{"id":6451,"date":"2005-11-14T14:15:00","date_gmt":"2005-11-14T14:15:00","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/11\/14\/tingle-and-self\/"},"modified":"2005-11-14T14:15:00","modified_gmt":"2005-11-14T14:15:00","slug":"tingle-and-self","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/11\/14\/tingle-and-self\/","title":{"rendered":"Tingle and <i>Self-Development<\/i>"},"content":{"rendered":"<span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 5<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span><p>N<a href=\"http:\/\/www.writing.ucsb.edu\/faculty\/tingle.htm\">ick Tingle&#8217;s<\/a> <i><br \/>\n<a href=\"http:\/\/www.siu.edu\/~siupress\/titles\/f04_titles\/tingle_self.htm\">Self-Development and College Writing<\/a><\/i> (2004, SIU Press)<br \/>\nproposes a psychoanalytic stance on the &quot;transitional space&quot; of the<br \/>\ncomposition class.&nbsp; Tingle&#8217;s argument leans heavily on Robert Kegan&#8217;s five orders<br \/>\nof consciousness&#8211;a quasi-Piagetian theory of stage-based psychological<br \/>\ndevelopment.&nbsp; Phase one accounts for ages 2-6 (which, taken literally,<br \/>\nsuggests pre-birth through the first twenty-four months of life are<br \/>\nnon-conscious&#8230;discuss).&nbsp;  Tingle explains that some of the<br \/>\ndiscord felt between teachers and students can be attributed to our varied developmental<br \/>\npositions.&nbsp; College-level writing students, in Tingle&#8217;s framework, match up with the third order of<br \/>\nconsciousness (16), which is often defined by institutional forces and tends to<br \/>\ncelebrate subjectivity (as in adolescence).&nbsp; The fourth order in this model<br \/>\naccords with &quot;&#8217;a qualitatively more complex system of organizing experience&#8217;&quot;<br \/>\n(16); it is a more sophisticated order of self-truth that &quot;somehow break[s] the<br \/>\nidentifications of the self with its social roles&quot; (17).&nbsp; Tingle writes<br \/>\nthat the modern university is designed to support students&#8217; movement from the third<br \/>\nto the fourth order of consciousness, but because such moves involve<br \/>\ndestabilization and &quot;narcissistic wounding,&quot; the writing class might function to<br \/>\nenable and support.&nbsp; Furthermore, writing teachers are often positioned at<br \/>\nthe fourth order of consciousness (if not the fifth, which he correlates with<br \/>\npostmodernism (20)).&nbsp; Teachers, therefore, must attend to their own<br \/>\nstage-orientation when defining viable writing projects and articulating<br \/>\ndevelopmentally-appropriate expectations.&nbsp; It can prove disastrous, in other<br \/>\nwords, when fourth-order teachers presuppose their third-order students to be more<br \/>\npsychologically advanced.&nbsp; Among the consequences: shame, embarrassment and humiliation (89).<\/p>\n<p><!--more--><\/p>\n<p>In his discussion of selfobjects (citing Heinz Kohut)&#8211;&quot;a person, place, thing or<br \/>\nactivity that is conducive to a person&#8217;s sense of psychological stability or<br \/>\ncenteredness, no matter how momentary or provisional&quot; (8), Tingle seems to be<br \/>\narguing for a more permissive relationship to language than is commonly<br \/>\navailable, a relationship supportive of students&#8217; affective attachments to<br \/>\nselfobjects. Explicitly questioning selfobjects can be<br \/>\nunsettling, and this unsettling happens across the university curriculum.&nbsp;<br \/>\nIt should be undertaken with considerable caution, according to Tingle.<\/p>\n<p>After he frames the psychoanalytical theories to support his project, Tingle<br \/>\nworks through a series of specific applications in chapters 2-4:&nbsp; an<br \/>\nanxiety-producing unit on biodiversity through which students struggle with<br \/>\nscientific discourse (c. 2), a critique of Donna Qualley (self-reflexivity) and<br \/>\nDavid Bartholomae (transitioning into the academy) on the grounds of becoming<br \/>\nwhat you are not (there are psychological implications, T. explains, and he<br \/>\ndoesn&#8217;t accept that entering the academy requires one to conform, to parade<br \/>\nfalse selves (c. 3)), and a lesson he learned about allowing for affective<br \/>\nattachment and subjective responses from students in a writing assignment he<br \/>\ndevised around Stoicism&#8211;specifically Epictetus&#8217; <i>The Enchiridion<\/i> (c. 4). <\/p>\n<p>So far, I&#8217;ve tried only to describe what Tingle does in this project rather<br \/>\nthan my response to it.&nbsp; We&#8217;re reading it for a course in methodology, and,<br \/>\ndepending on the degree of generality, I can imagine saying that Tingle is doing<br \/>\nseveral ambitious and complicated things at once.