Reading Analysis Two Final
26 September 2016
Reading Analysis Two:
The world as a whole is a network. Jenny Rice makes this very clear to us. She began by explaining to us her experience during the BP oil spill. She was disgusted by the lackadaisical mistakes made by the workers who let this happen, and like many other people, she wanted to take a stand. She wanted to make an effort to fight back BP by boycotting them. Through mass emails, web sites, letters, etc., she was able to make a difference, although that difference didn’t end up being what is important. The means in which she communicated is what is important. How word can get around to protest against a lazy corporation shows why our public can strive through inquiry.
Today, there seem to be quite a lot of protests, such as the black lives matter movement, legalization of marijuana, banning and keeping guns, however, how do these groups form? This is something that I have not thought of until reading Jenny Rice. The Internet, including Facebook, Twitter, Instagram, and all other social media sites are the only thing I can think of which would round up a group of people. Jenny Rice explains how, as a network, we can come together, for the good and in some cases, the bad. Flyers and letters seem to be obsolete, and networking is the new form of communication.
Jenny Rice questions herself. She asks how we, as a network, can channel these powers of communication in our favor, “How can we encourage subjects who can make ethical judgments about those changes, and who can work to rebuild and reimagine spaces for public discourse?” (Rice, 163). Although we have already networked, we must act publicly to our advantage and “We must pursue inquiry as a mode of publicness … By transforming the kinds of subjects that public talk makes, we can transform the kinds of rhetorical actions those subjects make” (Rice 164).
To make inquiries actually work, Rice digs deep into using pedagogies as a bridge to help students form more networks.
Inquiry is difficult. Finding answers through inquiry is even more difficult, especially when it’s online. However, Jenny Rice is looking to uncover the subject through inquiring, she does not believe that “the goal of inquiry is not always resolution” (Rice 169). So what is the goal? Why is ‘Inquiry as Social Action’ so important? I certainly don’t know the answer, uncovering this certainly hasn’t been easy.
I stated earlier in this analysis about how we (members of the network) can encourage and help make moral and ethical judgments. Jenny Rice ends this chapter asking how “our public discourse ethically address the problems of development” (Rice 196). Rice tells us that there are many answers to this question (apparently), but the main way to teach a more thoughtful development is through the classroom. Teachers will encourage students, which will lead to a more productive network.