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CRITICAL THINKING? A view from Humanities Every time a student sits down to write for us, he has to invent the university for the occasion-invent the university, that is, or a branch of it, like History or Anthropology or Economics or English. He has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of our community. David Bartholomae INVENTING THE UNIVERSITY, Journal of Basic Writing, Vol. 5, No. 1, 1986 4-23 Every time a student sits down to write for us, he has to invent the university for the occasion-invent the university, that is, or a branch of it, like History or Anthropology or Economics or English. He has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that define the discourse of our community. David Bartholomae INVENTING THE UNIVERSITY, Journal of Basic Writing, Vol. 5, No. 1, 1986 4-23 The students have to appropriate (or be appropriated by) a specialized discourse, and they have to do this as though they were easily and comfortably one with their audience, as though they were members of the academy, or historians or anthropologists or economists; they have to invent the university by assembling and mimicking its language, finding some compromise between idiosyncracy, a personal history, and the requirements of convention, the history of a discipline. The students have to appropriate (or be appropriated by) a specialized discourse, and they have to do this as though they were easily and comfortably one with their audience, as though they were members of the academy, or historians or anthropologists or economists; they have to invent the university by assembling and mimicking its language, finding some compromise between idiosyncracy, a personal history, and the requirements of convention, the history of a discipline. Two principles: ◦ No right answers ◦ Engagement with authors/ideas. What students ask: ◦ Can I give my own opinion? ◦ Can I write in the first person? YES – but….. Debating Literacy WALTER ONG The arrival of written language in human society, and of wholesale engagement with written language, brings about transformative change in human consciousness. Oral consciousness, typical of predominantly oral cultures/societies, is profoundly different from literate consciousness, found in cultures/societies like ours. Agree? Disagree? Why (not)? BRIAN STREET Hard to separate oral from literate societies so absolutely. Evidence to support theory is thin. Speculation about ‘oral’ consciousness by humans who are deeply ‘literate’ is unreliable. Too many different forms of written language (text-speak…academic written discourse). Interpenetration of literacy and society: traces of each within the other, multimodality, “speech” events. Forms of written language HT22 cells were lysed in RIPA buffer (50 mM TrisHCl, pH 7.4, 100 mM NaCl, 5 mM ethylenediaminetetra acetic acid, 0.5% Nonidet P-40, and protease inhibitor cocktail tablet). The protein content of the cell lysates was then determined using Bradford reagent (Bio-Rad, Hercules, CA). The proteins in each sample were resolved by SDS-polyacrylamide gel electrophoresis and transferred to a polyvinylidene difluoride membrane. After blocking with 5% non-fat milk in Tris-buffered saline with Tween 20 (TBS-T) for 1 h at room temperature, membranes were incubated with the appropriate antibodies. After incubation with the secondary antibodies, membranes were developed with enhanced chemiluminiscence reagent Primary and secondary criticism Do students have their own ‘critical’ view of Ong? (primary criticism) Do students replicate Street’s critical view of Ong? (secondary criticism) Do they express any criticism of Street? (primary criticism of primary criticism) Moving beyond… Students, even those who broadly agree with Street, will get extra credit if they: ◦ Recognise some merit in the Ong position and explain what that is. ◦ Find, in the broader literature, empirical research relevant to the debate (on either side of the argument, or on both). ◦ Begin to imagine research experiments or ethnographic research projects which might add more evidence to the debate. ◦ Identify weaknesses in the critical literature (Street). No right answer because….? 1. ….the level of theoretical abstraction takes the debate beyond the scope of empirical confirmation/refutation. 2. … the grading of the work is not as concerned with the answer as it is with the range of propositions about literacy/society/consciousness that students are introduced to, and what they make of those propositions as critical thinkers. 3. Books and articles are tools for thinking.