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Chargement... Writing at the End of the Worldpar Richard E. Miller
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What do the humanities have to offer in the twenty-first century? Are there compelling reasons to go on teaching the literate arts when the schools themselves have become battlefields? Does it make sense to go on writing when the world itself is overrun with books that no one reads? In these simultaneously personal and erudite reflections on the future of higher education, Richard E. Miller moves from the headlines to the classroom, focusing in on how teachers and students alike confront the existential challenge of making life meaningful. In meditating on the violent events that now dominate our daily lives--school shootings, suicide bombings, terrorist attacks, contemporary warfare--Miller prompts a reconsideration of the role that institutions of higher education play in shaping our daily experiences, and asks us to reimagine the humanities as centrally important to the maintenance of a compassionate, secular society. By concentrating on those moments when individuals and institutions meet and violence results, Writing at the End of the World provides the framework that students and teachers require to engage in the work of building a better future. Aucune description trouvée dans une bibliothèque |
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Google Books — Chargement... GenresClassification décimale de Melvil (CDD)808.402Literature modified standard subdivisions Rhetoric and collections of literary texts from more than two literatures Rhetoric of essaysClassification de la Bibliothèque du CongrèsÉvaluationMoyenne:
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Miller, in an admirable act of scholarly chutzpah, turns this question around and asks the very same thing of academics, especially those of us who teach writing and are convinced that it truly matters. So what, he asks? In the face of global terror—he discusses events ranging from the Columbine massacre to 9-11 to the Unabomber and the Charles Van Doren quiz show scandal—what difference does writing make? Or all of the humanities, for that matter?
A bracing inquiry, to say the least. Fortunately, Miller himself is one of us—the learned product of a liberal education and an academic who questions himself and his own practices as much as he questions anything else. He carefully parses the schisms between personal writing and academic discourse, as he does the alleged division between reader response theory and New Criticism.
Engagingly written—stylistically, Miller has a refreshing edge, almost an attitude—and thought-provoking in ways that should make us all reconsider our practice, Miller’s book should be required reading for anyone working in a college or university English department. ( )