- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- Iris touching iris : praxis as an alternate paradigm...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
Iris touching iris : praxis as an alternate paradigm in the writing classroom Johnson, Lesley
Abstract
The following paper outlines a response to a perceived need for an alternate paradigm than the one that currently dominates the field of writing pedagogy. The current paradigm, according to the author, operates on assumptions allied with technical rationality, assumptions which are problematic in light of the fundamental values that underpin the very act of writing itself. The paper also explores a possible alternate paradigm, described by the Aristotelian term, praxis, using a creative narrative style in the form of an ongoing dialogue between two sisters over the course of several months. The interaction between the two sisters frames the conceptual inquiry portion found in the five chapters. Through dialogue, the sisters explore issues of value in key aspects of their lives. These emotionally and intellectually charged conversations serve to underscore the author's belief that an alternate paradigm would open new doors in the composition classroom. Engaging in narrative, explains the author, provides a wealth of possible ways to sidestep the predominant action-reaction framework of technical rationality In telling and listening to stories, the author argues that it is possible to realize a different approach to teaching and researching writing.
Item Metadata
Title |
Iris touching iris : praxis as an alternate paradigm in the writing classroom
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2006
|
Description |
The following paper outlines a response to a perceived need for an alternate paradigm
than the one that currently dominates the field of writing pedagogy. The current
paradigm, according to the author, operates on assumptions allied with technical
rationality, assumptions which are problematic in light of the fundamental values that
underpin the very act of writing itself. The paper also explores a possible alternate
paradigm, described by the Aristotelian term, praxis, using a creative narrative style in
the form of an ongoing dialogue between two sisters over the course of several months.
The interaction between the two sisters frames the conceptual inquiry portion found in
the five chapters. Through dialogue, the sisters explore issues of value in key aspects of
their lives. These emotionally and intellectually charged conversations serve to
underscore the author's belief that an alternate paradigm would open new doors in the
composition classroom. Engaging in narrative, explains the author, provides a wealth of
possible ways to sidestep the predominant action-reaction framework of technical
rationality In telling and listening to stories, the author argues that it is possible to
realize a different approach to teaching and researching writing.
|
Genre | |
Type | |
Language |
eng
|
Date Available |
2010-01-06
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0092481
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2006-05
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.