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Roderick, N. (2018). How to be a Realist about Similarity: Towards a Theory of Features in Object-Oriented Philosophy. Open Philosophy, 1(1), 327-341
Open this publication in new window or tab >>How to be a Realist about Similarity: Towards a Theory of Features in Object-Oriented Philosophy
2018 (English)In: Open Philosophy, E-ISSN 2543-8875, Vol. 1, no 1, p. 327-341Article in journal (Refereed) Published
Abstract [en]

This essay calls for an independent theory of features in object-oriented philosophy. Theories offeatures are in general motivated by at least two interconnected demands: 1) to explain why objects have thecharacteristics they have, 2) to explain how regular divisions in those characteristics can be intuited. Whilea theory of universal properties may be the most internally consistent means of addressing these demands,an object-oriented metaphysics needs to address them without a concept of shared features. This meansthat regular divisions of invariant features and our intuitions of them cannot be explained by the repetitionof self-same characteristics or natural laws. They can instead be explained by the immanent repetition ofsimilar features. However, this requires a new, radically aesthetic understanding of what it means to besimilar in the first place, one in which similarity is an emergent process rather than a state of affairs existingbetween resembling particulars.

Place, publisher, year, edition, pages
Warsaw, Poland: De Gruyter Open, 2018
Keywords
universal properties, tropes, features, object-oriented ontology, similarity, aesthetics, materialism, repetition, Plato, Edmund Husserl, Bertrand Russell, Graham Harman
National Category
Philosophy, Ethics and Religion Other Humanities
Research subject
History Of Sciences and Ideas; Rhetoric
Identifiers
urn:nbn:se:oru:diva-70031 (URN)
Available from: 2018-12-03 Created: 2018-12-03 Last updated: 2018-12-05Bibliographically approved
Roderick, N. (2016). The Being of Analogy (1ed.). London, UK: Open Humanities Press
Open this publication in new window or tab >>The Being of Analogy
2016 (English)Book (Refereed)
Abstract [en]

Similarity has long been excluded from reality in both the analytical and continental traditions. Because it exists in the aesthetic realm, and because aesthetics is thought to be divorced from objective reality, similarity has been confined to the prison of the subject. In The Being of Analogy, Noah Roderick unleashes similarity onto the world of objects. Inspired by object-oriented theories of causality, Roderick argues that similarity is ever present at the birth of new objects. This includes the emergent similarity of new mental objects, such as categories—a phenomenon we recognize as analogy. Analogy, Roderick contends, is at the very heart of cognition and communication, and it is through analogy that we can begin dismantling the impossible wall between knowing and being.

Place, publisher, year, edition, pages
London, UK: Open Humanities Press, 2016. p. 280 Edition: 1
Keywords
Analogy, similarity, ontology, language, genre, rhetoric, metaphysics, aesthetics
National Category
Humanities and the Arts History of Ideas
Research subject
Rhetoric; Linguistics; History Of Sciences and Ideas
Identifiers
urn:nbn:se:oru:diva-70030 (URN)978-1-78542-022-1 (ISBN)978-1-78542-023-8 (ISBN)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-15Bibliographically approved
Roderick, N. (2013). Analogize This!: The Politics of Scale and the Problem of Substance in Complexity-Based Composition (1ed.). In: Julia Voss, Beverly Moss, Steve Parks, Brian Bailie, Heather Christiansen, and Stephanie Ceraso (Ed.), The Best of the Independent Rhetoric and Composition Journals 2012: (pp. 25-47). Anderson, South Carolina, USA: Parlor Press
Open this publication in new window or tab >>Analogize This!: The Politics of Scale and the Problem of Substance in Complexity-Based Composition
2013 (English)In: The Best of the Independent Rhetoric and Composition Journals 2012 / [ed] Julia Voss, Beverly Moss, Steve Parks, Brian Bailie, Heather Christiansen, and Stephanie Ceraso, Anderson, South Carolina, USA: Parlor Press, 2013, 1, p. 25-47Chapter in book (Refereed)
Abstract [en]

In light of recent enthusiasm in composition studies (and in the social sciences more broadly) for complexity theory and ecology, this article revisits the debate over how much composition studies can or should align itself with the natural sciences. For many in the discipline, the science debate—which was ignited in the 1970s, both by the development of process theory and also by the popularity of Thomas Kuhn’s The Structure of Scientific Revolutions—was put to rest with the anti-positivist sentiment of the 1980s. The author concludes, however, that complexity-based descriptions of the writing act do align the discipline with the sciences. But the author contends that while composition scholars need not reject an alignment with complexity science, they must also be able to critique the neoliberal politics which are often wrapped up in the discourse of complexity. To that end, the author proposes that scholars and teachers of composition take up a project of critical analysis of analogical invention, which addresses the social conditions that underlie the creation and argument of knowledge in a world of complex systems.

