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Relevant bibliographies by topics / Epistemology of writing

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Academic literature on the topic 'Epistemology of writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Epistemology of writing"

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Gorman, J. L., Paul Veyne, and Mina Moore-Rinvolucri. "Writing History. Essay on Epistemology." History and Theory 26, no. 1 (February 1987): 99. http://dx.doi.org/10.2307/2505261.

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Kaplan, Edward H. "Writing History: Essay on Epistemology." Review of Austrian Economics 1, no. 1 (December 1987): 237–41. http://dx.doi.org/10.1007/bf01539345.

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Scisleski, Andrea Cristina Coelho, and Simone Maria Hüning. "Imagens do escuro: reflexões sobre subjetividades invisíveis / Images of the darkness: reflections on invisible subjectivities." Revista Polis e Psique 6, no. 1 (January 6, 2016): 8. http://dx.doi.org/10.22456/2238-152x.61374.

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AbstractThis paper examines the epistemological model based upon the Enlightenment paradigm that underlies Modern Western thought and discusses other forms of writing and production of knowledge. Based on the the work of Michel Foucault, Walter Benjamin, Giorgio Agamben and others, we consider the production of knowledge in darkness. We start out with an evaluation of the effects of an epistemology of light and the potential of thought in the absence of light. We present an analysis of the relationship of that epistemology with forms of organization and urban lighting, as well as the production of invisible subjectivities. In a writing exercise conducted in a zone of shadows, we relate a story which binds the production of light and shadow and their productive power within contemporary urban society. Finally, this study affirms the power of shadows and the need to devise strategies that allow us to write in or with darkness and with those invisible subjectivities which inhabit it.Keywords: epistemology, writing, cities, subjectivities, powerResumoNesse artigo refletimos sobre o modelo epistemológico pautado na ideia de luzes constituinte do pensamento Ocidental Moderno, discutindo outras formas de escrever e produzir conhecimento. A partir de autores como Michel Foucault, Walter Benjamin e Giorgio Agamben, propomos uma reflexão sobre a produção do conhecimento no escuro. Iniciamos abordando os efeitos da epistemologia da luminosidade e a potência de se pensar nas sombras. Em seguida, analisamos a relação dessa epistemologia com as formas de organização e iluminação das cidades e a produção de subjetividades invisíveis. Em um exercício de escrita a partir de uma zona sombria, trazemos uma história que amarra a produção de luzes e sombras e seu poder produtivo na sociedade urbana contemporânea. Ao final, afirmamos a potência das sombras e a necessidade de construção de estratégias que nos permitam escrever no e com o escuro e com aquelas subjetividades invisíveis que o habitam.Palavras-chave: epistemologia, escrita, cidade, subjetividades, potência AbstractThis paper examines the epistemological model based upon the Enlightenment paradigm that underlies Modern Western thought and discusses other forms of writing and production of knowledge. Based on the the work of Michel Foucault, Walter Benjamin, Giorgio Agamben and others, we consider the production of knowledge in darkness. We start out with an evaluation of the effects of an epistemology of light and the potential of thought in the absence of light. We present an analysis of the relationship of that epistemology with forms of organization and urban lighting, as well as the production of invisible subjectivities. In a writing exercise conducted in a zone of shadows, we relate a story which binds the production of light and shadow and their productive power within contemporary urban society. Finally, this study affirms the power of shadows and the need to devise strategies that allow us to write in or with darkness and with those invisible subjectivities which inhabit it.Keywords: epistemology, writing, cities, subjectivities, powerAbstractThis paper examines the epistemological model based upon the Enlightenment paradigm that underlies Modern Western thought and discusses other forms of writing and production of knowledge. Based on the the work of Michel Foucault, Walter Benjamin, Giorgio Agamben and others, we consider the production of knowledge in darkness. We start out with an evaluation of the effects of an epistemology of light and the potential of thought in the absence of light. We present an analysis of the relationship of that epistemology with forms of organization and urban lighting, as well as the production of invisible subjectivities. In a writing exercise conducted in a zone of shadows, we relate a story which binds the production of light and shadow and their productive power within contemporary urban society. Finally, this study affirms the power of shadows and the need to devise strategies that allow us to write in or with darkness and with those invisible subjectivities which inhabit it.Keywords: epistemology, writing, cities, subjectivities, power

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Nuris, Anwar. "Tindakan Komunikatif : Sekilas tentang Pemikiran J�rgen Habermas." al-Balagh : Jurnal Dakwah dan Komunikasi 1, no. 1 (June 8, 2016): 39. http://dx.doi.org/10.22515/balagh.v1i1.45.

