Enseignement, recherche, poïésis
In this paper, the author presents a different approach to research writing by first looking at the nature of the research being written. He calls into question a distinction all too often taken for granted, namely that between research and teaching, to shed light on the important links between the...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Université Laval
2022-07-01
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| Series: | Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/communication/15574 |
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| Summary: | In this paper, the author presents a different approach to research writing by first looking at the nature of the research being written. He calls into question a distinction all too often taken for granted, namely that between research and teaching, to shed light on the important links between the two. The experiential aspect of a course suffers the moment it is written down and the content set in stone. That is the first paradox. The second relates to the content itself. A course’s content is a stream of signs too dynamic for our conventional analytical tools. The third paradox concerns this setting-in-stone, which, no matter what, does not stop the course-as-text from becoming an experience once more. This is where the potential of teaching-as-research is fully realized. These analyses revisit the first two paradoxes before tackling the third in the conclusion, where the author describes how a course-as-text can become an event to be experienced once again. |
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| ISSN: | 1189-3788 1920-7344 |