[Teaching_Composition] the value (or not) of disciplinarity
Thelin,William
teaching_composition@mailman.eppg.com
Thu, 12 Apr 2007 13:19:14 -0400
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Well said, Irv. The fact that the causes of poverty and misery are =
systemic does not mean I cannot work within the system to try to ease =
some of the suffering and even improve conditions. But that's a far cry =
from championing the system. The same goes with the system of =
education. And I think Irv's ending statement about the purpose for =
achieving status has to be considered.
=20
Bill
________________________________
From: teaching_composition-admin@mailman.eppg.com on behalf of Irvin =
Peckham
Sent: Thu 4/12/2007 12:51 PM
To: teaching_composition@mailman.eppg.com
Subject: RE: [Teaching_Composition] the value (or not) of disciplinarity
Just in brief response to doug (and then I really do have to get back to =
work--knew I shouldn't have entered any conversation): I don't mind =
discplinarity etc. That's what I work with. I work with the people, =
understanding their locations in disciplines. I don't have to agree =
with the efficacy of the notion of disciplines and the territorializing =
that goes with it. I think in fact much of it is counterproductive to =
good education. But I can work with it, just as I can work with (and =
respect) people who believe in god.
The question I would ask--if this discussion of "our" discipline and how =
we can enhance its status will lead to better teaching, then I'm all for =
it. But if the discussion is self-serving (i.e., enhancing our status), =
then I would say we have been sucked into a game that could stand some =
critique.
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Irvin Peckham
Director of the University Writing Program
Louisiana State University
ipeckh1@lsu.edu
http://www.english.lsu.edu/programs/dept/ugrad/firstyear/
225-772-5963
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-----Original Message-----
From: teaching_composition-admin@mailman.eppg.com =
[mailto:teaching_composition-admin@mailman.eppg.com] On Behalf Of Doug =
Downs
Sent: Wednesday, April 11, 2007 9:10 PM
To: teaching_composition@mailman.eppg.com
Subject: [Teaching_Composition] the value (or not) of disciplinarity
Bill (with Irv) lays bare for us the underlying argument: we shouldn't =
even be trying to have a discipline.=20
Which raises a clear divergence of opinion -- which has been around for =
the last 15 years -- at their simplest, the basic positions are that 1) =
disciplinarity is a bad and unrealistic idea, and thus so are the =
departmental structure of universities, and division of labor, and all =
things capitalist that attach to, flow from, and enable it; versus 2) =
the embrace of or at least comfort with disciplinarity, territorality, =
compartmentalization, etc, etc, etc. as the status quo of how knowledge =
is made.=20
I like compartments, even as I enjoy working across their boundaries. I =
don't mind division of labor and all it entails, even as I like the =
notion of cross-training. That is to say, I'm not (and no one is) =
supporting the straw caricature of disciplinarity that is so often =
offered by those arguing against it: that to say writing, for instance =
(or chemistry, or philosophy, or economics) can be "owned" is to say =
that only the owners get to know anything about it, use it, influence =
it, control it, etc. Or to imagine that once a discipline is =
established, only it can/gets to talk about its subject. *Of course* =
those things aren't true, which is why no one really thinks them, as far =
as I can tell. That's not what pro-discipline types are arguing for, or =
from. In fairness, I should also note that I am not in the LEAST =
bothered by the fundamental concept of ownership, particularly again as =
we can easily reject the straw caricature of "ownership" that "only I =
have it and I don'!
t ever let you have it." Certainly ownership works that way sometimes, =
but that's not the only meaning of ownership and that's not the only way =
it works usually.=20
So, if I were to argue for disciplinarity, departments, ownership, =
territory, walls, boundaries, boxes, and all that other "bad stuff" =
(apparently), it would simply be to say, as one can say about most of =
the other boogeymen of current cultural critique, *it works*. It's just =
ludicrous to say that the German university model adopted by the U.S. =
and the world since the 1800s hasn't worked, unless you're a dedicated =
pastoralist. (Not that there's anything wrong with that.) Before that, =
we operated on the model that all was philosophy, religion, law, and =
mathematics, and not coincidentally we didn't know a helluva lot about =
how the world actually worked. Now we know more, and I will assert that =
we know more than we would have without the resources, methods, models, =
and division of labor provided by disciplines and departments. The =
university isn't corporate because of these things; it's corporate =
because it decided (correctly, I'd say) that it needed more money to do =
its j!
