Yes, one _should_ make a distinction between being able to speak with the
'voice' of the cult of science (or other disciplines) and one's
understanding of science as a cultural practice and one's understanding of
the phenomena scientists study. There are actually two problems in my
classroom. One is that this 'voice' tends to silence others who do not
perceive themselves competent in science. The other is that those who _do_
use the 'voice' often have an understanding of the phenomena being studied
that is _hardly different_ than those _without_ the 'voice', yet everybody
dutifully accepts whatever is said in this 'voice.'
> I'd be inclined to
>hypothesize, also, that there is more going on in the hearer's interpretation
>of "so and so knows a bunch so I'd better shut up" than there is in any
>complementary sense of expertise on the part of the speaker.
I agree very much with this too. Isn't it sad that 'we' have made school
be this way?
>My question, for
>now, is this: is there some consistent linguistic or behavioral pattern that
>we are identifying as talking in "that way"? Or, does "the voice" vary with
>the discipline?
It is interesting that you point out seeing this phenomenon in humanities
courses. I have wondered if it did not happen in most disciplines and not
just in scientific ones. I expect that there may be some similar
linguistic or behavioral patterns in these 'voices.' There are probably
also differences.
Again I would be very interested in studying and documenting especially the
'effects' of this 'voice' and methods of ameliorating them in the classroom
with folks experienced in similar work.
Dewey
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Dewey I. Dykstra, Jr. Phone: (208)385-3105
Professor of Physics Dept: (208)385-3775
Department of Physics/SN318 Fax: (208)385-4330
Boise State University dykstrad who-is-at varney.idbsu.edu
1910 University Drive Boise Highlanders
Boise, ID 83725-1570 novice piper
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