Place, publisher, year, edition, pages
Anderson, South Carolina, USA: Parlor Press, 2013 Edition: 1
Keywords
Rhetoric, composition, complexity theory, analogy
National Category
Languages and Literature Other Humanities History of Ideas
Research subject
Rhetoric
Identifiers
urn:nbn:se:oru:diva-70032 (URN)978-1-60235-495-1 (ISBN)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-08Bibliographically approved
Roderick, N. (2012). After Universal Grammar: The Ecological Turn in Linguistics. Logos & Episteme: an International Journal of Epistemology, 3(3), 469-487
Open this publication in new window or tab >>After Universal Grammar: The Ecological Turn in Linguistics
2012 (English)In: Logos & Episteme: an International Journal of Epistemology, ISSN 2069-0533, E-ISSN 2069-3052, Vol. 3, no 3, p. 469-487Article in journal (Refereed) Published
Abstract [en]

Of all the human sciences, linguistics has had perhaps the most success in pivoting itself towards the physical sciences, particularly in the past fifty years with the dominance of Universal Grammar, which is most closely associated with the work of Noam Chomsky. One of the most important implications of Universal Grammar has been that language production in its most natural and optimal state is organized analytically, and thus shares the same organizational logic of other knowledge systems in Western science, such as the binomial taxonomization of nature and analytic geometry. This essay argues that recent challenges to Universal Grammar represent more than just a theoretical dispute within a single discipline; they threaten to undermine the hegemony of analytical knowledge systems in general. While analytical logic has served Western science well, analogical knowledge systems may be able to address problems that analytical logic cannot, such as ecological crises, the limitations of artificial intelligence, and the problems of complex systems. Instead of studying languages as a means of modeling human thought in general, languages should also be studied and preserved as heteronomous knowledge systems which themselves exist as embodied objects within particular ecologies. Rethinking language as existing on a univocal plane with other ecological objects will provide us with new insight on the ethics and epistemology of analogical knowledge production.

Place, publisher, year, edition, pages
Bucharest, Romania: Institutul European din Romania / European Institute of Romania, 2012
Keywords
Universal Grammar, linguistics, Noam Chomsky, Daniel Everett, ecology, artificial intelligence, taxonomy
National Category
Languages and Literature Philosophy, Ethics and Religion
Research subject
History Of Sciences and Ideas; Linguistics; Rhetoric
Identifiers
urn:nbn:se:oru:diva-70035 (URN)10.5840/logos-episteme20123327 (DOI)
Available from: 2018-11-06 Created: 2018-11-06 Last updated: 2018-11-07Bibliographically approved
Roderick, N. (2012). Analogize This!: The Politics of Scale and the Problem of Substance in Complexity-Based Composition. Composition Forum, 25
Open this publication in new window or tab >>Analogize This!: The Politics of Scale and the Problem of Substance in Complexity-Based Composition
2012 (English)In: Composition Forum, ISSN 1522-7502, ISSN 1522-7502, Vol. 25Article in journal (Refereed) Published
Abstract [en]

In light of recent enthusiasm in composition studies (and in the social sciences more broadly) for complexity theory and ecology, this article revisits the debate over how much composition studies can or should align itself with the natural sciences. For many in the discipline, the science debate—which was ignited in the 1970s, both by the development of process theory and also by the popularity of Thomas Kuhn’s The Structure of Scientific Revolutions—was put to rest with the anti-positivist sentiment of the 1980s. The author concludes, however, that complexity-based descriptions of the writing act do align the discipline with the sciences. But the author contends that while composition scholars need not reject an alignment with complexity science, they must also be able to critique the neoliberal politics which are often wrapped up in the discourse of complexity. To that end, the author proposes that scholars and teachers of composition take up a project of critical analysis of analogical invention, which addresses the social conditions that underlie the creation and argument of knowledge in a world of complex systems.

Place, publisher, year, edition, pages
Little Rock, Arkansas, USA: Association of Teachers of Advanced Composition, 2012
Keywords
Rhetoric, composition, complexity theory, ecology, complex systems
National Category
Humanities and the Arts History of Ideas
Research subject
Rhetoric
Identifiers
urn:nbn:se:oru:diva-70048 (URN)
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-15Bibliographically approved
Roderick, N. & Olson, T. (2012). Beyond the Common Denominator: Exposing Semiotic (Dis)Unity in Mathematics Textbooks (1ed.). In: Heather Hickman and Brad J. Porfilio (Ed.), The New Politics of the Textbook: A Project of Critical Examination and Resistance (pp. 151-162). Rotterdam, The Netherlands: Sense Publishers
Open this publication in new window or tab >>Beyond the Common Denominator: Exposing Semiotic (Dis)Unity in Mathematics Textbooks
2012 (English)In: The New Politics of the Textbook: A Project of Critical Examination and Resistance / [ed] Heather Hickman and Brad J. Porfilio, Rotterdam, The Netherlands: Sense Publishers, 2012, 1, p. 151-162Chapter in book (Refereed)
Abstract [en]

