Cynthia Haynes: "Response: Virtual Diffusion: Ethics, Techne, and Feminism at the End of the Cold Millennium" (18)
In her response to Part III, Haynes argues for a re-envisioning of ethos and techne, seeking to find an ethically responsible space where paradoxical qualities play off and elaborate on each other. In her analysis of the essays preceeding this chapter, Haynes applauds the authors for seeking to bridge the gap between a "suffusion (overpouring)" and a "refusal (pouring back) of techne" (339). In doing so, authors of the chapters in this section attempt to link pedagogical practices with overarching concerns facing students and teachers every time they use technology to communicate. Electronic pedagogical approaches are full of paradoxes and this multiple fluidity is key to understanding the connections between articles in this section: this pedagogy "permeates and is permeable" (341).
Haynes argues that practicing a hacker ethic (a "gift-exchange system
of writing") and "safe rhetoric" (including multiple perspectives while
analyzing our culture's influence on discourse forms) can have the potential
to disrupt education, creating environments where logos is challenged and
the status quo is overturned. When teachers and students working in online
environments utilize these methods of critical analysis, change can occur,
and it is this revisionary aspect that makes the articles in this section
so timely.
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