Receiving and Rendering Back: The Critical Role of Articulation

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As early as 1603, Shakespeare acknowledged as commonplace the observation

That no man is the lord of anything
Though in an of him there be much consisting,
Till he communicate his parts to others;....

Over four hundred years later, work by educators as diverse as Walter Gong and Sarah Freedman are energizing education with pedagogies based on the learner’s need to develop the skills of articulation. Gong’s Learner/Teacher model and Freedman’s Grand Dialogue Zone focus on the need for learners to expand the borders of their understanding through dialogic sharing. This presentation will illustrate the power of these pedagogies by demonstrating their relation to this author’s Elements of Learning paradigm, with a special emphasis on Articulation. Articulation, it will be argued is the driving force behind clarity of thought, the extension of thought, and the retention of thought.

Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity

Paper: A paper has not yet been submitted.

I have taught English at Brigham Young University-Hawaii for over thirty years. I have a B.A. from Colorado State University, an M.A. from the University of Washington, and a Ph.D. from Indiana University of Pennsylvania. My teaching areas include all levels of composition, freshman to senior, American Literature, and Shakespeare. I am presently the Director of our Reading/Writing Center. On a personal note, I was born in Salt Lake City, Utah, (USA), raised in Utah and Colorado. My first teaching position was at Illinois Central College in East Peoria, Illinois. I have lived and taught in Hawaii now for close to thiry-one years. My wife and I are parents of seven boys, and my wife has not only raised our sons but completed a PH.D. in American Studies and now teaches with me at BYU-Hawaii.