Re: turf problems

[Michael Alle Mccord <writing@unix1.sncc.lsu.edu>]

On Fri, 2 Feb 1996, Mickey Harris wrote:

> > 
> > Interestingly enough most questions on the list begin with a 
> > "praxis" question and develop into theory as we consider different 
> > ways and reasons for handling the question. Maybe that's the nature 
> > of the beast. We all work in the "ivory tower" (although most are 
> > slugging it out at the clay foot of that tower [how's that for a 
> > mixed metaphor?]). The nature of academia is to have theory to 
> > support praxis, or to develop praxis from theory. Either way theory 
> > has become the soul of that beast. And that is our training. 
> 
> > deany
> > 
> 
> Deany and other friends,while we may think this way, I had an
> interesting glimpse into one student's mindset (and I'm tempted to
> think it represents a larger group than that kid) when reading over my
> husband's shoulder last night as he was browsing through some written
> responses from students in his physics class. A comment from one   
> guy yesterday (about the day's lecture) was something like this: "When
> you talk about the theory, I say 'yah, right,' but when you go on to
> show that it's been proven by experiment, I say 'wow, really!' " I'm
> assuming from this that theory isn't exactly venerated by some. Or is
> it part of the learning process to begin to see the need for theory? 
> -- 
> Mickey Harris
> harrism@mace.cc.purdue.edu
> 

I have found from a recent restructuring of LSU's English curriculum that 
theory has gained much prominence. The system used to discourage 
introduction to theory until after the sophomore and even junior level 
literature courses. Now there is a 300-level intro to critical approaches 
class that is required, unless you take one of the senior level theory 
classes.

Also, as I was completing my coursework in English, I found that 
professor's references to theorists and critics grew considerably even in 
the lower literature courses.

I think that there are several reasons for this change, one being that 
the profession now focuses so much on theory. The instructors use more 
theory in class because they must use it themselves more than ever 
before, and the ones with foresight wish to prepare their students for 
the real world of studying literature.

I believe that theory provides valuable tools, but can restrict a 
student's thinking early on. I also find that hiding theory from them is 
a form of censorship that may become harmful. Don't scare them with 
inundation; likewisedon't scare them by making knowledge off limits. They 
might gain a genuine respect for it over time if a moderate course is 
followed.

Brook Haley
LSU Writing Center