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Red Scare rhetoric and composition: Early Cold War effects on university writing instruction, 1934--1954.

机译：红色恐慌的言论和构成：冷战初期对大学写作指导的影响，1934--1954。

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This dissertation investigates composition and communication philosophies and practices from the years 1934--1954. Generally speaking, writing instruction suffered during the Cold War because the political climate reduced humanist teaching to formalist teaching, progressive teaching to permissive teaching, and empiricist teaching to objectivist teaching. In order to illustrate these reductions, I investigate the ways that anticommunist philosophies influenced university epistemologies before and after WWII. A thorough description and analysis of one of the first academic freedom cases in the Cold War (i.e., the University of Washington case) helps outline the precedent for the objectivist turn in university philosophy. The results of this turn are investigated in textbooks by James McCrimmon, and Cleanth Brooks & Robert Penn Warren; in the teaching practices of Theodore Baird and Charlton Laird; in the rhetorical philosophy of Richard Weaver; and in the published responses to anticommunism by the NCTE. I also investigate many of the exceptions to the objectivist turn in writing instruction. These are found in the teaching philosophies of Kenneth Burke, Herbert Weisinger, Albert Kitzhaber, and many of the scholars at the first meetings of the Conference on College Composition and Communication. Finally, I build on the objectives that were presented at the second Conference on College Composition and Communication and argue for a theory of composition based on a progressive vision of democracy. By combining the best elements of humanist, empirical, and progressive teaching philosophies, this vision stands directly against both the internal and external sources of repression that we, as composition teachers, face in our everyday teaching lives.

机译：本文研究了1934--1954年的作文和传播哲学及实践。一般而言，写作指导受到冷战的影响是因为政治气候将人文主义教学减少为形式主义教学，将渐进式教学减少为宽容教学，将经验主义教学减少为客观主义教学。为了说明这些减少，我研究了二战前后反共哲学影响大学认识论的方式。对冷战中最早的学术自由案例之一（即华盛顿大学案例）进行透彻的描述和分析，有助于概述大学哲学中客观主义转向的先例。 James McCrimmon和Cleanth Brooks＆Robert Penn Warren在教科书中调查了这一回合的结果。在西奥多·贝尔德和查尔顿·莱尔德的教学实践中；理查德·韦弗（Richard Weaver）的修辞哲学；以及NCTE发布的对反共的回应。我还研究了客观主义转向书面指令的许多例外情况。在肯尼思·伯克（Kenneth Burke），赫伯特·魏辛格（Herbert Weisinger），艾伯特·基扎伯（Albert Kitzhaber）的教学哲学中，以及在大学组成与传播大会第一次会议上的许多学者中都可以找到这些观点。最后，我以第二届大学组成与传播大会上提出的目标为基础，并提出了基于渐进民主观的组成理论。通过结合人文主义，经验主义和渐进式教学哲学的最佳元素，这种愿景直接与作为作文老师的日常教学生活所面对的内在和外在压制相抵触。

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作者
Brooks, Ronald Clark, Jr.;
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作者单位

The University of Oklahoma.;

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授予单位 The University of Oklahoma.;
学科 Education Language and Literature.;Education Higher.;Language Rhetoric and Composition.;Education History of.;History United States.
学位 Ph.D.
年度 2004
页码 256 p.
总页数 256
原文格式 PDF
正文语种 eng
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Red Scare rhetoric and composition: Early Cold War effects on university writing instruction, 1934--1954.

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