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Volume Ten
Journal of the
Assembly for Expanded Perspectives on Learning, Volume10, Winter 2004-2005
Table of Contents
Essays
Lynn Z. Bloom. "The
Seven Deadly Virtues."
The university stifles most creative writers except the most intrepid—even
reckless, the good along with the bad—in
the process of teaching them to write according to the conventions of
the academy in general, and their specific disciplines in particular.
David L. Wallace.
"Shallow Literacy, Timid Teaching, and Cultural Impotence."
Any attempt to move to a deeper notion of literacy in our theory and
pedagogy must—among other things—involve
us facing our own
self interest and expecting disruption in our own classrooms, departments, and universities.
Roben Torosyan. "Listening:
Beyond Telling to 'Being' What We Want To Teach."
In response to a culture of
polarized argument, this paper shows a way
to provide people with practice at deep listening and understanding. The author examines ways in which self-disclosure about problems
of dialog may be an ideal means for teachers or leaders to show people alternate ways of being in the world
of meaning making.
Patricia Webb and Zach Waggoner. "Analyzing
Dominate Cultural Narratives of Religious Plurlaism: A Study of Oprah.com."
This essay analyzes Oprah.com, the website for multimedia mogul Oprah Winfrey, to examine the tensions between dominate religious ideologies and
pluralism in America.
Matthew I. Feinberg. "Critical
Geography and the Real World in First-Year Writing Classrooms."
By helping students confront the ideologies that shape their physical and
cultural experiences, critical geography
in first year writing classrooms may be one means of
collapsing
the perceived distance between the classroom and the "real world."
Hildy Miller. "Image into Word: Glimpses of Mental Images in
Writers Writing."
This essay uses thought samples and interviews to show ways writers use
mental imagery
in non-creative writing task.
Ed Comber. "Critical Thinking Skills and Emotional-Response
Discourse: Merging the Affective and Cognitive in Student-Authored Texts
through Taxonomy Usage."
This essay
discusses a taxonomy designed to help students identify emotive-response discourse in their evolving texts, a
process that joins emotion and cognitive to foster critical
thinking.
Helen Walker. "Connecting."
JoAnne Katzmarek
"Thoughts Like Flying Grouse"
Steven L. VanderStaay
"I'm With You, Huck"
Irwin Ramirez Leopando
"A Moment of Connections"
Christopher Sweet
"The Brightening Glance"
Howard Wolf
"Personal Teaching"
Reviews
W. Keith Duffy.
Memoirs of Soul: Writing your Spiritual Autobiography. (Nan Phifer, 2002).
Elizabeth Vander Lei. A Communion of Friendship: Literacy,
Spiritual Pracitce, and Women in Recovery. (Beth Daniel, 2003).
Marian MacCurdy. Writing To Save Your Life. (Michele Weldon,
2001).