{"id":6387,"date":"2005-08-27T21:00:00","date_gmt":"2005-08-27T21:00:00","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/08\/27\/kinaesthetics-i\/"},"modified":"2005-08-27T21:00:00","modified_gmt":"2005-08-27T21:00:00","slug":"kinaesthetics-i","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/08\/27\/kinaesthetics-i\/","title":{"rendered":"Kinaesthetics, Intensive Gatherings and Bodily Arts"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

The body itself becomes a sundromos<\/i>, an intensive gathering of forces
\n(of desire, of vigorous practices, of musical sounds, of corporeal codes),
\ntrafficked through and by neurons, muscles and organs.  Entwined with the
\nbody in this way, rhetorical training thus exceeds the transmission of ‘ideas,’
\nrhetoric the bounds of ‘words.’ (Hawhee 160)\n<\/p><\/blockquote>\n

Yesterday I attended a Writing Program mini-seminar on the relationship
\nbetween the writing center and athletics and the presence of
\nstudent-athletes in writing courses. As a part of ongoing professional
\ndevelopment, most writing teachers at SU attend two mini-seminars each semester. 
\nThe speaker–a graduate student in rhetoric at Arizona–brought many insights;
\nhe’s been instrumental in launching a satellite writing center in the athletic
\ndepartment at UofA, and so the four-hour session was aptly named "Home Turf:
\nDefining Access and Success for College Student-Athletes."  Early on, the
\nconversation hinged on the spatial quality of athletic performance; for
\npre-reading, we looked at Hawhee’s "Bodily Pedagogies: Rhetoric, Athletics, and
\nthe Sophists’ Three Rs," from College English<\/i>, Andrew Zimbalist’s chapter
\n"The Student as Athlete" from Unpaid Professionals<\/i>, Wilfred Bailey’s
\n"Summary: Time Constraints, Or Why Most College Athletes Cannot Also Be
\nStudents," (College Sports, Inc.<\/i>) and a few articles from
\n
\nESPN.com<\/a> on whistle-blowers. We also talked through perceptions of
\nstudent-athlete privilege, so-called "problematic sports" of men’s basketball
\nand football (with no direct justification for crediting this commonplace to any
\nparticular institution, much less SU), and part-time faculty bearing added labor
\nbecause of support measures (email check-ins from coaches, mid-semester progress
\nreports, etc.) initiated from athletics.<\/p>\n

<\/p>\n

I was generally in agreement with the speaker’s take on several of these
\ncomplicated problems, and I would like for these notes to reflect such a stance,
\nas well as to support efforts at broader recognitions of the false and damaging
\ncommonplaces circulated about student-athletes–athletics as anti-intellectual,
\na contradiction to scholarly rigor, a kind of unfortunate burden on the
\ninstitution’s already-burdened, or a merely exploitative money-maker.  If
\nanything is clear from yesterday’s talk, it’s that institutional situations are
\nvastly different from region to region and from one governance level to another
\n(NCAA, NAIA, DI-DIII, etc). Generalizations about student-athletes or athletics
\ndepartments circulate with great frequency, but many of them plainly don’t hold
\nup here<\/i> or there<\/i>.<\/p>\n

Kinesthetic literacy–or a kind of bodily\/performative intelligence–came up
\nearly in the talk, but with twenty-five of us in attendance and so much
\nconversation, we didn’t have adequate chance to develop this line of thought. 
\nJudging only by her article (I haven’t read Bodily Arts<\/i> yet), Hawhee’s
\nstuff, which examines the overlaps between the bodily and the rhetorical arts in
\nthe classical tradition, leads us to a question:  how might composition
\nembrace kinesthetic literacy?  How might writing pedagogies account for the
\nkinesthetic?  Citing Sirc’s work on Pollock, she explains the approach of
\ncomposition as "inhabiting<\/i>, an immersive approach wherein the lines
\nbetween (and definitions of) artist and work become less clear" (159). 
\nIt’s a difficult question to answer, but I appreciate that Friday’s speaker
\nbrought it up through references to Hawhee and (in turn) Sirc.<\/p>\n

More from Hawhee:<\/p>\n

\n

"As locations of physical training–young boys learned and practiced running,
\njumping, wrestling, and boxing, for starters–the gymnasia were already
\nimportant sites for the production of citizen subjects, and moreover, the
\nproduction took place in a decidedly corporeal<\/i> style.  From this
\nspatial intermingling of practices there emerged a curious syncretism between
\nathletics and rhetoric, a particular crossover in pedagogical practices and
\nlearning styles, a crossover that contributed to the development of rhetoric as
\na bodily art<\/i>: an art learned, practiced, and performed by and with the
\nbody as well as the mind". (144)<\/p>\n<\/blockquote>\n

I’m still thinking about two other issues from the session.  The first
\n(-1-) concerns the idea that athletics departments take on attitudes of eligibility maintenance rather than
\nembracing a spirit of intellectual rigor and
\nexcellence.  I’m snagged on excellence<\/i> (and no, I haven’t read
\nReadings’ U. in Ruins<\/i>…all second-hand knowledge of it).  Here too,
\nathletic programs involve a mix; it’s knotted–the need-a-C-to-be-eligible power
\nforward sits in class alongside the straight-As setter.  So maybe there is
\nan ethic of grade survival (yeah, something like that), but it doesn’t mean that
\nanyone (coach, AD, etc.) in an athletic program wouldn’t prefer to hold up a 3.9
\naverage GPA for a program (rather than 2.4, say).  Still, it’d help to
\nsituationalize this…name names, point to this program or that one.<\/p>\n

