Synthesis Scaffolding

  • Which 2 – 4 theories are you choosing and why? How are they similar enough that you can justify getting them to work together? How do they fill each other’s gaps?
    • For the final synthesis, I am combining CHAT, Spinuzzian Genre Tracing, and Guattarian ecology, as per CS#3.
      • As discussed in the class session synthesis/theory tree activities, I view CHAT and Spinuzzian theory as essentially running in parallel in terms of scope of study, which are paralleled similarly in Guattarian conceptualizations of the ecologies of environment, society, and mind/self.
      • By extension, I would not argue that these three approaches “fill each others’ gaps,” but rather reinforce a zeitgeist or genre structure of ecological-rhetorical tropes/thought.  This tropic structure in part what I intend to study in my final case study synthesis.
  • How do these theories align with how you position yourself as a scholar?
    • As discussed in past writings, I view this as an interpretation of the practice of network theory through a pragmatic-rhetorical lens – one which views humanities & other academic practices as primarily rhetorical activities designed to generate general meaning rather than to discover specific information.
      • This aligns with my interest in pragmatics as a pedagogical foundation for instructional and theoretical practices.
  • How do these theories align with your own biases and background (the reason you came to this project in the first place)?
    • The Diogenean study of these practices (as applied to my Object of Study) serves to demonstrate that the track of network theory is a generally progressively Whiggish practice of technoscientism abstracted into an opposition toward non-rhetorical technoscientism which might prove oppositional to the rhetorical trends of the corpus of disparate theories.
      • This study inherently reveals a pragmatic bias in my own assumptions regarding not only these theories, but also my Object of Study – namely, that use value must be real, demonstrable, and measurable in standardized terms in order to prove viability as a course of practical application; in other words, the meaning conveyed within the textual premise of network theory must be able to be usefully segregated from its instigating pedagogical ideologies, or it is non-functional as a rhetorical practice.
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