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In today's rapidly evolving world, education stands as a cornerstone of progress and personal development. Yet, the effectiveness of our educational methods is continually questioned. Are we truly maximizing the potential of our minds? Deborah Tannen, a distinguished professor at Georgetown University, addresses this concern in her thought-provoking article titled "Agonism in the Academy: Surviving the Argument Culture" (2000). Tannen argues that the prevailing culture of agonism, characterized by relentless debate and criticism, hinders the growth of students' intellectual capacities. Instead, she advocates for a shift towards collaborative discussions and the sharing of ideas.
This essay delves into Tannen's argument, dissecting the negative impact of agonistic learning on academic culture and highlighting her use of ethos, pathos, and logical reasoning to support her claims.
Deborah Tannen introduces the concept of agonism by recounting a personal experience during a book club meeting. Within this anecdote, she sheds light on the prevalence of agonism within academic circles, where disagreements and confrontations often overshadow the pursuit of knowledge.
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Tannen cites cultural linguist Walter Ong, who characterizes this phenomenon as agonism, a pervasive aspect of academic discourse.
Her encounter at the book club left Tannen disheartened as she realized that the focus had shifted from productive discourse about the book's content to a contest of intellectual prowess among the critics. She laments, "I left the meeting disappointed because I had learned nothing new about the book or its subjects. All I had learned about is the acumen of the critics. I was especially struck by the fact that one of the most influential and most talkative critics was the member who had not read the book" (Tannen, 2000).
Through this personal reflection, Tannen elucidates how agonism impedes meaningful discussion and stifles the creation of new ideas.
Tannen's credibility is bolstered by her active participation in these scholarly circles, demonstrating her intimate understanding of the issues she critiques. She challenges the status quo within academic environments, emphasizing that the adversarial nature of agonism often results in the alienation and dropout of potential scholars who do not thrive in such an environment (Tannen, 2000).
One of the critical concerns Tannen raises is the adverse effect of agonistic learning on students, particularly college students. She aptly notes, "One problem with the agonistic culture of graduate training is that potential scholars who are not comfortable with that kind of interaction are likely to drop out" (Tannen, 2000). This issue underscores the need to reevaluate our educational practices, as the high dropout rates suggest that current pedagogical methods are alienating a significant portion of aspiring scholars.
Furthermore, Tannen's overarching goal is to persuade readers to reevaluate their perspectives on learning. She advocates for a paradigm shift from debate to discussion, emphasizing that this approach could yield far more fruitful results. Tannen contends that such a shift would lead to enhanced mutual learning, increased clarity in communication, diversified talent acquisition, and a restoration of humanity within the academic realm (Tannen, 2000). Her argument extends beyond a simple critique; it offers a compelling vision for a more harmonious and productive educational landscape.
While Tannen acknowledges the deeply entrenched nature of agonism within academia, she also highlights the potential for change. She questions, "Our agonist ideology seems so deeply embedded in academe that one might wonder what alternatives we have" (Tannen, 2000). Her recognition of the challenge does not deter her from advocating for a transformation in the way we approach learning.
According to Tannen, refocusing our attention and transcending narrow critique represents the most significant gain we can achieve in our educational journey. By moving beyond the constraints of agonism, we can embrace open discussions that foster creativity, critical thinking, and collaboration (Tannen, 2000). In essence, the immediate solution to the agonism predicament is clear: students and educators must collectively shift their focus from divisive debate to cooperative exchange of ideas.
Deborah Tannen's article, "Agonism in the Academy: Surviving the Argument Culture," serves as a compelling call to action within the realm of education. Her critique of agonistic learning sheds light on the detrimental impact it has on students, scholars, and the pursuit of knowledge. Through her masterful use of ethos, pathos, and logical reasoning, Tannen presents a persuasive argument for the adoption of cooperative discussion in academic settings.
We must heed her call to reevaluate our educational practices, recognizing that the current culture of agonism stifles intellectual growth and alienates potential scholars. Tannen's vision of a more humane and productive academic world, built on open dialogue and collaboration, presents a promising path forward. It is incumbent upon us, as students, educators, and advocates of knowledge, to embrace this vision and usher in a new era of learning, one that truly honors the potential of every mind.
Rethinking Learning: From Agonism to Cooperative Discussion. (2016, Nov 18). Retrieved from https://studymoose.com/agonism-in-the-academy-essay
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