LEADER 00816nam0-22002771i-450- 001 990006147230403321 005 19980601 035 $a000614723 035 $aFED01000614723 035 $a(Aleph)000614723FED01 035 $a000614723 100 $a19980601d1993----km-y0itay50------ba 105 $a--------00-yy 200 1 $a<>SERVIZIO psichiatrico e l'ospedale generale$fa cura di G. Grassi. 210 $aReggio Emilia$cAGE Grafico-ed.$d1993 215 $a96 p.$d24 cm 225 1 $aQuaderni della rivista sperimentale di freniatria$v3 676 $a362.21 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990006147230403321 952 $aVI G 211 (3)$b21915*$fFGBC 959 $aFGBC 996 $aSERVIZIO psichiatrico e l'ospedale generale$9645739 997 $aUNINA DB $aGIU01 LEADER 03501nam 2200493 450 001 9910829007303321 005 20230923095328.0 010 $a0-271-09379-X 024 7 $a10.1515/9780271093796 035 $a(CKB)26872673700041 035 $a(OCoLC)1380732011 035 $a(MdBmJHUP)musev2_113278 035 $a(MiAaPQ)EBC30729095 035 $a(Au-PeEL)EBL30729095 035 $a(DE-B1597)651525 035 $a(DE-B1597)9780271093796 035 $a(EXLCZ)9926872673700041 100 $a20230923d2022 uy 0 101 0 $aeng 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aResponsible Pedagogy $eMoving Beyond Authority and Mastery in Higher Education /$fEric Detweiler 205 $aFirst edition. 210 1$aUniversity Park, PA :$cThe Pennsylvania State University Press,$d[2022] 210 4$dİ2022 215 $a1 online resource 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tAcknowledgments --$tIntroduction --$t1 Interrupting Socrates --$t2 An Exercise in Rhetorical Unmastery --$t3 Online Education, the Limits of Agency, and the Dream of Education Without Responsibility --$t4 Peer Networks, the Limits of Symmetry, and the Possibilities of Responsible Education --$t5 From Thesis Statements to Hedge Mazes --$tEpilogue: On the First Day of Class --$tNotes --$tBibliography --$tIndex 330 $aIn recent decades, public higher education has faced perpetual crises. As states slash investment in postsecondary education and for-profit entities seek to supplant public colleges and universities, these public institutions have tried to compete by maximizing efficiency, namely, by downplaying and outsourcing the labor of teachers.Responsible Pedagogy makes a fresh case for the importance and value of public higher education and the work of teaching. In making this case, Eric Detweiler surveys the history of rhetoric and writing in postsecondary education, looking in particular at the teacher-student relationship. He finds that from the Socratic method to medieval exercises, from MOOCs to remote, asynchronous learning, the balance of authority and agency in the classroom is often precarious. But the problem goes deeper. Underlying both authority and agency is the value of mastery, which the teacher is to impart to the student. It is this emphasis on mastery, Detweiler argues, that distorts the proper relation between the student and teacher, a relationship in which they are responsible for and vulnerable to each other.Drawing on contemporary ethics, rhetorical theory, and critiques of practices in the online classroom, Detweiler develops a pedagogy of responsibility and shows how it can be applied in writing and communication curricula, assignments, and teacher-student interactions. Rehabilitating the proper role of the teacher, Responsible Pedagogy calls into question our newfound trust in educational technology and points the way to a better, more effective pedagogy. 606 $aEducation, Higher 606 $aRhetoric$xStudy and teaching (Higher) 615 0$aEducation, Higher. 615 0$aRhetoric$xStudy and teaching (Higher) 676 $a378 700 $aDetweiler$b Eric$f1985-$01676208 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910829007303321 996 $aResponsible Pedagogy$94042270 997 $aUNINA