Abstract
Pedagogy that encourages more play in college-level writing courses is often coupled with an acknowledgment of technology as an increasing influence in students’ lives (Sirc, 2001; Moberly, 2008; Robison, 2008; Shultz Colby & Colby, 2008). Writing scholars’ revisiting and/or revitalization of classical Greek words like kairos and techne is motivated by similar purposes, that is, teaching writing while acknowledging related technical and technological influences (Moeller & McAllister, 2002; Penrod, 2005; Losh, 2009). In light of research in play and the revival of classical rhetorical language for the purposes of composition-rhetoric pedagogy, I desire to bring these two research areas together by arguing for an understanding of techne as play.
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© 2013 Richard Colby, Matthew S. S. Johnson, and Rebekah Shultz Colby
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Schirmer, J. (2013). Techne as Play: Three Interstices. In: Colby, R., Johnson, M.S.S., Colby, R.S. (eds) Rhetoric/Composition/Play through Video Games. Palgrave Macmillan’s Digital Education and Learning. Palgrave Macmillan, New York. https://doi.org/10.1057/9781137307675_12
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DOI: https://doi.org/10.1057/9781137307675_12
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-349-45562-1
Online ISBN: 978-1-137-30767-5
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