At a historical moment when both violence and its mass mediation proliferate, this essay takes as its exigence the reinforcing and troubling relationships uniting violence, image, and vision. It offers rhetorical looking as a pedagogical strategy designed to undermine violence through visual engagement, and it focuses on the atrocity image—a photographic depiction of human-on-human violence—as both a site of violence and a site for intervening in violence. Comprising four interlocking and reciprocal tactics that operate nonlinearly, rhetorical looking performs slow looking, a mode of perception that moves beyond reception and critique to attend to a photograph’s image content and to the perceptual habits by which that content is evoked. By reflecting on its own processes—revealing agency and answerability in looking—rhetorically looking potentially fosters actions that respond to rather than dismiss violence.

Focusing on the confluence of mirrors, manners, and ars dictaminis in the late Middle Ages, I argue that thirteenth-century civic engagement organized itself as a decorous spectacle: a well-mannered, highly codified visual performance that reflected and reinforced the structure of medieval Europe's stratified society. Marked by display, courtesy, and participation, decorous spectacle evolved from a groundswell of cultural factors including the emergence of mirror-making technologies, politesse, and, especially, ars dictaminis. Exploring this groundswell provides a way to understand the evolution of late Medieval decorous spectacle and a template for understanding the nature of civic engagement in any era.

This essay argues for the value of an ecological metaphor in conceptualizing, designing, and enacting research in writing studies. Such a metaphor conceives of activities, actors, situations, and phenomena as interdependent, diverse, and fused through feedback.

The author argues that constructions of literacy that suppress or omit nonverbal elements such as the visual and the tactile are limiting students’ potential. She traces the way the historical relationship between image and word has consistently privileged language, and offers instances from her experience with students and with her own children to argue for a more reciprocal dynamic and a polymorphic literacy that can increase the scope and power of our literacy and our literacy teaching.

Research Article| January 01 2001 When No Answer Might Be the Best Answer Kristie S. Fleckenstein Kristie S. Fleckenstein Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 169–173. https://doi.org/10.1215/15314200-1-1-169 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Kristie S. Fleckenstein; When No Answer Might Be the Best Answer. Pedagogy 1 January 2001; 1 (1): 169–173. doi: https://doi.org/10.1215/15314200-1-1-169 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

Discusses the somatic mind, a permeable materiality in which mind and body resolve into a single entity which is (re)formed by the constantly shifting boundaries of discursive and corporeal intertextualities. Addresses its importance in composition studies. Critiques the poststructuralist disregard of corporeality.

(1998). Resistance, women, and dismissing the “I”; Rhetoric Review: Vol. 17, No. 1, pp. 107-125.

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