Robert Scholes

Tradition and Discovery 43 (2):43-61 (2017)
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Robert Scholes is a respected literary critic and semiotician who, motivated by dissatisfaction with the reigning epistemological assumptions in the field of literary theory, has advocated revamping the discipline of English in significant ways. Scholes’s own epistemology and semiotic approach to pedagogy cohere quite well with Polanyi’s epistemological work and are, in essence, post-critical. Given that far more students in the American educational system study English than philosophy, a wider embrace of Scholes’s pedagogical approach could provide more opportunities than are currently available to give students access to a post-critical formation. Scholes’s epistemology, semiotics, and pedagogy are discussed in some detail, and resonances with Polanyi’s grand project are highlighted.
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