Authority -Reply

[Jon Olson <olsonj@cla.orst.edu>]

Marcy, I don't have a particular definition of authority in mind. 
Neal offered a good one.  I suspect there are many kinds that student
writers have, as is so well illustrated by Jeanne's message about TQM
and by Paula's class.  I simply wonder if it could be an importantly
effective pedagogical stance for us if we decide that the authority
resides in the students rather than assuming that we have it.  Paula,
Eric, and others have discussed what can happen if we see students as
authoritative and if we structure the class so that it taps student
authority.

Now, before I come off as Mr. Student Sensitivity Rogers, I have to
confess I am insecure about *my* authority, and I generally try every
way I can to make people think I have more of it. My experience tells
me I'm not the only teacher like that, either.  I'm not sure the
classroom is the best place for us teachers to exercise and build up
our authority, especially if we are building an artificial construct,
as Eric and others suggest.  It might make sense instead to use our
highly trained powers of analysis and observation to locate the
authority students bring with them and help those students increase
what they have.  

Maybe it's just a matter of focus.  And it's something others have
been saying in different words, I think.  Does that make sense,
Marcy?  --Jon, olsonj@cla.orst.edu

>>> Marcy Bauman <marcyb@umd.umich.edu>  1/4/96, 06:48am >>>
Jon, could you say more about what you mean by saying that students
have  authority already and that it's not ours to give?  Authority to
do or be  what?  In principle, I agree with you; we can't really
_give_ people  authority, all we can do is allow them to exercise it.
 But I think what  I mean by authority (that is, knowing something or
being the expert and  being acknowledged as such) may be different
than what you mean.

Marcy

Marcy Bauman
Writing Program
University of Michigan-Dearborn
4901 Evergreen Rd.
Dearborn, MI 48128

email:  marcyb@umd.umich.edu