By Sidney I. Dobrin, J. A. Rice, Michael Vastola
Beyond Postprocess offers a energetic, provocative dialogue of postprocess thought in its modern profile. Fueled through anything like a basic refusal to work out writing as self-evident, reducible, and simply explicable, the participants reconsider postprocess, suggesting that there's no simply outlined second or technique which may be known as postprocess. as a substitute, every one contribution to this assortment presents a distinct and demanding instance of what paintings past postprocess may possibly be.
given that postprocess thought in writing reviews first challenged conventional conceptions of writing and the topic who writes, advancements there have endured to push theorists of writing in a couple of promising theoretical instructions. areas for writing have arisen that notably adjust ideological notions of house, rational pondering, highbrow estate and politics, and epistemologies; and new media, electronic, and visible rhetorics have more and more advanced the scene, as well.
individuals to Beyond Postprocess think again writing and writing reviews via posthumanism, ecology, new media, materiality, multimodal and electronic writing, institutional critique, and postpedagogy. during the energetic and provocative personality of those essays, past Postprocess goals to supply a serious website for not anything below the extensive reevaluation of what it capacity to check writing this day. Its polyvocal concerns and conclusions make investments the amount with a different strength to explain no longer what that box of analysis could be, yet what it has the potential to create. The crucial goal of Beyond Postprocess is to unharness this artistic capability.
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Additional resources for Beyond Postprocess
2002. Rhetoric and composition as intellectual work. Carbondale: Southern Illinois University Press. Petraglia, Joseph. 1995. Reconceiving writing, rethinking writing instruction. Mahwah, NJ: Lawrence Erlbaum Associates. ———. 1999. Is there life after process? The role of social scientism in a changing discipline. In Kent, 49–64. Trimbur, John. ” In Olson. Carbondale: Southern Illinois University Press, 2002. 188-202. Ulmer, Gregory L. 1984. Applied grammatology: Post(e)-pedagogy from Jacques Derrida to Joseph Beuys.
In the next few pages, I will present a set of concepts that characterize my phenomenological “postprocess” approach to addressing the relational character of writing in the writing classroom. In addition, through applying insights gained from my reading of other scholars of phenomenological philosophy, I shall speak more generally to how this phenomenological postprocess theory addresses educational accountability, interpreting the ultimate aim of education to be producing a public good. My approach melds our pedagogical tendency to translate theory into a material practice with the philosophical insights gained from our “postprocess understanding” of writing as an ontological phenomenon.
To discuss the obligation to be “receptive” in our assessments of experience, teachers may find helpful the writings of Richard Rorty, in particular his discussions about how the methodological assumptions of science direct what we think it is rational for us to believe (1987, 43–44). In Toward a Phenomenological Rhetoric (1998), I call for writers to practice “reasoned receptivity,” which I define as an intentional attitude whereby an author does not attempt to deny established methods for reaching a reasoned judgment, but rather accepts those standards while remaining open to the fact that others’ judgments of their experiences may provide a new opportunity for the author to look at and understand what he or she takes to be true about his or her own experience.
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