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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| Format: | Article |
| Language: | fra |
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Université Laval
2022-07-01
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| Series: | Communication |
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| Online Access: | https://journals.openedition.org/communication/15574 |
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| _version_ | 1841553234151342080 |
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| author | Kyle Conway |
| author_facet | Kyle Conway |
| author_sort | Kyle Conway |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-cbd4f756d1c1443399e2b639b8f4e4ad |
| institution | Kabale University |
| issn | 1189-3788 1920-7344 |
| language | fra |
| publishDate | 2022-07-01 |
| publisher | Université Laval |
| record_format | Article |
| series | Communication |
| spelling | doaj-art-cbd4f756d1c1443399e2b639b8f4e4ad2025-01-09T11:27:18ZfraUniversité LavalCommunication1189-37881920-73442022-07-0139110.4000/communication.15574Enseignement, recherche, poïésisKyle ConwayIn 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.https://journals.openedition.org/communication/15574writingeventresearchtextteaching |
| spellingShingle | Kyle Conway Enseignement, recherche, poïésis Communication writing event research text teaching |
| title | Enseignement, recherche, poïésis |
| title_full | Enseignement, recherche, poïésis |
| title_fullStr | Enseignement, recherche, poïésis |
| title_full_unstemmed | Enseignement, recherche, poïésis |
| title_short | Enseignement, recherche, poïésis |
| title_sort | enseignement recherche poiesis |
| topic | writing event research text teaching |
| url | https://journals.openedition.org/communication/15574 |
| work_keys_str_mv | AT kyleconway enseignementrecherchepoiesis |