Dabble.addView({"_class": "View", "id": "09660131-9e97-4c17-93ee-06ccb29803e7", "name": "Clueless in Academe", "fields": [4328, 7, 5, 8763], "entries": [
{"_name": "Academia", "_id": 146181, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146181",  "values": ["Academia", "Steven Pinker: \"[H]aving to explain an idea in plain English to someone with no stake in the matter is an excellent screen for incoherent or contradictory matters that have somehow entrenched themselves in a field.\"", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146181]},
{"_name": "Academia / Zeitgeist / Capitalism", "_id": 146223, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146223",  "values": ["Academia / Zeitgeist / Capitalism", "Gerald Graff: \"Academia itself has become part of the mass culture industry, which disseminates and popularizes academic theories and trends ... Academic ideas are increasingly popularized, not only by the media but by academic writing itself, as university presses court the wider audiences of trade houses while trade houses increasingly publish academics.\"", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146223]},
{"_name": "Teaching", "_id": 146235, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146235",  "values": ["Teaching", "common \"persuasive practices\" inventoried by Mike Rose:\r\n\"framing an argument or taking someone else's argument apart; systematically inspecting a document, an issue, or an event; synthesizing different points of view; applying a theory to disparate phenomena\"\r\n\r\nGraff adds: \"summarizing the claims of others, sticking with a summary to unpack its key implications and premises, weighing evidence, spotting and identifying contradictions and non sequiturs, telling stories and devising examples that exemplify one's point, [and] generalizing one's conclusions\"\r\n\r\nJournalism incorporates \"listening to viewpoints different from one's own, summarizing them in ways others can recognize, comparing and contrasting positions, spotting contradictions and non sequiturs, and coming to conclusions that contribute to a continuing conversation of ideas\"\r\n\r\n(22-23)", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146235]},
{"_name": "To Read", "_id": 146257, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146257",  "values": ["To Read", "Richard Hofstadter\r\n\"Anti-Intellectualism in American Life\"", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146257]},
{"_name": "Fandom / Participatory Culture", "_id": 146268, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146268",  "values": ["Fandom / Participatory Culture", "Harold Rosenberg, in \"Everyman A Professional\" : \"[I]n the sense that it is literate, selective, and self-conscious in its taste, every audience is an audience of intellectuals.  Science fiction, tabloid sports columns, rock n' roll gab, the New Criticism, presuppose various levels of technical preparation and familiarity with terminology on the part of their readers.\"\r\n", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146268]},
{"_name": "Teaching", "_id": 146279, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146279",  "values": ["Teaching", "Graff: \"Instructing students to write a naysayer into their text is the single most effective device I have come up with in teaching writing.  (Supplying lists of standard transitional words and phrases ... and requiring students to use them comes in second.)\" (162)\r\n", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146279]},
{"_name": "Teaching", "_id": 146290, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146290",  "values": ["Teaching", "Graff 's \"argument machines\" are helping students with \"conventional formalizations\"\r\n\r\nSee 168-172\r\n", {"name": "09/29/07", "start": 1191042000, "end": 1191128399 }, 146290]},
{"_name": "Academia / Culture / Capitalism", "_id": 12482, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12482",  "values": ["Academia / Culture / Capitalism", "Gerald Graff: \"Academia itself has become part of the mass culture industry, which disseminates and popularizes academic theories and trends ... Academic ideas are increasingly popularized, not only by the media but by academic writing itself, as university presses court the wider audiences of trade houses while trade houses increasingly publish academics.\"", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12482]},
{"_name": "Teaching", "_id": 12494, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12494",  "values": ["Teaching", "common \"persuasive practices\" inventoried by Mike Rose:\r\n\"framing an argument or taking someone else's argument apart; systematically inspecting a document, an issue, or an event; synthesizing different points of view; applying a theory to disparate phenomena\"\r\n\r\nGraff adds: \"summarizing the claims of others, sticking with a summary to unpack its key implications and premises, weighing evidence, spotting and identifying contradictions and non sequiturs, telling stories and devising examples that exemplify one's point, [and] generalizing one's conclusions\"\r\n\r\nJournalism incorporates \"listening to viewpoints different from one's own, summarizing them in ways others can recognize, comparing and contrasting positions, spotting contradictions and non sequiturs, and coming to conclusions that contribute to a continuing conversation of ideas\"\r\n\r\n(22-23)", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12494]},
{"_name": "Knowledge / Information / Education / Teaching", "_id": 12506, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12506",  "values": ["Knowledge / Information / Education / Teaching", "Graff: \"[F]or many students knowledge of information is virtually *unlearnable* unless it is tied to conversations that those students see some point in entering.\" (30)", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12506]},
{"_name": "Intelligence / Knowledge / To Read", "_id": 12518, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12518",  "values": ["Intelligence / Knowledge / To Read", "Richard Hofstadter\r\n\"Anti-Intellectualism in American Life\"", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12518]},
{"_name": "Fandom / Participatory Culture", "_id": 12530, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12530",  "values": ["Fandom / Participatory Culture", "Harold Rosenberg, in \"Everyman A Professional\" : \"[I]n the sense that it is literate, selective, and self-conscious in its taste, every audience is an audience of intellectuals.  Science fiction, tabloid sports columns, rock n' roll gab, the New Criticism, presuppose various levels of technical preparation and familiarity with terminology on the part of their readers.\"", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12530]},
