Revolution Lullabye

December 30, 2010

Phelps, Praxis as Wisdom in Action

Phelps, Louise Wetherbee. “Praxis as Wisdom in Action.” Conference on College Composition and Communication, St. Louis, March 1988.

Phelps addresses the practice/theory divide in the field and argues that at best, composition should be thought as phronesis, or practical wisdom (drawing on Aristotle, Gadamer, Dewey, and Freire.) She argues that the field needs to study the teaching of composition as a process, and to take the research of composition pedagogy seriously – that a teacher interprets a situation much the way a reader interprets a text. She uses the Syracuse Writing Program’s program of professional development (which emphasizes critical reflection and teacher-research) and Stephen North and Donald Scholes.

Notes and Quotes

uses coordinating group system to explain North’s “lore” and Scholes “practical knowledge”…what became Syracuse’s “teacher talk”

reflection-in-action; practice disciplined by knowledge

November 30, 2010

Crain, A Comment on ‘The Wyoming Conference Resolution’

Crain, Jeanie C. “A Comment on ‘The Wyoming Conference Resolution: Opposing Unfair Salaries and Working Conditions for Post-Secondary Teachers of Writing.’” College English 50.1 (1988): 96-99. Print.

Crain gives her personal account of a part-time instructor: teaching multiple sections at multiple institutions for little pay and no job security. Her narrative shows how the problems addressed in the Wyoming Resolution are enacted in one person’s life.

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