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Benefiting from Jrgen Habermas, an intellectual figure, the study intends to answer two key questions. How is Jrgen Habermas epistemologic construction, and what is communicative actions in Habermas concept? The answers are next going to include the basic critical theories of Habermas. The beginning part the writing is intended to be the starting point of understanding Habermas thought by placing Habermas basic epistemology as a basic concept purposed afterward. The writing concludes that the concept of Habermas communicative actions is an anchor for all of Habermas social theories.Keywords: Jrgen Habermas, Action Rationality, Communicative Action.

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Clifford, James. "After Writing Culture:After Writing Culture: Epistemology and Praxis in Contemporary Anthropology." American Anthropologist 101, no. 3 (September 1999): 643–45. http://dx.doi.org/10.1525/aa.1999.101.3.643.

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Quinton, Anthony. "Two Kinds of Social Epistemology." Episteme 1, no. 1 (June 2004): 7–9. http://dx.doi.org/10.3366/epi.2004.1.1.7.

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Social Epistemology arose from the recognition that nearly all that we believe or claim to know is second hand and derived from the speech or writing of others. The “we” of “our knowledge” here is, of course, “educated members of advanced industrial societies”. Our remoter, but still identifiably, human ancestors, without speech or writing, picked up such knowledge or belief as they had on their own, apart from what they may have leant from the reactions of others to the presence of quarry or danger. Palaeolithic man, having mastered speech, had access to plenty of second hand knowledge. But it was only of what the people he directly met could tell him. With writing a vast new range of informants is brought into play. Clay tablets and papyrus rolls give way to codices – in other words, books – and another gigantic step forward is made with the invention of printing. We would appear to be going through a comparable information revolution at the present day. We, as defined above, either posses or have ready access to a vast assemblage of common knowledge, actual or claimed. How are we to rationally to decide how much of this we are to accept? It is obviously not all worthy, or equally worthy of acceptance.

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Pond, Kristen A. "Harriet Martineau’s Epistemology of Gossip." Nineteenth-Century Literature 69, no. 2 (September 1, 2014): 175–207. http://dx.doi.org/10.1525/ncl.2014.69.2.175.

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Kristen A. Pond, “Harriet Martineau’s Epistemology of Gossip” (pp. 175–207) This essay is a fresh examination of Harriet Martineau’s only domestic novel, Deerbrook (1838). Though the novel seems like an interruption to those writings considered more typical of the author, and more successful, this essay traces the way in which Deerbrook’s preoccupation with epistemology connects it in important ways to the rest of Martineau’s oeuvre. While in most of her writing Martineau gives preference to what the Victorians considered to be empirical and rational ways of knowing, in Deerbrook she focuses on more typically feminized knowledge forms that rely on speculation and intuition, in particular the discourse of gossip. This essay argues that gossip’s main function in Deerbrook is not as plot device or didactic warning; rather, it functions as an epistemological category that challenges Enlightenment presumptions to certain knowledge. Read as a source of knowledge rather than a female vice, gossip becomes the tool through which Martineau raises the possibility of alternative forms of knowledge that might counter, or at least complicate, assumptions about what constitutes certain truth and right knowledge.

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Weyand, Larkin, Brent Goff, and George Newell. "The Social Construction of Warranting Evidence in Two Classrooms." Journal of Literacy Research 50, no. 1 (February 19, 2018): 97–122. http://dx.doi.org/10.1177/1086296x17751173.

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This study examines how instructional conversations revealed the ways two teachers’ argumentative epistemologies (ideational and social process) shaped literacy events focused on the warranting of evidence. A microethnographic study of the literacy events within each teacher’s respective instructional unit revealed that each teacher’s epistemology shaped how students were asked to consider differing sources, relevancy, and sufficiency for warranting evidence within the context of writing extended argumentative essays. Events within an ideational epistemology required students to generate warrants as ideas to be applied to arguments in on-demand writing situations. Within a social process epistemology, students constructed warrants as a social practice appropriate for a specific rhetorical context. Each teacher supported his or her students in developing differing understandings of the nature of warranting. These findings highlight the importance of analyzing the teaching and learning of argumentative writing not only as written products of instruction but as a socialization into argumentative writing practices.