&nbsp; In simplified terms, one<br \/>\nquestion, I would say, stems from his interest in the breakdown between teachers<br \/>\nand students (why do they write lousy summaries? (c.2), why do teachers feel<br \/>\npersonally slighted when students bash selections for reading? (c. 3), and why<br \/>\nwould a student revert to the safe domain of personal anecdotes and highly<br \/>\nsubjective\/personal claims following more a more daring critique of assigned<br \/>\nreading? (c.4)).&nbsp; Each of these anchors a chapter in this short book, and I<br \/>\nwould say that Tingle does reasonably well to develop thoughtful and instructive<br \/>\nways of responding to each question making use of psychoanalytic theory.&nbsp;<br \/>\nThe book closes with clear emphasis on allowing and encouraging the use of &quot;I.&quot;<br \/>\nMy struggle in all of this, however, is that I&#8217;m skeptical of the orders of<br \/>\nconsciousness.&nbsp; They&#8217;re just too clinical, too diagnostic, too teleological<br \/>\nand too classificatory to hold up when we broaden the lens on development to a<br \/>\nmore varied group of students or when we open onto the blended developmental<br \/>\ndomains enveloping the institution.&nbsp; What if, for instance, students of the<br \/>\nfifth order are mixed in with students of the third order?&nbsp; What happens<br \/>\nwhen those teetering between orders 3 and 4 interact with others who are<br \/>\nclinging&#8211;the result of recovering from destabilization&#8211;to order three?&nbsp;<br \/>\nOr when a batch of essays comes in, some from consciousness 3.0 and some from<br \/>\nconsciousness 4.0?&nbsp; <\/p>\n<p>I don&#8217;t want to go too far with negative responses, but I do want to leave a<br \/>\nfew crumbs on the trail suited to later retracing.&nbsp; I wondered about<br \/>\nmicro-development and developmental error (what constitutes a full shift from<br \/>\n3.0 to 4.0? is the shift ever complete?&nbsp; are we constantly waxing between<br \/>\norders of consciousness? or is the most agile consciousness symptomatic of 5.0&#8211;pomo?).&nbsp;<br \/>\nI also thought about Tingle&#8217;s use of <i>embodiment<\/i> and the new media notion<br \/>\nof enframing (bc I&#8217;m looking at Hansen right now too).&nbsp; And I thought the<br \/>\nproject tipped cynical on technologies (8, 149) and also on the developmental<br \/>\naspects of recreational facilities (152).&nbsp;&nbsp; <\/p>\n<p>A few terms: extrospection (63), transitional space (4), extreme transition (48),<br \/>\nacademic irrelevance (149)<\/p>\n<p>To end, here are two passages that I found interesting for different reasons.&nbsp;<br \/>\nAgain because I&#8217;m simultaneously reading into Hansen, the idea of tour-able<br \/>\nobjects sparked a few ideas.&nbsp; Digital images, enframing and the body&#8217;s<br \/>\nindeterminacy (as the nexus where all information is contending, I guess?) all<br \/>\ntwist the real\/imaginary distinction set up here, in Tingle&#8217;s summary of Sartre: <\/p>\n<blockquote><p>\nIn <i>The Psychology of the Imagination<\/i>, Sartre argues that we are able<br \/>\nto take a tour of a real object.&nbsp; I see this tree as a real tree and am<br \/>\naware that I am situated relative to it so that I can see only one side of the<br \/>\ntree; to see the real thing, I must tour it and walk around the tree.&nbsp; As I<br \/>\nwalk around the tree, I see it as a series of profiles.&nbsp; Moreover, relative<br \/>\nto the real thing, as we tour it, Sartre says, we may experience surprise.&nbsp;<br \/>\nWe may be surprised for example that one side of the tree has been struck by<br \/>\nlightning or another side covered with moss.&nbsp; The real object Sartre<br \/>\ncontrasts with the imaginary object, a &quot;tree,&quot; say, constructed in imagination.&nbsp;<br \/>\nOne cannot, he says, be surprised by an imaginary object; further he argued one<br \/>\ncan learn nothing from an image, because our knowledge of it is there all at<br \/>\nonce and put there by our imagination (8-14). (71)\n<\/p><\/blockquote>\n<p>And this, a passage of student writing cited by Tingle reminded me of Sirc&#8217;s<br \/>\nbread-only comp.&nbsp; Stuffed birds&#8230;heh.&nbsp; Reading Freire with the<br \/>\nchildren of bankers.&nbsp; Oy. <\/p>\n<blockquote><p>\nI know you [the teacher] think Freire is hot stuff and has something to say<br \/>\nor otherwise you probably wouldn&#8217;t have assigned it.&nbsp; I, however, think<br \/>\nwhat he has to say sucks.&nbsp; Everything he says and most of what you said in<br \/>\nclass too suggest to me that all of the education I had in high school was a<br \/>\nwaste of my time.&nbsp; I have been stuffed like a little birdie.