English Ph.D. Dissertations

Acquiring Literacy: Techne, Video Games and Composition Pedagogy

Date of Award

2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (Ph.D.)

Department

English/Rhetoric and Writing

First Advisor

Kris Blair (Committee Chair)

Second Advisor

Lynda Dixon (Committee Member)

Third Advisor

Richard Gehbardt (Committee Member)

Fourth Advisor

Gary Heba (Committee Member)

Abstract

Recent work within composition studies calls for an expansion of the idea of composition itself, an increasing advocacy of approaches that allow and encourage students to greater exploration and more play. Such advocacy comes coupled with an acknowledgement of technology as an increasingly influential factor in the lives of students. But without a more thorough understanding of technology and how it is manifest in society, any technological incorporation is almost certain to fail. Therefore, it is of great importance that we not only keep up but, in fact, reflect on process and progress, much as we encourage students to do in composition courses. This document represents an exercise in such reflection, recognizing past and present understandings of the relationship between technology and society. I thus survey past perspectives on the relationship between techne, phronesis, praxis and ethos with an eye toward how such associative states might evolve. Placing these ideas within the context of video games, I seek applicable explanation of how techne functions in a current, popular technology. In essence, it is an analysis of video games as a techno-pedagogical manifestation of techne. With techne as historical foundation and video games as current literacy practice, both serve to improve approaches to teaching composition.

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