ob and (disastrously, I'd say) sold its soul to the corporate world, =
which now "owns" the university.=20
Thinking that because knowledge cannot be contained in disciplinary =
boundaries, those boundaries are therefore a flawed and unworkable =
notion, is absurd. My stomach and my liver "share" "knowledge," but my =
stomach is not my liver and that's a condition I'm quite happy with. =
The fact that boundaries exist does not justify the reductio ad absurdum =
that boundaries are impermeable or monolithic. The fact that systems =
operate with distinct entities that nonetheless cooperate (divide labor) =
to achieve an overall common good is, well, what defines "systems" to =
begin with. There is no reason the university and the world's models of =
division of scholarly or academic labor can't be understood as having =
this kind of systemic function. Because, uh, THEY DO. (Not, mind you, =
that I'm arguing that the humanities are the university's spleen. Just =
its gall. :-)
To be flexible, I might also say that perhaps there was a time when =
disciplines were more effective than they are now -- like when people =
first began to realize that molecules have physical properties connected =
to and yet separate from their chemical properties, and that molecules =
might thus be studied both from a perspective of physics and a =
perspectitry, and that while people who did such things would absolutely =
need to talk to each other, since the answers of one shape the questions =
of the other, there was still a difference between physics and chemistry =
and no single person could master all the methods and pursue all the =
questions that arose about molecules across the realms of knowledge. =
Now, perhaps, with the "basic" work in these fields very far along, it =
makes less sense to be disciplinary and more sense to be =
"interdisciplinary" or, more accurately, *micro*disciplinary (master of =
neither parent discipline but instead of the tiny subspeciality now =
formed out of some!
amalgamation of the two, or many). This, by the way, is where =
activity theory becomes most helpful for systems analysis.
I go on at such length because inevitably, among the critical theorists =
of our field, the question of composition's place in the university (or =
*not* in the university) inevitably devolves to a question of the =
legitimacy of disciplines and a critique of the notion of centers =
(without which it is damn difficult to define a discipline) and then the =
corporate capitalist status quo. While I do not wish to detract from =
Deb's higher-order questions and focus for this module, there is this =
undeniable undercurrent that disciplines and departments and centers are =
BAD THINGS -- which brings into question the fundamental premises on =
which Deb's questions are based.
I would find this critique of disciplinarity, departments, and centers, =
and thus the structure of the modern university, far more convincing and =
much less tiresome were it ever levied from a position other than =
postmodernist and anti-capitalist. Is there any other reason, besides a =
general dislike of division of labor, a latent wish for pastoralism and =
organicism, a distaste of anything with a disciplining center, and a =
dislike of anything smacking of corporate capitalism, that should make =
us think the current system of disciplines and interdisciplines is =
broken beyond repair or never worked well?=20
And if not, then we might just get on with our conversation about *how* =
to be a successful discipline in the academy, based on the premise that =
such an outcome is both 1) possible and 2) worthwhile.
Cheers --
Doug
Dr. Doug Downs
Asst. Professor, Composition & Rhetoric
Writing Program Coordinator
Dept. of English and Literature
Utah Valley State College
800 W University Pkwy, Orem UT 84058
LA 114w
801-863-8572
>>> "Thelin,William" <wthelin@uakron.edu> 04/11/07 11:33 AM >>>
I think this is exactly the point, Kate, although I'm not sure on what =
side of this debate you are falling. Composition (and compositionists) =
feels such a need to be accepted as a discipline that it never stops to =
ask why it should want to be legitimized by the academy. Right now, =
most universities function under a corporate model that mimicks the =
worst aspects of capitalism. Education is a commodity that has little =
to do with learning. Students are spending so much money for their =
degrees that they are in a position to demand high grades for mediocre =
work. But even if we look back to the past, the disciplinarity that =
marks the academy was flawed at the outset. There are no tight =
disciplinary boundaries that separate knowledge. Talking about politics =
in a composition classroom should be as natural as talking about writing =
in a composition classroom, just to use one example. But departments =
fight for turf so they try to "own" the right to teach certain subjects. =
Noth!
ing could be more absurd. This is not to say that certain scholars are =
not specialists in areas and should not be consulted as authorities in =
disputes. I'm talking more on a systemic level. So really, in trying =
to own writing, composition is trying to ingratiate itself into a system =
of capitalism and disciplinarity that are at odds with authentic =
learning.
Bill
________________________________
From: teaching_composition-admin@mailman.eppg.com on behalf of Kate =
McKinney
Sent: Wed 4 Post--Defining Ownership
>
>What do you think causes the excitement?
>
In terms of "socially structured [belief] in ownership" of our programs =
and
our pedagogy:
The more we "own," the more we are legitimized. And as subversive as =
some of
us can be, we (comp instructors, till now institutional grunts) want =
formal
acceptance and legitimacy within the academy--the structure that =
constructs
such ownerships.
--Kate McKinney
Grad TA, NCSU
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