What’s the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier

Keywords: humanities, academic writing, François Rastier, Martha Nussbaum, academic literacy

Abstract

This article exposes a reflection about humanities’ role as a useful tool to help students with the reading and writing difficulties that they experience nowadays in a global context. Based on the fact that these difficulties exist in the Hispanic context, the article supports that there might be a change in the way we understand knowledge in universities. This transformation is explored from two angles: an essay by Martha Nussbaum, published in 2010, and another one by François Rastier, published in 2013. A comparative analysis of both texts allows us to establish some similarities regarding the role that these sciences of meaning may have within universities, facing the consequences that the transformation of this conception of knowledge may be generating in higher education.

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Author Biography

Andrea Torres Perdigón, Universidad EAN

M.A in Iberian and Hispanic Studies, Université Sorbonne. Ph.D. in Spanish Romance Studies, Université Sorbonne (Paris IV). Main Professor, Faculty of Humanities and Social Sciences, Universidad EAN 

References

Carlino, P. (2005). Escribir, leer y aprender en la universidad. Una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica.

Carlino, P. (2013). Alfabetización académica diez años después. Revista Mexicana de Investigación Educativa, 18(57), 355-381.

Carlino, P., y Fernández, G. (2010). ¿En que se diferencian las prácticas de lectura y escritura de la universidad y las de la escuela secundaria? Lectura y Vida, 31(3), 6-19.

Carrasco Altamirano, A., Encinas Prudencio, M. T. F., Castro Azuara, M. C., y López Bonilla, G. (2013). Lectura y escritura académica en la educación media superior y superior. Revista Mexicana de Investigación Educativa, XVIII(57), 349-354.

González Pinzón, B. Y., Salazar-Sierra, A. M., y Peña Borrero, L. B. (2015). Formación inicial en lectura y escritura en la universidad. Bogotá, D. C.: Pontificia Universidad Javeriana.

Nussbaum, M. C. (2010). Sin fines de lucro. Por qué la democracia necesita de las humanidades. Bogotá: Katz Editores.

Pérez Abril, M., y Rincón Bonilla, G. (Eds.) (2013). ¿Para qué se lee y escribe en la universidad colombiana? Un aporte a la consolidación de la cultura académica del país. Bogotá: Pontificia Universidad Javeriana.

Rastier, F. (2013). Apprendre pour transmettre. L’éducation contre l'idéologie managériale. París: Presses Universitaires de France.

Russell, D. (2013). Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, 11(1), 161-181.

Russell, D. R., Lea, M., Parker, J., Street, B., y Donahue, T. (2009). Exploring notions of genre in “academic literacies” and “writing across the curriculum”: Approaches across countries and contexts. En C. Bazerman, A. Bonini, y D. Figueiredo (Eds.), Genre in a Changing World (pp. 395-423). Fort Collins and West Lafayette: The WAC Clearinghouse and Parlor Press.

Published
2016-09-02
How to Cite
Torres Perdigón A. (2016). What’s the role of humanities in academic reading and writing processes? Martha Nussbaum and François Rastier. Íkala, 21(3), 313-323. https://doi.org/10.17533/udea.ikala.v21n03a05
Section
Theoretical Articles