The second issue (-2-) concerns a paradox: the incommensurability of
\ninstitutionally enforced amateurism and, on the other hand, what was yesterday
\ncalled "infantilizing" support systems.  I’m leaving out a lot of details,
\nbut the discussion brought out a few concerns about emails to instructors
\n(inquiring about class status or grades) and attendance-checkers as being
\nanti-responsibility and an interference with self-advocacy.  And yet, that
\nroles are systematically defined in such a way that student-athletes are subject
\nto a kind of forced amateurism–rule-fixed laborers–justifies the related
\nsupports and insurances.  Yet more knotty stuff, but I was interested in
\nthe questions surrounding this issue: how do we learn to advoc<\/i>ate for
\nourselves?  how does agency form and from where or under what conditions? 
\nNotably, at least a few of the anecdotes shared during the session suggested
\ninstructor discomfort in the student-athlete’s more nurturant network.  In
\nother words, with student-athletes our primacy as (caring writing) instructors
\nis set in tension with this other unfamiliar (except in myth) institutional<\/i>
\nforce–coaches who may be the student-athlete’s most trusted ally in the
\nuniversity system and related academic support staff who attempt (often with
\nresulting consternation) to act as an intermediary wedge between the
\nstudent-athlete and unkind\/unaccommodating (or so-perceived) academic policies.<\/p>\n

A few other reading notes from "Bodily Pedagogies":<\/p>\n

\n

Rhythm, repetition and response (145)<\/p>\n

"the wrestler will acquire a bodily rhythm that enables a forgetting<\/i>
\nof directives." (149)<\/p>\n

"What Isocrates articulates here is a pedagogy of association–a cultivation
\nof habits and practices by placing oneself in relation to those who practice the
\narts one is pursuing; these arts were named earlier in the treatises as
\nhorsemanship, athletics, hunting, and philosophy, or study of discourse ([Isocrates]
\n45)" (153).<\/p>\n

"In other words, the ‘end result’ of such a pedagogy is not a finished
\nproduct, but a dispositional capacity for iteration–the ability to continually
\nrepeat, transform, and respond" (155).\n<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>The body itself becomes a sundromos, an intensive gathering of forces (of desire, of vigorous practices, of musical sounds, of corporeal codes), trafficked through and by neurons, muscles and organs.  Entwined with the body in this way, rhetorical training thus exceeds the transmission of ‘ideas,’ rhetoric the bounds of ‘words.’ (Hawhee 160) Yesterday I attended…<\/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":[7],"tags":[294,435,436,185,421],"class_list":["post-6387","post","type-post","status-publish","format-standard","hentry","category-sport","tag-art","tag-body","tag-embodiment","tag-rhetoric","tag-workshop"],"yoast_head":"\nKinaesthetics, Intensive Gatherings and Bodily Arts - 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Greenwich, Conn.: Ablex, 1998. \"Rhetoric is a technology--and there is no neutral technology because all technologies are always already invested with a category bias; they are alywas socially and culturally situated (as Awtill indeed admits), constructed out of specific historical circumstances and\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6695,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/02\/07\/databasic-writi\/","url_meta":{"origin":6387,"position":2},"title":"Databasic Writing","author":"Derek Mueller","date":"February 7, 2007","format":false,"excerpt":"Our program requires that we attend two mini-seminars every semester. Several different mini-seminars are available, from three-hour sessions on a single day concerned with the discipline (the Reese's PB Cup variety of rhetoric in my composition and vice versa), world Englishes, WAC, or some other topic, to sessions broken across\u2026","rel":"","context":"In "Dry Ogre Chalking"","block_context":{"text":"Dry Ogre Chalking","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dry_ogre_chalking\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6931,"url":"https:\/\/www.earthwidemoth.com\/blog\/2008\/04\/09\/wheres-rhetoric\/","url_meta":{"origin":6387,"position":3},"title":"Where’s Rhetoric?","author":"Derek Mueller","date":"April 9, 2008","format":false,"excerpt":"The above question was at the heart of last Thursday's C.15 session in New Orleans. It was a full session--packed to the walls after being bumped from one rather large space, Grand Ballroom D, to one of the smaller salons in the adjacent hallway. After a curmudgeonly attendee in the\u2026","rel":"","context":"In "Academe"","block_context":{"text":"Academe","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/academe\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6606,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/08\/26\/writing-as-tran\/","url_meta":{"origin":6387,"position":4},"title":"Writing as Transcribed Reality","author":"Derek Mueller","date":"August 26, 2006","format":false,"excerpt":"From Berlin's Rhetoric and Reality, a crumb from today's exam reading: Current-traditional rhetoric did undergo a number of changes during this period [1920-1940], even though none of them were substantive. One new addition to the classroom was the use of the research paper. Requiring students to engage in library research\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7044,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/13\/yancey-made-not\/","url_meta":{"origin":6387,"position":5},"title":"Yancey, “Made Not Only in Words”","author":"Derek Mueller","date":"September 13, 2006","format":false,"excerpt":"Yancey, Kathleen Blake. \"Made Not Only in Words: Composition in a New Key.\" CCC 56.2 (2004): 297-328. Yancey repeatedly points out to the 2004 CCCC audience in San Antonio that \"we have a moment\" primed for composition in a new key. This new composition involved expanded notions of writing brought\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6387","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6387"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6387\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6387"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6387"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6387"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}