Notes sur Graff - suite

Toujours Clueless in Academe, et ses "rhetorical principles" 192 [ici pour graduate school applications], Graff note :

. a new convergence between "intellectualspeak" and "a new vernacular voice" (117). Including : Jeffrey Williams' "useful overview of the recent turn of some academics toward autobiography, personal narrative, and writing that seems closer to journalism than to traditional scholarly prose, which Williams calls "the journalization of academic criticism". ["The New Belletrism", Style 33, 3, Fall 1999]. Ex : Bérubé Public Access: Literary Theory and American Cultural Politics, Cornel West Race Matters, Rorty Achieving, Nancy Miller Getting Personal, F. Lentricchia The Edge, Gates' Colored People, bell hook's Born Black, Jane Tompkin's A Life in School, Eve Kosoksky's A Dialogue on Love.

. des oppositions régulières : "The revolt against the analysis culture in the twentieth century enlists a vast range of modern and postmodern artistic movements, bohemian and countercultural lifestyles, therapeutic cults [hello there, Graff...], and New Age mysticism." La romantique, contre la révolution industrio-scientifique, pour commencer, et autres cultes du "no-brainer" 97. Also, appeal to : "woman, children, primitive types, Gypsies, non-Westerns, dumb animals, outlaws, artists, and anyone lucky enough to have lived before the coming of modern industrial civilization. This idealization of the pre- or nonintellectual is a major theme of the European romnatics." 100 Notion of recovering innocence.
Instinct.
John Dewey : progressive, child-centered education, but not dualistic anti-intell argument [Dewey : student-centered rather than curriculum-centered education] and not Hughes Mearns' "theory of permittings", seeing the child as natural artist, the genuine primitive. 103. Misreadings of Dewey. Not vocationalist either.
Backlash against explanation, too : mounting reaction against "the natterati", "the chattering classes", "bloviators", the "punditariat" and "punditocracy" in the media, "cable box" intell rather than academic here : new coinages eloquent. 106. Graff takes this as a new convergence of the 2, academe and public.

. des intellectualismes existants, culturellement inscrits en dehors de l'academe : le sport...

. training public intellectuals 195 - conseils et programme pédagogique de rhétorique : students to show "they are ready to join an intellectual conversation about what they love. They need to translate their passion for their subject into an indication that they know how to discuss it publicly with other knowdgeable people. ... This means showing they have some plausible picture of the academic field ... they envision themselves joining. 193. => "Figure out the received wisdom about your text or topic and show how you refute or go beyond it" 194. "so what" and "who cares" as such questions might be asked by those publics. "Learning to summarize and enter the conversations around us" 196. "Joining the conversation": mantra. = letting students in on the process by which most influential critics generate their ideas 201. Becoming an intellectual. 255.

. central pb : make academic speak and student speak talk to each other, bridge that gap.
. tied with : "the problem at its source, the estrangement of young people from adult culture" 264. J. Dewey, 265 :

to overcome the sterility and irrelevance of traditional education, the democratic school had to find a way to integrate the child into the adult world of labor and production. Dewey assumed that children harbored a natural curiosity about adult productive systems and vocations such as farming, transportation, and manufacturing. He reasoned that if "occupations are made the articulating centers of school life," students' interest in adult social practices will transform themselves from "passive and inert recipients" to active interest. [The School and Society, 1900, 1902). [...] nothing to do with vocationalism; the appeal of the occupational world for him lay in its expression of the heroic project of modernity, the progressive struggle of humanity "to master and use nature so as to make it tributary to the enrichment of human life." What Dewey did not foresee, however, was that the appeal to children of this heroic project would be undermined by the rise of youth culture and consumerism, which alienate the young from the adult world of work and civic participation [?]. structural isolation. "a new organization of teaching and learning is necessary if this isolation is to be counteracted.