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Distant Readings of Disciplinarity
Knowing and Doing in Composition/Rhetoric Dissertations
by Benjamin Miller
Utah State University Press, 2022
In Distant Readings of Disciplinarity, Benjamin Miller brings a big data approach to the study of disciplinarity in rhetoric, composition, and writing studies (RCWS) by developing scalable maps of the methods and topics of several thousand RCWS dissertations from 2001 to 2015. Combining charts and figures with engaging and even playful prose, Miller offers an accessible model of how large-scale data-driven research can advance disciplinary understanding—both answering and amplifying the call to add replicable data analysis and visualization to the mix of methods regularly employed in the field.

Writing studies has long been marked by a multitude of methods and interlocking purposes, partaking of not just humanities approaches but also social scientific ones, with data drawn from interviews and surveys alongside historical and philosophical arguments and with corpus analytics in large-scale collections jostling against small-scale case studies of individuals. These areas of study aren’t always cleanly separable; shifting modes mark the discipline as open and welcoming to many different angles of research. The field needs to embrace that vantage point and generate new degrees of familiarity with methods beyond those of any individual scholar.
 
Not only a training genre and not only a knowledge-making genre, the dissertation is also a discipline-producing genre. Illustrating what the field has been studying, and how, Distant Readings of Disciplinarity supports more fruitful collaborations within and across research areas and methods.
 
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Doing
Jean-Luc Nancy
Seagull Books, 2020
In Doing, Jean-Luc Nancy, one of the most prominent and lucid articulators of contemporary French theory and philosophy, examines the precarious but urgent relationship between being and doing. His book is not so much a call to action as a summons to more vigorous thinking, the examination and reflection that must precede any effective action. The first section of the book considers this matter tersely: Jean-Luc Nancy’s quickness of language and grace of humor lead the reader carefully past the dangers of oversimplification, toward a general awareness of meaningful being. In the last section, Nancy examines the realities of terrorist actions—specifically those that shocked Paris a few years ago, and more generally the frightening world of politics without conscience, where conscience is the root of all thinking.
 
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Doing the Word
Southern Baptists' Carver School of Church Social Work and Its Predecessors, 1907–1997
T. Laine Scales
University of Tennessee Press, 2019
In the pantheon of publications related to women’s educational history, there is little research concerning women’s education in the context of the Baptist church. In Doing the Word: Southern Baptists’ Carver School of Church Social Work and Its Predecessors, 1907–1997, T. Laine Scales and Melody Maxwell provide a complete history of this unique institution. By exploring the dynamic evolution of women’s education through the lens of the women’s training program for missions and social work at the Southern Baptist Theological Seminary, the authors show how the institution both expanded women’s education and leadership and also came into tension with changes in the Southern Baptist Convention, ultimately resulting in its closing in 1997. A touchstone for women’s studies and church history alike, Doing the Word reopens a lost chapter in the evolution of women’s leadership during the twentieth century—a tumultuous period in which the Carver School, under significant pressure to reverse course, sought to expand the roles of women in leading the church.
 
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A Rhetoric of Doing
Essays on Written Discourse in Honor of James L. Kinneavy
Edited by Stephen P. Witte, Neil Nakadate, and Roger D. Cherry
Southern Illinois University Press, 1992

Concerned with both the nature and the practice of discourse, the eighteen essays collected here treat rhetoric as a dynamic enterprise of inquiry, exploration, and application, and in doing so reflect James L. Kinneavy’s firm belief in the vital relationship between theory and practice, his commitment to a spirit of accommodation and assimilation that promotes the development of ever more powerful theories and ever more useful practices.

A thorough introduction provides the reader with clear summaries of the essays by leading-edge theorists, researchers, and teachers of writing and rhetoric. A "field context" for the ideas presented in this book is provided through the division of the various chapters into four major sections that focus on classical rhetoric and rhetorical theory in historical contexts; on dimensions of discourse theory, aspects of discourse communities, and the sorts of knowledge people access and use in producing written texts; on writing in school-related contexts; and on several dimensions of nonacademic writing. A fifth section contains a bibliographic survey and an appreciation of James Kinneavy’s work. The exceptional range of these essays makes A Rhetoric of Doing an ecumenical examination of the current state of mind in rhetoric and written communication, a survey and description of what discourse and those in the field of discourse are, in fact, doing.

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Science is Golden
A Problem-Solving Approach to Doing Science with Children
Ann Finkelstein
Michigan State University Press, 2002

The first book of its kind, Science is Golden discusses how to implement an inquiry-based, problem-solving approach to science education (grades K-5). Finkelstein shows parents and teachers how to help students investigate their own scientific questions. Rather than a set of guidelines for science fair projects, this book presents a method for helping students expand their creativity and develop logical thinking while learning science.
     Starting with an introduction to the "brains-on method," Science is Golden explains brainstorming, experimental controls, collecting data, and how to streamline children's questions about science so that the questions define an experiment. Students will learn how to: ask good questions; clarify terminology; research, plan, and design experiments and controls; test assumptions; collect and analyze data; present results to others; and collaborate with adults.
     Science is Golden is consistent with the National Science Education Standards proposed by the National Academy of Sciences, and the Michigan Essential Goals and Objectives for Science Education (K-12) from the Michigan State Board of Education.

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The Voiding of Being
The Doing and Undoing of Metaphysics in Modernity
William Desmond
Catholic University of America Press, 2020
In contemporary philosophy the status, indeed the very viability of metaphysics is a much contested issue. The reflections offered here explore diverse aspects of this contested status and offer a defense of metaphysics. In other works, perhaps most fully in Being and the Between, William Desmond has tried to develop what he calls a metaxological metaphysics in response to different skeptical, if not hostile approaches to metaphysics quite common in our time. The Voiding of Being complements the systematic dimensions of this metaxological metaphysics outlined in Being and the Between. It presents a set of studies which amplify important themes in the unfolding of modern metaphysics, in relation to major earlier and contemporary thinkers, while adding nuance to what is involved in the more systematic articulation of a metaxological metaphysics. There is what the author calls a voiding of being in modernity, expressed in diverse developments of thought. “The Voiding of Being,” might seems to conjure up too negative associations but the aim of the thoughts gathered here is not at all negative. While attempting to understand the voiding of being in modern thought, our appreciation of the promise of metaphysical thinking can also be renewed and indeed extended – extended beyond skepticism and hostility to metaphysics. Desmond engages many interlocutors along the way, from the long tradition, such as Heraclitus, Aquinas and Hegel, as well as more contemporary thinkers like Heidegger and Marion. As the book’s subtitle suggests, it is concerned with the continued doing of metaphysics and not only the contemporary undoing of it.
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