The Open Hand
Arguing as an Art of Peace
Publication Year: 2013
Kroll cultivates a bodily investigation of noncombative argument, offering direct pedagogical strategies anchored in three modalities of learning—conceptual-procedural, kinesthetic, and contemplative—and projects, activities, assignments, informal responses, and final papers for students. Kinesthetic exercises derived from martial arts and contemplative meditation and mindfulness practices are key to the approach, with Kroll specifically using movement as a physical analogy for tactics of arguing.
Collaboration, mediation, and empathy are important yet overlooked values in communicative exchange. This practical, engaging, and accessible guide for teachers contains clear examples and compelling discussions of pedagogical strategies that teach students not only how to write persuasively but also how to deal with personal conflict in their daily lives.
Published by: Utah State University Press
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Title Page, Copyright
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I wrote The Open Hand with the help and support of many individu-als. I’m especially grateful to my wife, Kathleen Hutnik, and my sons, Patrick and David, for their inspiration and encouragement. Friends and colleagues have also encouraged my work over the years, par-ticularly my close friends since graduate school, Irvin Hashimoto ...
1. Clapping In
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...“Let’s begin,” I’d say, and all of us would clap our hands three times, in unison, twice softly followed by a louder third clap. In my course Arguing as an Art of Peace, I opened class sessions by “clapping in” with students, a ritual that signaled the beginning of our work for the day. I introduced this practice on the first day of the semester, evoking a few looks of con-...
2. Reframing and Deliberative Argument
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When we imagine a fight, most of us think about a face-to-face confron-tation, an encounter in which combatants engage one another along a linear axis; it’s a structure we recognize from fistfights, duels, and show-downs in old western towns. To demonstrate the linear nature of a fight, I often used large cardboard arrows, holding them up so students could ...
3. Attentive Listening and Conciliatory Argument
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By the beginning of the second unit, a month or so into the semester, students recognized that the seminar on arguing as an art of peace was different in a number of respects from a conventional college class. Of course, they were learning about some new ways to engage in conflicts, using tactics associated with an open hand. But the approach to...
4. Mediating and Integrative Argument
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In the third unit of the course, students explored ways to mediate dis-putes and integrate opposing viewpoints, encouraging adversaries to cooperate on the basis of shared interests or goals. Although the proj-ect introduced a new set of circumstances for arguing, it also incorpo-rated skills and tactics familiar from our work on reframing and atten-...
5. Bowing Out
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Over the five semesters that I taught the course, Arguing as an Art of Peace was an ongoing experiment, an effort to find better ways to incorporate three modalities of learning—contemplative, kinesthetic, and conceptual-procedural—into a course structured around a series of projects, each affiliated with a different tactic for arguing with an ...
Appendix 1: Photographic Illustrations of Movement Sequences
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Appendix 2: Three Student Papers
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About the Author
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Barry M. Kroll is the Robert D. Rodale Professor in Writing at Lehigh University, a posi-tion he has held since January 1995. Prior to joining the faculty at Lehigh, he taught at Iowa State University (1977–1982) and Indiana University (1982–1994), where he was pro-fessor of English and administered several facets of the composition program. At Lehigh, Kroll has been director of first-year writing and chair of the Department of English. His ...
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Page Count: 186
Publication Year: 2013