{"_name": "Teaching", "_id": 12542, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12542",  "values": ["Teaching", "Graff: \"Instructing students to write a naysayer into their text is the single most effective device I have come up with in teaching writing.  (Supplying lists of standard transitional words and phrases ... and requiring students to use them comes in second.)\" (162)", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12542]},
{"_name": "Teaching", "_id": 12554, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=12554",  "values": ["Teaching", "Graff 's \"argument machines\" are helping students with \"conventional formalizations\"\r\n\r\nSee 168-172", {"name": "09/30/07", "start": 1191128400, "end": 1191214799 }, 12554]},
{"_name": "Teaching / Culture / To Read", "_id": 13272, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13272",  "values": ["Teaching / Culture / To Read", "Robert Scholes\r\n\"Textual Power\"\r\n\r\nGraff: \"Scholes argues that learning to read literary texts and speak and write critically about them should be an extension of reading the 'cultural text' of the wider world.\"", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13272]},
{"_name": "Academic Writing / Teaching", "_id": 13284, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13284",  "values": ["Academic Writing / Teaching", "Graff's one-line summation of academic writing's \"instructions\"--\r\n\r\n\"Figure out the received wisdom about your text or topic and show how you refute or go beyond it.\"", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13284]},
{"_name": "Culture", "_id": 13296, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13296",  "values": ["Culture", "Graff: \"Real intellectuals turn any subject into grist for their mill through the thoughtful questions they bring to it, whereas dullards will find a way to drain the richest subject of interest.\" (213)", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13296]},
{"_name": "Teaching / Language / Culture / To Read", "_id": 13308, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13308",  "values": ["Teaching / Language / Culture / To Read", "Thomas McLaughlin\r\n\"Street Smarts and Critical Theory: Listening to the Vernacular\"\r\n\r\nMcLaughlin's conclusion: \"[theory] is an integral and crucial element in everyday culture\"", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13308]},
{"_name": "Sports / Culture / Academia / Fandom / Participatory Culture", "_id": 13320, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13320",  "values": ["Sports / Culture / Academia / Fandom / Participatory Culture", "Graff: \"Today you cannot pick up the sports page or listen to sports talk radio without being plunged into controversies over race, gender, drugs, and economics, making sports ... seem more an extension of the world of political conflict than an escape from it.\"\r\n\r\nGraff: \"[T]he sports world was more compelling than school to me because it was *more intellectual than school*, not less.\"\r\n\r\nAlso possible fandom or participatory-culture angles here", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13320]},
{"_name": "Sports / Academia", "_id": 13354, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13354",  "values": ["Sports / Academia", "Graff: \"[T]he real intellectual world, the one that existed in the big world beyond school, is organized very much like the competitive world of team sports, with rival texts, rival interpretations and evaluations of texts, rival theories of why they should be read and taught, and elaborate team competitions\"\r\n\r\nEtc (220)", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13354]},
{"_name": "Teaching / Subculture", "_id": 13388, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13388",  "values": ["Teaching / Subculture", "John Brereton\r\n\r\nwhere I live, where I work, what I know a lot about\r\n\r\n\"Homework: think of a controversy, issue, problem, or unanswered question in the area you know a lot about; think also about other people's views of that area and how they might differ from yours or each other's (this provides practice making the key rhetorical moves of saying 'some people think ... others think ... I think')\"", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13388]},
{"_name": "Teaching", "_id": 13400, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13400",  "values": ["Teaching", "Birkenstein-Graff: \"Most people make a common sense mistake about quotation.  They assume that what thye have to do is make a claim and then put a relevant quotation next to that claim.  What often gets forgotten in the process is the need to *connect* the claim and the quotation.\"\r\n\r\nvarious connections (Graff)\r\n\r\nhe argues (contends, maintains)\r\nshe assumes\r\nthey challenge (or question) the view that\r\nI infer that\r\nWhereas they claim ..., I reply that", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13400]},
{"_name": "Adolescence", "_id": 13412, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13412",  "values": ["Adolescence", "William Damon: \"[T]here ha never in the history of the civilized world been a cohort of kids that is so little affected by adult guidance and so attuned to a peer world.\"\r\n\r\nHmm.  Sounds hyperbolic, but he's the director of the Stanford University Center on Adolescence, so maybe he knows something", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13412]},
{"_name": "Teaching / Academia", "_id": 13424, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13424",  "values": ["Teaching / Academia", "the \"moves of intellectual culture\" condensed to a set of \"templates\":\r\n\r\n1. Concern for evidence (how do you know that?)\r\n2. Viewpoint (who said it and why?)\r\n3. Cause and effect (what led to it, what else happened?)\r\n4. Hypothesizing (what if, supposing that)\r\n5. Who cares? Knowing and learning take on importance only when we are convinced it matters, it makes a difference\r\n\r\nI might add to this list just basic observation: what happens?", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13424]},
{"_name": "Teaching", "_id": 13436, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=13436",  "values": ["Teaching", "How to Write an Argument\r\n\r\nbeginning in Clueless, p. 275\r\n\r\nmaybe the whole chapter as a handout?", {"name": "10/16/07", "start": 1192510800, "end": 1192597199 }, 13436]},
{"_name": "Knowledge / Teaching", "_id": 146246, "_link": "http://jbushnell.dabbledb.com/dabble/indexofends?view=14456&entry=146246",  "values": ["Knowledge / Teaching", "Graff: \"[F]or many students knowledge of information is virtually *unlearnable* unless it is tied to conversations that those students see some point in entering.\" (30)\r\n", {"name": "09/29/08", "start": 1222664400, "end": 1222750799 }, 146246]}]});