate Professor of English at the University of North Carolina-Greensboro. She is the coauthor, with Eleanor Kutz, of An Unquiet Pedagogy: Transforming Practice in the English Classroom.

Kate Ronald is Roger and Joyce L. Howe Professor in the Department of English at Miami University. Roskelly and Ronald are also the coeditors of Farther Along: Transforming Dichotomies in Rhetoric and Composition.

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