商品簡介
Lynch considers how the field of composition thinks about teaching and how it can reinvent the pedagogical part of its mission in the wake of the expanded agenda that is no longer focused on pedagogy, but also focused on theory. He draws on John Dewey's idea of experience, arguing that teaching begins in experience, not practice or theory. He contends that the composition field after the focus on pedagogy needs a philosophy of experience to sustain the activity of pedagogy and the possibility of surprise. He looks at teaching rather than student learning and describes the field's uncertainty about pedagogy; the history and theory of the postpedagogical movement in composition, in which scholars argue not to put too much faith in pedagogy; the application of Dewey's ideas; and the teaching application of casuistry as a method of case-based reasoning for situations in which two values conflict. Annotation c2014 Ringgold, Inc., Portland, OR (protoview.com)