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Dwivedi, Om Prakash. "Stereotyped Epistemology: Post-Millennial Indian Writing in English." Intertexts 25, no. 1-2 (2021): 87–100. http://dx.doi.org/10.1353/itx.2021.0004.

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Pitts, Andrea J. "Gloria E. Anzaldúa's Autohistoria‐teoría as an Epistemology of Self‐Knowledge/Ignorance." Hypatia 31, no. 2 (2016): 352–69. http://dx.doi.org/10.1111/hypa.12235.

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In this article, I examine the relationship between self‐knowledge practices among women of color and structural patterns of ignorance by offering an analysis of Gloria E. Anzaldúa's discussions of self‐writing. I propose that by writing about her own experiences in a manner that hails others to critically interrogate their own identities, Anzaldúa develops important theoretical resources for understanding self‐knowledge, self‐ignorance, and practices of knowing others. In particular, I claim that in her later writings, Anzaldúa offers a rich epistemological account of these themes through her notion of autohistoria‐teoría. The notion of autohistoria‐teoría demonstrates that self‐knowledge practices, like all knowledge practices, are social and relational. Moreover, such self‐knowledge practices require contestation and affirmation as well, including, resistance and productive friction.

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Dissertations / Theses on the topic "Epistemology of writing"

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Groom, N. W. "Phraseology and epistemology in humanities writing : a corpus-driven study." Thesis, University of Birmingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536571.

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Plappert, Gary Lee. "Phraseology and epistemology in scientific writing : a corpus-driven approach." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3884/.

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This thesis uses the tools and methods of corpus linguistics to study the process of knowledge encoding in a corpus of texts from the scientific discipline of genetics. It is argued here that the approach taken fits into the tradition of corpus-driven approaches to linguistic questions in that no assumption is made about the linguistic form that this knowledge encoding will take. Instead the study proceeds by identifying a set of keywords using the concept of lexical chains to identify items of terminology. The investigation of these uses the cluster function of WordSmith Tools (Scott 2004) and is qualitative, following Sinclair (1991; 2004) in attempting to develop a picture of the typical linguistic nature of the patterns surrounding these clusters inductively through a process of studying collocation and colligation patterns and identifying phraseology. It is argued here that such an approach is required to discover linguistic aspects of epistemic encoding that have as yet not been identified by those working in the related fields of discourse analysis or corpus linguistics.

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Geal, Robert. "Writing formations in Shakespearean films." Thesis, University of Wolverhampton, 2017. http://hdl.handle.net/2436/620540.

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This thesis addresses a methodological impasse within film studies which is of ongoing concern because of the way that it demonstrates the discipline’s conflicting approaches to ideology. This impasse arises because proponents of poststructuralism and cognitivism utilise methodologies which not only make internally consistent interpretations of films, but are also able to discount the theoretical criticisms of the rival paradigm. Attempts to debate and transcend these divisions have been unsuccessful. This thesis contributes to this gap in knowledge by arguing that both academic theories (such as poststructuralism and cognitivism) and filmmaking practice are influenced by the same historically contingent socio-cultural determinants. Academic claims about film’s effects can then be conceptualised as aggregates of thought which are analogous to the dramatic manipulations that filmmakers unconsciously work into their films, with both forms of cultural activity (academic theorising and filmmaking practice) influenced by the same diachronic socio-cultural contexts. The term that I use for these specific forms of filmmaking practice is writing formations. A filmic writing formation is a form of filmmaking practice influenced by the same cultural ideas which also inform academic hermeneutics. The thesis does not undertake a conventional extended literature review as a means to identify the gap in the literature. This is because contested theoretical discourses are part of the thesis’ subject matter. I analyse academic literature in the same way that I analyse film, conceptualising both 3 activities as being determined by the same specific historical and socio-cultural contexts. The thesis analyses Shakespearean films because they offer multiple diachronic texts which are foregrounded as interpretations, and in which different approaches to filmmaking can be clearly compared and contrasted across time. They clarify the complex and often unconscious relationships between academic theorising and filmic writing formations by facilitating an investigation of how the historic development of academic discourse relates to the historic development of filmmaking practice. The corpus of texts for analysis has been confined to Anglo-American realist film adaptations, and European and American debates about, and criticism of, realist film from the advent of poststructuralism in the late 1960s to the present day. The thesis is structured as an investigation into the current theoretical impasse and the unsatisfactory attempts to transcend it, the articulation of a new methodology relating to filmic writing formations, the elaboration of how different filmic writing formations operate within realist film adaptation, and a close case study of the unfolding historical processes whereby academic theory and filmmaking practice relate to the same socio-cultural determinants using four adaptations of Hamlet from different time periods. It concludes by explaining how filmmakers exploit and manipulate forms of filmic grammar which correspond to academic theories about those forms of filmic grammar, with both activities influenced by the same underlying diachronic culture. The thesis argues, then, that academic poststructuralism and cognitivism can be 4 conceptualised as explanations for different but contiguous aspects of filmmaking practice, rather than as mutually exclusive claims about film’s effects.

