Learning Metonymy | lessons from emerson’s school

July 27, 2009

Product Pedagogy

Filed under: composition, pedagogy — waldo @ 2:34 pm
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Rescue Plan for College Composition and High School English

Michael Prince, Chronicle July 2009

against process pedagogy (and the teaching of rhetorical strategies), in favor of product–in that, sounds much like Birkerts. One problem: he also emphasizes imitation pedagogy, showing students the craft that academics use–but how does that product get to students without process? Interesting that no reference is made to Graff.

Isn’t the problem with the SAT more that it is a product-oriented, not process-oriented approach to learning. Would a question that asked students to analyze Lady Macbeth’s ambition avoid the problem he addresses–writing that is staged, not crafted?

March 19, 2009

birkerts on the kindle

Filed under: digital humanities, metonymy — waldo @ 2:40 pm
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Birkerts, a recent post on the Atlantic. Re-covering old ground: the page to screen transfer. But even more clearly, re-hearsing the blatant problem of his Gutenberg Argument. Here, he makes a case for the ‘page’ as context, and the ’screen’ as the flattening of context. And yet, in his own print book, in the pages of Gutenberg (as even my students in English 101 wonder) there is very little Gutenberg, very little context for understanding the history of print, or even of texts. Birkerts venerates the aura of the book—the aura that is removed from its context. This may be a reverse of Benjamin; read more closely, it seems to me, it is the real insight: reproduction brings us not just access, but greater access to the creative process (now more intertwined with reproduction, but process nonetheless): the reader is ready to turn into a writer.

Whitman wants context through access—and understands that context comes at a price for the page: specimen daze; the page of convulsiveness.

Birkerts wants the book ripped from its context, presumed pristine; the book, as it puts it, beyond revision. Birkerts wants the page as metaphor (window); what he doesn’t like is the screen as metonymy (contiguous with the process of its production).

January 26, 2009

the end of solitude

article in the Chronicle Review by William Deresiewicz.

The End of Solitude

seem to be echoes with Sven Birkerts on privacy and the concern with the social. Given his use of romanticism (thoreau, emerson, whitman), we need to think about just how anti-social these writers are.

Some issues in particular that I noted (using reframe it). Two areas where the author’s lack of connectivity in making an argument against a networked writing actually limits the essay. The first is the sampling (or echoes) of Birkerts: specifically in using the image of a networked ‘hive’ and in his focus on privacy, solitude. While direct quotation may not be required, failing to ‘connect’ to this prior argument (and very similar approach and meditation)–a connection I would require of my student: justify this, complicate, if not outright cite what is a clear sample–makes me suspicious. That WD mediates his argument with past writings and with his reading (yes, this is what we do with our writing and reading, we mediate our thought) but is reluctant to think about it or reveal such traces of mediation—because he is making an argument that wants to view mediation largely are recent–even though he is aware the printing is a technology of communication. Though rather than see this in psychological terms of a repressed center or other in his thinking, I would frame it this way: he fails to connect, in ways that we are supposed to connect in our reading and writing–our thinking as scholars. Put differently, using the langague of current tools, if WD had ‘googled’ some of his thinking or drafting, perhaps even blogged it, he might have made the connection to Birkerts sooner.

A second lack of connection, of networked reading: in his use of Emerson and his views of reading–extending to the university and learning. He quotes Emerson, as many do, freeely, loosely. Another way to say this, out of the context of Emerson’s own network of thinking and writing. He makes Emerson solitary in his thinking, when he is more interested (seen in his network) in the social connections of learning and writing. And also more concerned about books and reading. The point is not that we can read Emerson differently by quoting him elsewhere (for example,’All I know is reception,’ quoted against WD’s emphasis on tele-technology as merely reception); we can always do this. But rather, that understanding Emerson (and understanding Emerson on reading) requires a networked connection. Emerson refers to it as his cyclopedia; it is the network of his metonymic thinking. I can’t say what Emerson or thoreau might have thought of text-messaging. But we can say that Emerson is interested in the recognition of a text that is more fluid (more gerundive?) than a book, or beyond a book. Interested, to echo Poirier, in thinking over thought. So, text-making; and the text not existing apart from its network of reception and connections.

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