Reason to Believe: Romanticism, Pragmatism, and the Teaching of Writing
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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action agendas American romantics anti-foundationalism argues becomes belief bell hooks Berthoff Burgess Shale calls century classroom Colonial composition connection consequences context continues Cornel West critical critical theory culture cynicism Dead Poets Society dents describes Dewey Dewey's efficiency Emerson emphasis English studies essay evolutionary experience faith fear Freire Freire's hope human ideal ideas individual inquiry insistence James kind knowledge learning lives look Marsha Marx Matthiessen mediating metaphor method natural North notion Paulo Freire pedagogy Peirce Peter Elbow philosophy possibility postmodern prag pragmatism pragmatists principles progress Puritan question relationship responsibility romantic/pragmatic rhetoric romanticism Rowlandson says scientific social stance story talk teachers teaching theoretical theorists theory and practice thinking Thoreau thought tion tism Tompkins Tompkins's traditional train truth understanding vision Walden Walden Pond Weetamoo West women words Writing Center