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Wilke, William Walter. "Individualizing the writing process through a genre-based, social-process pedagogy." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/wilke/WilkeW0506.pdf.

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Kwak, Subeom. "How Epistemologies Shape the Teaching and Learning of Argumentative Writing in Two 9th Grade English Language Arts Classrooms." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555632698162692.

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Mays, Chris. "Building complexity, one stability at a time| Rethinking stubbornness in public rhetorics and writing studies." Thesis, Illinois State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623439.

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In deliberative argument, in political discourse, in teaching, and in casual conversation, as rhetors we often hope that our attempts at interaction will have some effect on the participants in these discursive environments. The phenomena of stubbornness, however, would seem to suggest that, despite our efforts, there are times when rhetoric just doesn't work. This dissertation complicates this premise, and in so doing complicates common understandings of both stubbornness and rhetorical effect. As I argue, rhetorical effects exist within a complex rhetoric system, within which they circulate and are interconnected with a diversity of other rhetorical and non-rhetorical elements. Using N. Katherine Hayles's concept of "making the cut," I argue that within such complex systems, stability and change are tangled up in an interdependent relationship; in short, in order for complexity to exist it must be constrained by contingent stabilities. These necessary stabilities mask the way that systems are always moving, and so we often do not see changes in the rhetoric systems we inhabit. In this sense, these changes are compensatory, and they work to maintain a stability that can manifest precisely as stubbornness. In delineating what I call a "rhetoric-systems" approach, this dissertation maps the stabilities and movements of several different rhetoric systems, and provides new insight into the complex and relational movement of rhetorical effect. Our use of this approach asks us to recognize the existence and value of certainty and stability, and then to pull back and recognize the existence of complexity and change. The approach integrates insights from systems theory (and so from the sciences) into existing rhetorical theory, and in so doing models an interdisciplinary approach to public rhetorics and writing studies that is firmly grounded in rhetorical theory.

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Lund, Brendan Kurt. "Connecting the Dots: The Ontology and Ethics of Intersubjectivity in Borges’s “The Writing of the God”." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8280.

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How do we establish objectivity when each person’s perspective is uniquely subjective? Borges’s “The Writing of the God” shows how an epistemically isolated subject is incapable of ever arriving at a robust sense of objectivity without reference to an Other. Donald Davidson’s theory of interpretive triangulation posits that the Other’s external perspective establishes objectivity by making the subject aware of the limits of his or her perception. Emmanuel Levinas suggests that the face of the Other establishes ethics as first philosophy through a primordial, affective discourse. The ethical relation is what undergirds the questions of epistemology which Davidson addresses.

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O'neill, Megan Elizabeth. "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77360.

