1/06/16 2016 MLA panel on Graduate Writing Pedagogies, discussion page.
10/7/15 Peter Vandenberg and Jennifer Clary-Lemon. "Looking for Location Where it Can't be Found: Possibilities for Graduate Pedagogy in Rhetoric and Composition." The Locations of Composition. Christopher J. Keller and Christian R. Weisser, eds. Albany: SUNY Press, 2007. 91-105.
"Community based graduate education encourages future teacher-scholars to view themselves in relation to the world around them by engaging a space beyond the classroom" (102)
"At the graduate level, academic acheivement typically follows the capacity to write one's way into a "hyperreality," a conceptual or transcendent "where" whose authority in some measure derives from the perception of being cut loose from place and time. Canonical modeling implicitly proposes that both student and evaluating faculty member are located not 'in place' but within a virtual reality populated by generalizations" (95)
"We must find ways to get graduate student bodies out into those localized publics--not for the purpose of revealing the other to a disciplined gaze, but to allow an estimation of the limits of the scholarly perspective through the approximation of a perspective marked by difference" (99)
Graduate Writing Across the Disciplines, Introduction
Marilee Brooks-Gillies, Elena G. Garcia, Soo Hyon Kim, Katie Manthey, and Trixie Smith
9/24/15 Churchland, Patricia. Touching a Nerve: The Self as Brain. New York: Norton, 2013.
"Lately I think about my brain in more intimate terms-- as me" (11). Churchland works to dismantle clingy notions of soul, heaven, and morality chipping particularly fiercely at dualism.
Neurophil: "works at the interface between philosophy's grand old questions about choice and learning and morality and the gathering wisdom about the nature of nervous systems" (20)
On those that would argue that neuroscience can't possibly tell the full story of self: "The great advantage of nay-saying is that it leaves lots of time for golf" (60)
Dr. Hannah J. Rule