September 2005

1. Sep 2005 OA PDF
   Stasis and the Reflective Practitioner: How Experienced Teacher-Scholars Sustain Community Pedagogy ↗
   Amy Rupiper Taggart; H. Brooke Hessler
   Abstract

   Drawing on Donald Schön’s concept of the reflective practitioner and the classical rhetorical concept of stasis, this article observes the habits and tactics of experienced communityengaged instructors of writing and rhetoric. It suggests that a complete reflective practice, combining reflection in and on action, contributes to sustaining effective programs and practices. In moments of tension or apparent crisis, effective reflective practitioners identify critical stasis points effectively, creating opportunities for positive change. The stases of media, language, repertoire, theory, appreciative systems, and role frames are explored.

   classical rhetoric rhetorical criticism
   doi:10.59236/rjv5i1pp153-172