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This dissertation, "From Reflection to Reflexivity: Challenging Students' Conceptions of Writing, Self, and Society in the Community Writing Classroom," examines the disconnect that characterizes much of the discussion of reflective writing in community writing studies and argues for the potential of reflexivity as a concept to further develop the kinds of reflective writing assigned in community writing classrooms. Many practitioners and scholars view reflective writing as a potentially powerful tool that may help students learn challenging or abstract theories and practices from their own community writing experiences. With such potential, it can be disappointing when student reflective writing does not achieve teacher expectations of critical thinking and analysis, stopping before critical engagement and understanding is achieved. Instead, it often centers on students' personal feelings and motivations that shape or arise from their community experiences. This dissertation argues that one reason for such a disconnect between teacher expectations and actual student writing, comes from the word "reflection" itself. While a traditional understanding of reflective writing asks students to look back on their experiences, observations, feelings, and opinions, community writing teachers use the term "reflection" with qualifiers like "critical," "sustained," or "intellectually rich." In qualifying their expectations for reflective writing, teachers are in fact asking for something very different from reflection, namely, reflexivity. When reflexive thinking is presented to students as "qualified reflection" it loses the considerable theoretical grounding that makes it a particularly unique way of using experiences as the foundation for inquiry. Building on theories of epistemological reflexivity for researchers in the social sciences, this dissertation highlights the methodological reflexivity theorized and practiced by feminist researchers. Feminist reflexivity specifically affords researchers more nuanced ways of looking at issues of positionality, social transformation, and agency. Such strategies have the potential for moving student reflections from private writings toward writings that impact students' understandings of the rhetorical and theoretical issues that community writing hopes to illustrate. This combination of feminist reflexivity and community writing reflections can provide community writing theorists and practitioners with alternative ways to solve reflective writing's challenges.
Ph. D.

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Romanchuk, Judith Kay. "Exploring the Epistemological Views of Advanced Student Writers during the Research Paper Process." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/msit_diss/19.

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The strong hold of the research paper on the English curriculum over the past fifty years has created instructional and learning challenges that call for innovative solutions. Although concerned educators have developed creative variations to spark student interest and promote critical thinking, research has revealed little change in curriculum design or student performance on the research paper, even with advanced ability students (Ford, 1995; Moulton & Holmes, 2003). The purpose of this qualitative study was to explore how students’ perceptions of the knowledge task presented by a literary analysis research paper related to research and composing strategies for five twelfth-grade advanced students. Social constructivism (Creswell, 2003; Vygotsky, 1934/1986) and phenomenology (Schutz, 1967; Seidman, 1998) served as theoretical frameworks for the study. Three questions guided the research: 1) How might students’ epistemological views be described as they initiate the research paper process? 2) How do students’ epistemological views relate to the choices they make during the research and composing processes? 3) How do students’ epistemological views relate to the final research product? Data collection and analysis occurred over an eight-month period. Data sources included an epistemological questionnaire (Schommer, 1989), four in-depth phenomenological interviews (Seidman, 1998) conducted with each student at drafting stages, member checking, discourse analysis of free responses and essay drafts, and a researcher’s log. Constant comparative in-case and cross-case analysis (Glaser & Strauss, 1967; Miles & Huberman, 1994) were used to analyze data. Holistic and four-dimension rubric scoring (content, organization, style, conventions) was used to analyze and evaluate the final essays. Trustworthiness was established through methods that ensured credibility, confirmability, dependability, and transferability (Lincoln & Guba, 1985). While participants expressed strong beliefs in complex knowledge and demonstrated high levels of reflective thinking, they differed in their views towards certain knowledge, which resulted in variations in composing strategies and essay quality. Significant relationships were indicated between knowledge views and concept formation, knowledge views and composing strategies, problem solving and the research experience, and reflective thinking and academic challenge. Prior knowledge, motivation, and gender also contributed to different outcomes. Results suggested important directions for research paper design and instruction in the language arts curriculum.

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Gruwell, Leigh C. "Multimodal Feminist Epistemologies: Networked Rhetorical Agency and the Materiality of Digital Composing." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1436810721.

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Books on the topic "Epistemology of writing"

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Text and epistemology. Norwood, N.J: Ablex Pub. Corp., 1987.

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Zalewski, Jan. Epistemology of the composing process: Writing in English for general academic purposes. Opole: Wydawn. Universytetu Opolskiego, 2004.

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E, Martin Ronald. American literature and the destruction of knowledge: Innovative writing in the age of epistemology. Durham: Duke University Press, 1991.

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Communicating observations in early modern letters (1500-1675): Epistolography and epistemology in the age of the scientific revolution. London: Warburg Institute, 2013.

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Jane, Schnell Lisa, ed. Literate experience: The work of knowing in seventeenth-century English writing. New York: Palgrave Macmillan, 2002.

