Egan, Kieran. The Educated Mind: How Cognitive Tools Shape our Understanding, University of Chicago Press, Chicago, 1998. To remember: irony involves more than a perverse disguise of what might be better stated literally (137). It leads to a discussion of the kind of understanding that results from the breakdown or decay of general schemes ... … Continue reading Egan, Kieran. “Ironic Understanding and Somatic Understanding”
tension
Barry, Lynda. Syllabus: Notes from an Accidental Professor. (2)
Barry, Lynda. Syllabus: Notes from an Accidental Professor. Montreal, Drawn & Quarterly, 2015. Keywords: creativity, teaching, drawing, writing, image, attention, brain, state of mind Quotations: [Ivan Brunetti] there are things all of us can draw in a way that is recognizable ... All of these things show up without effort--they are already in us (104). … Continue reading Barry, Lynda. Syllabus: Notes from an Accidental Professor. (2)
Kim Hackford-Peer. “In the Name of Safety: Discursive Positionings of Queer Youth.”
Hackford-Peer, Kim. "In the Name of Safety: Discursive Positionings of Queer Youth." Studies in Philosophy and Education, vol. 29, no. 1, 2010, pp. 541-56. Accessed 1 Nov. 2016. To remember: the discourse of innocence is still applied to queer youth, however, the application has shifted to focus largely on the ways that queer youth are … Continue reading Kim Hackford-Peer. “In the Name of Safety: Discursive Positionings of Queer Youth.”
Stewart, Kathleen. Ordinary Affects [part one]
full disclosure: this particular tome has rested on my bookshelf for more than a year since it was loaned to me by a mentor. i remember the moment it came to be in my hands, and the feeling that it may hold magic. i sensed that cracking it open could be a game-changer. and as i … Continue reading Stewart, Kathleen. Ordinary Affects [part one]
on unhearing.
Milwaukee holds elements of home.
Deleuze. Active and Reactive, The body
Deleuze, Gilles. Nietzsche and Philosophy. London: Continuum, 1983. 39-41. Print. To remember: 'We are in the phase of modesty of consciousness" [Nietzsche] (39). To remind consciousness of its necessary modesty is to take it for what it is: a symptom; nothing but the symptom of a deeper transformation and of the activities of entirely non-spiritual … Continue reading Deleuze. Active and Reactive, The body
fasciality of writing/teaching/knowing
the massage therapist in me finds utter fascination in the delicate tenacity of fascia - the tensional network that wraps round musculature and bone structures, suspends organs. as much as any muscle tissue, connective tissue begs for manipulation. left untouched, irritated fascia can be responsible for referent pain, adhesions, even postural issues. often what we perceive … Continue reading fasciality of writing/teaching/knowing
Research as a Living Process in and Beyond the First-year Writing Classroom
[Excerpts from a paper composed in "Issues in the Teaching of Writing" with Dr. Cathy Fleischer] Research as a Living Process in and beyond the First-year Writing Classroom My Experience This term, I have experienced some real sticking points in the teaching of research in my WRTG 121, Researching the Public Experience, classroom. On … Continue reading Research as a Living Process in and Beyond the First-year Writing Classroom
Scott, Tony. “Writing Enacts and Creates Identities and Ideologies”
Scott, Tony. “Writing Enacts and Creates Identities and Ideologies.” Naming What We Know: Threshold Concepts of Writing Studies. Eds. Linda Adler-Kassner and Elizabeth Wardle. Logan: Utah State UP, 2015. Print. Scott casts writing as "ideological enactment," highlighting the social implications of the practice. He points to the burden of writing educators to remain cognizant of assumptions and their pedagogical impact. … Continue reading Scott, Tony. “Writing Enacts and Creates Identities and Ideologies”
{kin}aesthetic composure 