Collaborative Learning and the "Conversation of Mankind"

Abstract

eighth or ninth on a list of ten items. Last year it appeared again, first on the list. Teachers of literature have also begun to talk about collaborative learning, although not always by that name. It is viewed as a way of engaging students more deeply with the text and also as an aspect of professors' engagement with the professional community. At its 1978 convention the Modern Language Association scheduled a multi-session forum entitled Presence, and Authority in the Teaching of Literature. One of the associated sessions, called Negotiations of Literary Knowledge, included a discussion of the authority and structure (including the collaborative classroom structure) of communities. At the 1983 MLA convention collaborative practices in reestablishing authority and value in literary studies were examined under such rubrics as Talking to the Academic Community: Conferences as Institutions and How Books 11 and 12 of Paradise Lost Got to be Valuable (changes in interpretive attitudes in the community of Miltonists). In both these contexts collaborative learning is discussed sometimes as a process that constitutes fields or disciplines of study and sometimes as a pedagogical tool that works in teaching composition and literature. The former discussion, often highly theoretical, usually manages to keep at bay the more