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Sedgwick, Eve Kosofsky. Epistemology of the closet. Berkeley: University of California Press, 1990.

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Sedgwick, Eve Kosofsky. Epistemology of the closet. London: Harvester Wheatsheaf, 1991.

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Sedgwick, Eve Kosofsky. Epistemology of the closet. London: Penguin, 1994.

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Sedgwick, Eve Kosofsky. Epistemology of the closet. Berkeley, Calif: University of California Press, 2008.

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Groff, Ruth. Subject and object: Frankfurt School writings on epistemology, ontology, and method. New York: Bloomsbury, 2014.

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Book chapters on the topic "Epistemology of writing"

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Robinson, Alan. "History, Life-Writing and Epistemology." In Narrating the Past, 57–83. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316744_3.

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Voris, Linda. "Chapter 2 Making Sense: Stein’s Radical Epistemology." In The Composition of Sense in Gertrude Stein's Landscape Writing, 35–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32064-9_1.

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Chawla, Devika. "Narratives on Longing, Being, and Knowing Envisioning a Writing Epistemology." In Liminal Traces, 97–111. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-591-8_8.

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Jiang, Jialei, and Matthew A. Vetter. "Writing Against the ‘Epistemology of Deceit’ on Wikipedia: A Feminist New Materialist Perspective Towards Critical Media Literacy and Wikipedia-Based Education." In Postdigital Science and Education, 159–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72154-1_9.

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Pauli, Wolfgang. "Ideas of the Unconscious from the Standpoint of Natural Science and Epistemology." In Writings on Physics and Philosophy, 149–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/978-3-662-02994-7_19.

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"An Epistemology of Change." In Update Culture and the Afterlife of Digital Writing, 156–62. Utah State University Press, 2020. http://dx.doi.org/10.7330/9781607329749.c008.

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Van De Mieroop, Marc. "Babylonian Epistemology in History." In Philosophy before the Greeks. Princeton University Press, 2015. http://dx.doi.org/10.23943/princeton/9780691157184.003.0008.

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This chapter discusses the important role of Babylonian epistemology in history. While the Babylonians shared the aims of modern philosophers, they never abandoned the primacy of the texts, and actually found in them an unparalleled power to create. It was not physical reality but writing, with its creative processes, that determined the parameters of what was possible and needed to be investigated. The chapter first considers the creativity of the ancient Babylonian texts, citing as examples the Babylonian science of lexicography and the law codes. It then examines empiricism vs. rationalism in Babylonian writings and concludes with an overview of three moments that were important for Babylonian intellectual history: the early second millennium in Babylonia and adjacent areas, later in that millennium across the entire Near East, and at the end of the first millennium, in the Babylonian heartland.

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"From the Laboratory to the Tribunal: Historical Epistemology." In Writing the History of the Mind, 139–66. Routledge, 2016. http://dx.doi.org/10.4324/9781315546148-7.

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"The Objects of Reading Are the Products of Writing." In The Epistemology of Reading and Interpretation, 135–60. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781009025171.007.

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"5 Understanding a World in Motion: Nahua Epistemology 149." In Aztec Religion and Art of Writing, 149–66. BRILL, 2019. http://dx.doi.org/10.1163/9789004392014_007.

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Conference papers on the topic "Epistemology of writing"

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Beighton, Christian, and Alison Blackman. "Pedagogies of Academic Writing in Teacher Education: from Epistemology to Practice and back again." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5082.

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TThis paper discusses barriers to the development of academic writing, in the area of teacher education in UK higher education . We first situate these issues in a higher education context increasingly defined by new technologies and diverse cohorts of higher education students. Drawing on empirical data obtained from interviews with both students and teachers (N=21), we then critically examine a range of perspectives on the definition, role and function of academic literacy in this contemporary context. Findings include useful insights into the development of writing skills and teacher identity, but they also reveal fundamental differences in the epistemological presuppositions of those teaching academic writing. These accounts are reflected in significant differences in pedagogy, and raise important questions for practice which, although potentially irresolvable, may help to explain some of the difficulties which emerge when trying to teach academic writing. Such fundamental issues, we argue, need to be at least recognized if teachers hope to develop the writing capacity of trainee teachers in an academic context.

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