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Becoming a faithful academic: A plac...

Hopkins, Steven W.

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Becoming a faithful academic: A place for Latter-day Saint pedagogy in composition and rhetoric.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Becoming a faithful academic: A place for Latter-day Saint pedagogy in composition and rhetoric./
作者:	Hopkins, Steven W.
面頁冊數:	81 p.
附註:	Source: Masters Abstracts International, Volume: 50-06, page: 3552.
Contained By:	Masters Abstracts International50-06.
標題:	Education, Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1513282
ISBN:	9781267424051

Becoming a faithful academic: A place for Latter-day Saint pedagogy in composition and rhetoric.
Hopkins, Steven W.

Becoming a faithful academic: A place for Latter-day Saint pedagogy in composition and rhetoric. - 81 p.

Source: Masters Abstracts International, Volume: 50-06, page: 3552.

Thesis (M.A.)--Oklahoma State University, 2012.

Scope and Methods: This thesis begins as a creative non-fiction essay about the author's experiences in graduate-level English as a member of the Church of Jesus Christ of Latter-day Saints, and the struggles he faced to reconcile the theories of knowledge he was learning as a student with the seemingly contradictory truths he knew as a person of faith. The author found that the key to becoming a faithful academic, and his key to formulating his own pedagogy, was in the role the body plays in cognition as found in the works of Byron Hawk and Alex Reid. The author outlines what he believes to be a Latter-day Saint Pedagogy and the doctrines of the LDS Church from which this pedagogy emanates. He then compares it to contemporary pedagogical theories using James Berlin's cartographies and explains LDS pedagogy's connection to Byron Hawk's Complex Vitalism. Finally, the author connects the idea of "new ethos" from New Literacy Studies to the humility a teacher might feel as he or she recognizes the distributed quality of knowledge creation.

ISBN: 9781267424051Subjects--Topical Terms:

1669025
Education, Pedagogy.

Becoming a faithful academic: A place for Latter-day Saint pedagogy in composition and rhetoric.
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500 $a Adviser: Ronald Clark Brooks.
502 $a Thesis (M.A.)--Oklahoma State University, 2012.
520 $a Scope and Methods: This thesis begins as a creative non-fiction essay about the author's experiences in graduate-level English as a member of the Church of Jesus Christ of Latter-day Saints, and the struggles he faced to reconcile the theories of knowledge he was learning as a student with the seemingly contradictory truths he knew as a person of faith. The author found that the key to becoming a faithful academic, and his key to formulating his own pedagogy, was in the role the body plays in cognition as found in the works of Byron Hawk and Alex Reid. The author outlines what he believes to be a Latter-day Saint Pedagogy and the doctrines of the LDS Church from which this pedagogy emanates. He then compares it to contemporary pedagogical theories using James Berlin's cartographies and explains LDS pedagogy's connection to Byron Hawk's Complex Vitalism. Finally, the author connects the idea of "new ethos" from New Literacy Studies to the humility a teacher might feel as he or she recognizes the distributed quality of knowledge creation.
520 $a Findings and Conclusions: Progressive pedagogical methods can be separated from progressive politics, and pedagogy must be focused on the local moment of learning and must include the bodily feelings of the students. However, teachers must be humble and be willing to relinquish some of the control of their classroom to the students or else they will not be student-centered, even though they are using what appear to be student-centered pedagogical practices.
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