Mathematics teachers (K-12) utilize textbooks to largely determine the scope and the sequence of mathematics concepts taught in their classrooms (see, e.g., Braswell et al., 2001; Clements, 2002; Grouws & Smith, 2000; Grouws, Smith, & Sztajn, 2004; Woodward & Elliot, 1990). However, little is known of the nature of the learning trajectories of important mathematical concepts defined by textbook authors in the written curricula that serve as the conceptual basis for the scope and sequence of what and when mathematics is taught. Olson (2010) identified articulated learning trajectories (ALTs) defined by authors’ placement of concepts within the written text. The ALTs identified were related to the development of algebraic thinking concepts (e.g., functions) through the use of patterning concepts within four middle school mathematics textbook series: Saxon Math (Saxon) (Hake, 2007), Glencoe Mathematics: Applications and Concepts (Glencoe) (Bailey et al., 2006), McDougal Littell Math Thematics (Math Thematics) (Billstein & Williamson, 2008), and Connected Mathematics 2 (CMP) (Lappan, Fey, Fitzgerald, Friel, & Phillips, 2009). Importantly, differences in the development of algebraic concepts were identified among the four textbook series, as was the divergent use of mathematics terms critical in the mathematical development identified in the ALTs examined in the four curricula.

Place, publisher, year, edition, pages
Rotterdam, The Netherlands: Sense Publishers, 2012 Edition: 1
Series
Constructing Knowledge: Curriculum Studies in Action ; 2
Keywords
Mathematics education, semiotics, textbook
National Category
Humanities and the Arts Social Sciences Pedagogy
Research subject
Mathematics; Education; Rhetoric
Identifiers
urn:nbn:se:oru:diva-70050 (URN)978-94-6091-928-2 (ISBN)978-94-6091-929-9 (ISBN)978-94-6091-930-5 (ISBN)
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-15Bibliographically approved
Roderick, N. (2011). In Defense of Grade Grubbers. The Chronicle of higher education
Open this publication in new window or tab >>In Defense of Grade Grubbers
2011 (English)In: The Chronicle of higher education, ISSN 0009-5982, E-ISSN 1931-1362Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Washington, DC, USA: The Chronicle of Higher Education Inc., 2011
Keywords
pedagogy, neoliberal education, assessment
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-70053 (URN)
Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-08Bibliographically approved
Roderick, N. (2009). Gods, Grammars, and Genres: Towards an Ethics of English Studies in Imperial Sovereignty. (Doctoral dissertation). Normal, IL, USA: Illinois State University
Open this publication in new window or tab >>Gods, Grammars, and Genres: Towards an Ethics of English Studies in Imperial Sovereignty
2009 (English)Doctoral thesis, monograph (Other academic)
Abstract [en]

In this dissertation, the author argues that the post-process movement towards genre-based writing pedagogies is reproducing the logic of neoliberal or free-market ideology. By analyzing the relationship between three paradigms of sovereignty (feudalism, the nation-state, and globalization) and institutionalized language, the author demonstrates that teaching writing as multiple and genred as opposed to teaching it as a single, abstract skill is no a more rational approach, but rather a differently rational approach.

Place, publisher, year, edition, pages
Normal, IL, USA: Illinois State University, 2009. p. 263
Keywords
Grammar, genre, sovereignty, english studies, rhetoric, language, pedagogy
National Category
Languages and Literature Philosophy, Ethics and Religion History of Ideas
Research subject
English; Rhetoric; Education; History Of Sciences and Ideas
Identifiers
urn:nbn:se:oru:diva-70054 (URN)
Public defence
, Stevenson Hall, Normal, IL, USA (English)
Supervisors
Available from: 2018-11-08 Created: 2018-11-07 Last updated: 2018-11-16Bibliographically approved
Roderick, N. (2009). Hawk, Byron. A Counter History of Composition: Toward Methodologies of Complexity. Pittsburgh: UP of Pittsburgh, 2007: 400 pp. [Review] [Review]. Acta Antiqua Academiae Scientiarum Hungaricae, 20
Open this publication in new window or tab >>Hawk, Byron. A Counter History of Composition: Toward Methodologies of Complexity. Pittsburgh: UP of Pittsburgh, 2007: 400 pp. [Review]
2009 (English)In: Acta Antiqua Academiae Scientiarum Hungaricae, ISSN 0044-5975, E-ISSN 1588-2543, Vol. 20Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Little Rock, Arkansas, USA: Association of Teachers of Advanced Composition, 2009
Keywords
Byron hawk, complexity theory, rhetoric, composition, pedagogy
National Category
Languages and Literature Other Humanities History of Ideas
Research subject
Rhetoric; History Of Sciences and Ideas
Identifiers
urn:nbn:se:oru:diva-70052 (URN)
Note

Hawk, Byron. A Counter History of Composition: Toward Methodologies of Complexity Pittsburgh: UP of Pittsburgh, 2007: 400 pp.

Available from: 2018-11-07 Created: 2018-11-07 Last updated: 2018-11-15Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0001-8543-4411

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