{"id":6027,"date":"2004-03-06T23:02:23","date_gmt":"2004-03-06T23:02:23","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/03\/06\/e-pluribus-triv\/"},"modified":"2004-03-06T23:02:23","modified_gmt":"2004-03-06T23:02:23","slug":"e-pluribus-triv","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/03\/06\/e-pluribus-triv\/","title":{"rendered":"E Pluribus Trivium"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

I wrapped up Scholes’ Rise
\nand Fall<\/a><\/i> on Monday morning while I was waiting in the auto shop. 
\nSince then, I’ve been reconsidering it from a distance–the full displacement
\nbrought on by a hearty paper load, full-time work, and other important
\nstuff-o-life.  I keep coming back to a few basic ideas set up by Scholes in
\nchapter four, "A Flock of Cultures."  Throughout, Scholes uses a
\nsplit chapter system, so, for example, chapter four has a postlude called
\n"assignment four" in which he details–in practical terms–an
\napplication of much of the theorizing he summons in the early portion of the
\nchapter.  Before the "assignment" section, he proposes a
\ndesign  for a general education curriculum parsed into grammar<\/i>,
\ndialectic<\/i> and rhetoric<\/i>. Scholes introduces this threesome under the
\nheading, "A Trivial Proposal."  He’s having fun with the
\nconnotations of "trivial<\/a>,"
\nenlisting it as something of lesser consequence (than the Western Civilization
\nand Great Books canonical approaches) and also as a modern resurrection of the
\nmedieval model for foundational education–the basis preceding advanced
\nscholarship in "arithmetic, geometry, astronomy and music." He
\nexplains the subtle differences between each of the course-types.  For grammar<\/i>,
\na course called "Language and Human Subjectivity" would comb over
\npronoun usage and alienation in language structures.  A second grammar
\ncourse would concern "Representation and Objectivity." 
\nAnthropological perspective, ethnography, the objective discourses pervasive in
\nthe observational sciences: these would be done up in this second grammar
\ncourse.  For rhetoric, he suggests a course on "Persuasion and
\nMediation," which "would obviously include the traditional arts of
\nmanipulation of audiences but would also point toward the capacities and limits
\nof the newer media, especially those that mix verbal and visual textuality to
\ngenerate effects of unprecedented power" (125).  To round this one
\nout–and because Scholes spends relatively little time on it–I would toss in technology<\/i>.  <\/p>\n

<\/p>\n

Til now, I’ve summarized Scholes, little more.  I still have to wrestle
\nwith his course concerning dialectic<\/i>. He dubs the course "System and
\nDialetcic."  The purpose is philosophical grounding, critical
\npositioning, reason and logic, historical antecedents, and leverage in rich,
\ncomplex, and intertwined discursive legacies.  Good enough.  But this
\nbrings me back to something Scholes writes about Hegel earlier in the chapter,
\nand it brings me back with a sense of  thin (okay, nano-thin, but even
\nnanotechnology can achieve conduction.) connection to parts of what Collin wrote
\nthe other day, especially on deference to "the field" or "the
\ndiscipline" of Composition Studies.  From Scholes:  <\/p>\n

\nAs I have already partly indicated, I believe that our tendency to speak in
\n terms of Western Civ is derived from the degeneration of Hegelian ideas into
\n the repertory of "common sense." I call this a degeneration because,
\n in this passage from systematic thought to folk wisdom, Hegel’s ideas have been
\n separated from the rationale that drove them.  By putting them back in
\n their Hegelian context, I hope to show both what they have lost in this
\n transition and how we shall have to adapt and modify them to make them useful
\n again for curricular purposes.  Let me begin this complex process by
\n pointing out that for Hegel the idea of studying the West without the East
\n would be ludicrous.  The basic principle involved here is Hegel’s view of
\n history as a dialectical process, in which the new always results from the negation
\n and sublation of the old, in which certain elements of the old are retained
\n within the new synthesis.  By seeing the West as the dialectical heir to
\n the East, Hegel incorporates understanding of the East as a necessary part of
\n the study of Germanic (or Western) culture. (114)\n<\/p><\/blockquote>\n

From here, I don’t want to ratchet into too-tight conclusions; this is a
\ntentative think-through–one that I hope carries over into more questions for
\nother days.  It’s just that "negation and sublation" are
\nvariously deliberate (active) and inadvertent (passive), but they’re paramount
\nto the dialectic process of forward-moving transformations informed by history.
\nTaken another way, I suppose we could call them corrosive<\/i> to our sense of
\nshared values (about best practices, say), of a social network, or to the field
\nor the discipline, set apart by "its own momentum and character as an
\norganization."  I’ve typed right up to a crossroads here–one that I
\nknow needs more deliberation, more consideration.  It’s just that Scholes
\nis whispering "dialectic," as I’m reading Milgram, reading "agentic
\nshift."  Scholes is winking me back to this passage on Hegel (which
\nrings of authority, canon, discipline, globalism), and I’m trying to play along,
\nsputtering at times, but trusting that this will come together, that a refined
\nunderstanding will come about from this search.  And maybe Scholes is there<\/i>
\nbecause, in proximal terms, he was there most recently–Monday–as I read and
\nwaited for the oil change.  Will he still be there tomorrow?  Will
\nHegel?  Will the East?  Abstraction and shift, abstraction and
\nshift.  To what end? <\/p>\n

A few more quick notes on Scholes and his curricular trivium.  I like many things about it, and I see ways that much of it is already taking good form in the FY sequence, upper division WI courses, and interdisciplinary parternships.  The model left me with questions about how composition already marries the trivium into a single course.  All three parts, in
\neffect, share writing.  Or writing shares them.  Either way, the
\ncomposition classroom is where all of this is going on at once, yes?  The
\nother angle of my critique of Scholes–and I noted it earlier–is the rather
\nburied issue of technology in his plan.  <\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>I wrapped up Scholes’ Rise and Fall on Monday morning while I was waiting in the auto shop.  Since then, I’ve been reconsidering it from a distance–the full displacement brought on by a hearty paper load, full-time work, and other important stuff-o-life.  I keep coming back to a few basic ideas set up by Scholes…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[163],"tags":[1854,178,183,182,403,179,180,181],"class_list":["post-6027","post","type-post","status-publish","format-standard","hentry","category-dry_ogre_chalking","tag-agentic-shift","tag-composition","tag-curriculum","tag-dialectic","tag-disciplinarity","tag-milgram","tag-scholes","tag-trivium"],"yoast_head":"\nE Pluribus Trivium - 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