Byron Hawk

Berthoff as "romantic"

"The binary heuristics/chance excludes the possibility that there can be a heuristics based on aleatory procedures or methods" (2)

"Compositionists use vitalism as a term that denotes an 'anything goes' approach to writing and thinking, an an ahistorical category that subsumes multiple divergent practices and as an assumed negative counterpart to preferred rhetorical practices that establishes a binary between rhetoric and poetics" (3)

"[Critiques] rest on romanticism, vitalism, and postmodernism being equivalent to the narrow, ahistorical notion that vitalism equals a subjectivism based on genius and irrationalism, as opposed to The New Rhetoric which is "a rhetoric for the real world, and as such teachable" (Kennedy, 231)

"Networking or being connected has a whole new set of connotations and practices. Hawk argues that postmodern space, hyperspace or cyberspace is different from place: distance and speed are no longer determined by geography alone and face-to-face meeting. /.../"Such nonplaces are constellations of spatial fragments and social engagements are detached from local surroundings and roughly equivalent no matter their geographic location--they are connected globally but locally disconnected." (204)

Berlin in Contemporary Composition: The Major PEdagogoical Theories" argues that process pedagogies are no better than produt pedagogies.

Freire specifically argues against those who universalize pedagogy. Freire undertand that teachers should not turn his pedagogy into law but rather should look to their speific contexts to invent and develop pedagogoical practices, processes and methods. (210).

In his introduction to _Between Borders_ Lawrence Grossberg posits/.../the goal of a pedagogoy of articulation is not to "save the world" but to get the students to invent and link, to make connections and map articulations. "

"Such a pedagogy must leave the field of articulation as open as possible (216)

Sirc's approach is that of "Godless Composition" It's a throw of the dice.

"A teacher's pedagogical desires typically have nothing to do with a student's emergent desires--whether our desires take the form of programs, courses or subjects" 217

Thomas Kent in Post Process Theory: writing is public, writing is interpretive, writing is situated.
In Writing/Teaching: Essays Toward a Rhetoric of Pedagogy, Paul Kameen povides/.../an example of using the ecology of the classroom to foreground invention and imagine a more open pedagogy beyond social-epistemic and post process (224): "This space between question and answer is filled with possibility"

Colerdige's method operates from no set starting point and progresses to no predetermined end point other than inquiry and invention.

I am working to find a pedagogoical method that itners into the ecology of the classroom and utilizes its complexity for rhetorical production.

229--"we take dwelling and building as two separate activities, an idea that has something correct in it. Yet at the same time by the means-end schema we block our view of the essential relations. For building is not merely a means and a way toward a dwelling--to build is in itself already to dwell (Heidegger quoted in Kameen). To move out of theories of composition taht separate self, world, audience and langauge as just so many means to a text, it is important to realize that to write/teach is in itself already to dwell. /.../To dwell in building a text is not to master self, world, audience, or langauge but to lie in them, listen to them, and emerge with them. (230).

"SIlence operates intuitively and purposively. Intensive listening oepns a space or a path for our own speaking and invention to emerge. Listening to the ecology means intuitively linking ourselves to the lines of flight taht are emerging and being a good rhetor or teacher means letting this movement inform our decision to stay silent or speak. Teachers ahve to let wahtever "arises out of the omoment" emerge, let kairos take over and work 'to perfect what the student has to offer' and put his or her 'considerable resources somehow in the service of [the students]' (Kameen, Writing/Teaching, 251).