In James M. Dubinsky’s (2002) article, “More than a Knack: Techne & Teaching Technical Communication” he argued “for a more deliberate emphasis on teacher training by reinvigorating techne as a concept that is far more than instrumental or prescriptive” (p. 129). Dubinsky illustrated the need but lack of technical communicators which can lead to a system-centered perspective, the reliance of teachers on a formulaic pedagogy, the relevance of techne to technical communication, Aristotle’s distinction between knack (what one comes to know from repeated practice/habit) and art (techne) where he says that knowledge belongs to art because an artist knows the cause (understands the why) and men of experience do not, the techne of teaching with reliance upon the contingent which has the ability to bridge the gap between theory and practice, techne being a reasoned state of capacity to make, knowledge of the purpose and the audience, the importance of the situational component of teaching an understanding of the students, learning to teach, a user-centered approach to teacher training in the classroom, and using stories to show the reasons for recommendations. Dubinsky’s purpose was to show that “If we prepare prospective teachers to master the techne of teaching, we encourage them to become user-centered, reflective practitioners who understand the critical need for situational uses of knowledge” (p. 129). Dubinsky’s intended audience was teachers of technical communication needing training in how to become more user-centered and on how to teach. Dubinsky skillfully examined the historical context behind techne, which helped to inform the rest of his article and why it’s an important part of the technical communication pedagogy.
Tag: Techne
Miller, C. (1989). What’s practical about technical writing? In T. Peeples (Ed.) Professional Writing and Rhetoric (2003) (pp. 61-70). New York, NY: Longman.
In Carolyn R. Miller’s (1989) article “What’s Practical About Technical Writing?” she explored why “technical writing is singled out for being practical, it is worth considering what makes it so” (p. 61). Miller tackled the practicality of technical writing by defining it as goal oriented, providing research to support the need to alter courses to coincide with what graduates will encounter in their future professions, discussing Aristotle’s “techne,” the function of praxis, and the need to take responsibility for social actions. Miller’s purpose was to establish a need for nonacademic practice so that it could surface in academic instruction and equip students with the awareness of limitations and the possibility of breaking past them (p. 69). Miller’s intended audience was both instructors of technical writing and professionals inquiring about technical communication skills. Miller showcased well-thought-out points with an impressive line of reasoning and a sound conclusion, but the extent of outside support seemed far fetched and off-track.
ENG 591 Tech. Comm. 