&nbsp; Well, I<br \/>\nwonder what Mr. Cranston, my favorite teacher would have to say.&nbsp; He was a<br \/>\ngood guy and not a bird stuffer.&nbsp; As far as I am concerned, Freire is<br \/>\ninsulting Mr. Cranston.&nbsp; Don&#8217;t get me wrong.&nbsp; I am not going to say<br \/>\nany of this (mostly because I am not conscious of any of it).&nbsp; I am going<br \/>\nto try to write your damn essay and I will &quot;respond&quot; to Freire but I am going to<br \/>\ndo it my way.&nbsp; Oh, and by the way, my father is a BANKER. (87)\n<\/p><\/blockquote>\n","protected":false},"excerpt":{"rendered":"<p><span class=\"span-reading-time rt-reading-time\" style=\"display: block;\"><span class=\"rt-label rt-prefix\">\u23f3 Approximate reading time: <\/span> <span class=\"rt-time\"> 5<\/span> <span class=\"rt-label rt-postfix\">mins<\/span><\/span>Nick Tingle&#8217;s Self-Development and College Writing (2004, SIU Press) proposes a psychoanalytic stance on the &quot;transitional space&quot; of the composition class.&nbsp; Tingle&#8217;s argument leans heavily on Robert Kegan&#8217;s five orders of consciousness&#8211;a quasi-Piagetian theory of stage-based psychological development.&nbsp; Phase one accounts for ages 2-6 (which, taken literally, suggests pre-birth through the first twenty-four months of&#8230;<\/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":[170],"tags":[135,178,513,514,144,516,515],"class_list":["post-6451","post","type-post","status-publish","format-standard","hentry","category-method","tag-cognition","tag-composition","tag-consciousness","tag-development","tag-methods","tag-psychoanalysis","tag-transition"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.0 - 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But the second paragraph (ensuring background) complicates the first, or at the very least positions\u00a0the first set of fundamentals in relief--sharp contrast!--with professional development and meaningful experiences sustaining\u2026","rel":"","context":"In &quot;Writing Program Adhocracy&quot;","block_context":{"text":"Writing Program Adhocracy","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_program\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7117,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/12\/12\/address-keyword\/","url_meta":{"origin":6451,"position":1},"title":"Address Keywords","author":"Derek Mueller","date":"December 12, 2007","format":false,"excerpt":"How best to arrive at keywords (before they are tags)? One humorless punchline is that I will not soon have a degree in computational linguistics. I have dealt superficially with the question this week, first by thinking about the relationship of the terms assigned by various methods--where we have keywords\u2026","rel":"","context":"In &quot;Dissertation&quot;","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6782,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/07\/06\/seasonal-visito\/","url_meta":{"origin":6451,"position":2},"title":"Seasonal Visitors","author":"Derek Mueller","date":"July 6, 2007","format":false,"excerpt":"Early in The Function of Theory in Composition Studies, S\u00e1nchez discusses the differences between applying theory and writing theory. He refers to Hairston's \"The Winds of Change,\" as a moment that inaugurates \"an enduring method for 'doing' composition theory: take a term or concept from a more respected or respectable\u2026","rel":"","context":"In &quot;Reading Notes&quot;","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6995,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/07\/lauer-compositi\/","url_meta":{"origin":6451,"position":3},"title":"Lauer, &#8220;Composition Studies: Dappled Discpline&#8221;","author":"Derek Mueller","date":"July 7, 2006","format":false,"excerpt":"Lauer, Janice. \"Composition Studies: Dappled Discipline.\" Rhetoric Review 3.1 (1984): 20-28. Lauer deals with the disciplinary of composition studies in this piece. She is particularly concerned with qualities of the discipline that should inform the planning of graduate programs in composition studies. Briefly she acknowledges pioneers of the field who,\u2026","rel":"","context":"In &quot;Writing Technologies&quot;","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6136,"url":"https:\/\/www.earthwidemoth.com\/blog\/2004\/07\/25\/corder-1976-wha\/","url_meta":{"origin":6451,"position":4},"title":"Corder, 1976, &#8220;What I Learned at School&#8221;","author":"Derek Mueller","date":"July 25, 2004","format":false,"excerpt":"\u00a0Corder, Jim. \"What I Learned at School.\" On Writing Research: The Braddock Essays, 1975-1998. Ed. Lisa Ede. New York: Bedford St. Martin's, 1999. 43-50. 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