{"id":7096,"date":"2007-06-10T10:27:10","date_gmt":"2007-06-10T10:27:10","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2007\/06\/10\/berthoff-the-pr\/"},"modified":"2007-06-10T10:27:10","modified_gmt":"2007-06-10T10:27:10","slug":"berthoff-the-pr","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/10\/berthoff-the-pr\/","title":{"rendered":"Berthoff, "The Problem of Problem Solving""},"content":{"rendered":"

Berthoff, Ann E. "The Problem of Problem Solving." CCC<\/i> 22.3 (1971):
\n237-242.<\/p>\n

<\/p>\n

In reply to
\nJanice Lauer’s "Heuristics and Composition,"<\/a> a brief essay and 200-item
\nbibliography of research in psychology, Berthoff presents a polemical critique
\nof "problem-solving" and of the singling out of psychological or political
\nmatters as relates to the teaching of writing: "every issue in public life has
\nmutually defining psychological and political aspects, the exact relationship of
\nwhich it is a primary and continuing intellectual task to discover" (237).
\nBerthoff positions two figures, Lauer<\/b> and Louis Kampf<\/b>, each as the
\nrepresentative of a problematically extreme stance that tips too far toward
\npsychology<\/b>, on the one hand (in the case of Lauer), and too far toward
\npolitical radicalism<\/b>, on the other (in the case of Kampf and his
\neliminationist pleas). Berthoff focuses on "the psychological inadequacies and
\npolitical dangers of problem-solving as a pedagogical concept" (237). <\/p>\n

Berthoff says that she has sampled from Lauer’s list and that she has grave
\nconcerns about the lack of "pedagogical grist<\/b>": "Accepting [the guidance
\nof the psychologists], we would be led from our English maze only to be
\nabandoned among task definitions, communication frames, non-verbal processes and
\nall other features of a strangely familiar landscape" (238). This
\ndisjuncture, Berthoff explains, has much in common with the differences that led
\nthe Dartmouth Conference<\/b> to be a failure; in effect, the agendas of
\npsychology<\/b> (Lauer later comments that Berthoff treats psychology too
\nsingularly, too monolithically) tend to avoid, or at the very least downplay,
\npolitics<\/b>. She draws on I.A. Richards<\/b>‘ to explain her skepticism
\ntoward importing information theory, referring to his essays "So Much Nearer"
\n(1968) and "Speculative Instruments" (1955), both of which offer "an important
\nline of defense against the influence of psychologists and linguistic scientists
\noutside of the field of their competence" (238). Berthoff rails against
\nthe "technicians<\/b>" on Lauer’s list, suggesting that such approaches to
\nlanguage "falsely [define] the forms of knowing<\/b>" (238). Rather than
\nrelying on such expert-technicians from another field, "English teachers should
\ndare to raise their own questions about the nature of learning and knowing and
\nshould dare, furthermore, to answer some of those questions which have been
\nthought to lie in the province of the problem-solvers, that protectorate of
\neducational psychology<\/b>" (239). <\/p>\n

Next, Berthoff notes that psychology of learning can be "politically
\ndangerous unless it is conceived in the context of a sound sociology of
\nknowledge" (239). Heuristics as problem-solving, then, risk falling in
\naccordance with preparations for a bureaucratized society<\/b>: "The concept
\nof problem solving serves the belief that the school’s function is to prepare
\ncitizens for life in a technological society<\/b>" (239). In effect,
\nproblem-solving serves "commercial interests<\/b>" (239). Alternative figures
\n(Jane Addams at Hull House, Maria Motessori, Claude Levi-Strauss, and Paulo
\nFreire) serve Berthoff’s basic claim: cultural revolution is dependent upon
\nliteracy<\/b>, and so literacy teachers must be wary of following the path of
\neducational psychologists (e.g., those listed by Lauer) or those who, like Kampf,
\nwould argue the freshman writing curriculum as a politically oppressive
\ninstrument of the state that must be abolished. Berthoff ends by leaning
\non Freire’s work with the idea of "problematizing the existential situation"
\n(241) because naming (world-making via language) "wins knowledge that can
\nliberate" (241). The act of naming is invested and re-invested in the act
\nof knowing [tie: folksonomy\/ taxonomy]. Before ending with a series of
\nquotations, Berthoff invokes Coleridge’s advice: "Know your knowledge<\/b>"
\n(241). <\/p>\n

Although the direct relevance of this debate to "heuristics<\/b>" (as I
\nwant to use it in the diss) is, as of yet, tentative, the Lauer-Berthoff
\ndisagreement<\/b> does serve as a backdrop–as one current in the water under the
\nbridge–to the surfacing of the Flower-Hayes<\/b> process model that first
\nstarted to circulate in 1977 with their College English<\/i> essay,
\n"Problem-Solving Strategies and the Writing Process" (CE<\/i> 39.4, 449-461).
\nLauer and Berthoff weren’t the only ones in the rising discipline of rhet-comp
\nto discuss problem-solving, but the reappearance of the phrase in the title of
\nthe earliest* Flower-Hayes article seems significant. Does the
\nLauer-Berthoff argument predict the fall-out over the Flower-Hayes model more
\nthan a decade later? Whether it does or not, the debate over problem-solving
\nresonates with many of the contemporary debates where models are
\nmischaracterized<\/b> as determinative, apolitical, neutral, and inherently at
\nodds with maxims such as "Know your knowledge" (241). In fact, Berthoff’s strong
\nstatements against "technicians," where she instead argues for teachers to
\n"raise their own questions," could be framed as a call for legitimacy<\/b> and
\nfor pluralism<\/b> in model-making, where rather than inheriting models from
\nthe psychologist’s wheelhouse, teachers have a hand in the creation of dynamic
\npedagogies. <\/p>\n

* – ??? <\/p><\/p>\n","protected":false},"excerpt":{"rendered":"

Berthoff, Ann E. "The Problem of Problem Solving." 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Berthoff, 'The Problem of Problem Solving.'\" CCC 23.2 (1972): 208-210. Berthoff, Ann E. \"Response to Janice Lauer, 'Counterstatement.'\" CCC 23.5 (1972): 414-416. Lauer's \"Heuristics and Composition\" | Berthoff's \"The Problem of Problem Solving\" Lauer's counterstatement to Berthoff ends with a call for tolerance and\u2026","rel":"","context":"In \"aleatory\"","block_context":{"text":"aleatory","link":"https:\/\/www.earthwidemoth.com\/blog\/tag\/aleatory\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7095,"url":"https:\/\/www.earthwidemoth.com\/blog\/2007\/06\/09\/lauer-heuristic\/","url_meta":{"origin":7096,"position":1},"title":"Lauer, "Heuristics and Composition"","author":"Derek Mueller","date":"June 9, 2007","format":false,"excerpt":"Lauer, Janice. \"Heuristics and Composition.\" CCC 21.5 (1970): 396-404. 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