[Teaching_Composition] Re: Teaching_Composition digest, Vol 1 #1124 - 5 msgs

Fri, 6 Oct 2006 22:37:38 -0400

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Gosh, I'm embarrassed to be on the list, talking about this at 10:15.  =
But I think I might have isolated a crucial difference in our thinking, =
Charles.  Let me see if you agree that what I convey is what you =
believe.  You believe that education is a system whereby instructors =
succeed when students learn to "think on their own."  Am I understanding =
you correctly?  If so, let me voice my objection.  If we are teaching =
the appropriateness of certain tools to move toward independent =
thinking, we are manipulating the students' thought processes.  We have =
made a political choice.  By presenting the "right" manner in which they =
can reach their choices, we have influenced tremendously the conclusions =
they will reach. =20
=20
Further, I do not believe critical thinking means thinking on one's own. =
 Rather, I think a critical thinker lets the ideas of others penetrate =
and balances the benefits to him or herself of certain ideologies =
against the effects those ideologies will have on others.
=20
I do not believe in such a thing as "thinking on your own."  The =
individual is a societal construct.  What he or she perceives as =
individuality in thought has been socialized into him or her.  =
Experience, observation, logic, emotion, knowledge, and even divine =
intervention (if we believe in such a thing) shapes our thoughts.  We =
cannot step out of that to think on our own.  We obviously inhabit =
separate "independent" spaces in this world, but our thoughts, as was =
once said, is conversation internalized.  Critical thinkers, among other =
things, internalize varied conversations.
=20
Regarding the questions you ask your students, don't you ever ask about =
the validity of the evidence they present?  Do you never ask them about =
the credibility of their sources?  Do you not suggest that there's an =
ethical dimension to the conclusions they reach?  What if persuading an =
audience to make an argument more effective means burying evidence that =
runs contrary to their argument?  What about the place of emotion?  =
Feminist rhetoricians would have a field day with your reliance on =
masculinist logic and objectivity.  Probably most important, though, in =
a world saturated by corporate, capitalist propaganda, how do you help =
students determine the truth when facts collide?  I just don't think =
this issue is as easy as you say.  I think by asking the questions you =
do to the exclusion of more penetrating ones, you are leading your =
students to a competitive, self-interested mode of argument that upholds =
the status quo.  Can you show me that I'm wrong?
=20
Bill
=20
=20

________________________________

From: teaching_composition-admin@mailman.eppg.com on behalf of Charles =
Nelson
Sent: Fri 10/6/2006 7:50 PM
To: teaching_composition@mailman.eppg.com
Subject: [Teaching_Composition] Re: Teaching_Composition digest, Vol 1 =
#1124 - 5 msgs

Bill, I can imagine we're talking past one another. My last email was a =
response to your questions of whether particular positions are being =
suppressed in favor of the status quo. With respect to the -isms you =
listed (and others like them), in class, I favor neither status quo nor =
its opponents. Regardless of which conclusions my students come to, I =
ask the same questions, What evidence do you have for your position? =
What reasoning did you use to come to this position? Do you think that =
this evidence and reasoning would persuade someone who thinks =
differently from you? How can you make your argument more persuasive to =
your audience?=20

Your point is well-taken on how much indoctrination can occur in light =
of the amount of time in class vs. the dominant ideologies outside of =
class. Let me try again. The objective of education is to enable =
students to be able to think on their own, what some call critical =
thinking. Attempts to manipulate the conclusions students come to, =
whether or not (in)effective, are attempts at indoctrination. (There is =
no difference between someone who indoctrinates for the status quo and =
between one who (attempts to) indoctrinates against the status quo.) For =
me, that's the difference between education and indoctrination--whether =
one attempts to enable students to think independently and critically, =
or one tries to bring students to a "change in [their] thoughts" that is =
aligned with one's own perspective, whether status quo or not, whether =
"preaching" or not.=20

On "presenting a position to the students--one that is based in logic =
and fact, one that understands the historical, cultural, contingent =
moment, one that is steeped in sensitivity for the oppressed," I would =
say that if we are to take seriously the notion that neutrality and =
objectivity do not exist, then we should accept that, as Ludwig Fleck =
put it, our disciplinary (and other) understanding is a "harmony of =
illusions."=20

Charles Nelson

	Perhaps you could explain what the line is between education and =3D=20
	indoctrination?  In a 15 week course, where students will see an =3D
	instructor 2 /1 2 to 3 1/4 hours a week, I find it highly improbable =
=3D
	that any student could become indoctrinated.  It's much more likely =
that =3D=20
	in a media drenched society, one that blasts the messages of corporate =
=3D
	capitalism, racism, sexism, montheism, and heterosexism 24/7, a student =
=3D
	will capitulate at a subconscious level to the ideology being espoused. =
 =3D=20
	A voice resistant to this indoctrination--probably because the person =
=3D
	behind the voice realized that the dominant ideology does not work for =
=3D
	people like him or her or the vast majority of other people--is not the =
=3D=20
	perpetrator of indoctrination.  That voice is working toward =3D
	counter-hegemony, toward societal and individual liberty.  While =3D
	counter-hegemonic thought certainly has ideals and beliefs of its own, =
=3D
	it is incapable of indoctrinating because it does not have the power to =
=3D=20
	do so in the higher educational system because it lacks access and =3D
	capital.  Indoctrination against the status quo can only occur when an =
=3D
	individual is isolated from the larger society or is surrounded only by =
=3D=20
	followers who think the same as her or him.  The power comes in church =
=3D
	groups, for instance, or in counter-culture cults.  Barring this, a =3D
	change in someone's thoughts when it resists the status quo comes from =
=3D=20
	enlightenment due to education, not indoctrination.
	=3D20
	I have a feeling we're not hearing each other, Charles.  I have said, I =
=3D
	believe more than once, that I do not believe that instructors should =
=3D
	preach their convictions in class.  But there's a difference between =
=3D=20
	presenting a position to the students--one that is based in logic and =
=3D
	fact, one that understands the historical, cultural, contingent moment, =
=3D
	one that is steeped in sensitivity for the oppressed--and having =3D=20
	students wrangle with it in problems that are directly generated by =
them =3D
	or relevant to them, and having students repeat an instructor's =
position =3D
	in a paper without a chance to challenge it or limit it or extend it or =
=3D=20
	test it, at the risk a poor grade or other ostracization if they don't =
=3D
	do it.  To me, the former is ed.ucation.  That pedagogy is steeped in =
=3D
	political convictions, however.  It believes that the system as it is =
=3D=20
	currently run is not working for the benefit of the vast majority of =
=3D
	humans and virtually all other non-human life forms and locates the =3D
	source of the problem  Is not the pedagogy I hear from you also steeped =
=3D=20
	in political convictions?  For me, it is the pedagogy of the status =
quo, =3D
	one designed to ensure that counter-hegemonic thought cannot be taken =
=3D
	seriously by the vast majority of the students we educate.  Its silence =
=3D=20
	allows the propaganda of the status quo to drown out critiques from the =
=3D
	left.
	=3D20
	The arena of the classroom is not even when teaching starts.  We cannot =
=3D
	pretend it is.
	=3D20
	Bill
=09
=09

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