Sean Murray, Ph.D.
Assistant Professor of Writing, Institute for Core Studies
First-Year Writing Program, Institute for Writing Studies
Ph.D. in English, Suny-Binghamton
murrays@stjohns.edu
Teaching
An important concept informing my teaching is something
compositionist Russel Durst calls “reflective instrumentalism.”
While the term is quite a mouthful, the idea behind it is
relatively straightforward. Simply put, Durst contends that
students and college writing instructors are often on a “collision
course.” Students, he suggests, are understandably focused on very
pragmatic goals related to succeeding in college so that they can
secure good jobs and/or acceptance into competitive graduate
programs. This pragmatism can also be called instrumentalism.
However, Durst points out that compositionists frequently want
students to think critically and reflect deeply about the values
imbedded in their chosen majors, their prospective careers, and the
larger culture. To address this impasse, he proposes that writing
instructors adopt the philosophy of reflective instrumentalism.
Reflective instrumentalism encourages compositionists to negotiate
with students a way forward that satisfies these different – and
often competing – objectives. For me, Durst’s concept means
respecting students’ desire to succeed in our society and talking
openly with them about the ways in which my definition of success
may differ from theirs.
Scholarship
My research interests are varied, ranging from the history and
politics of higher education, to the more specific history and
politics of college writing instruction, to the ramifications of
integrating advancing technology into college writing courses. The
common thread connecting these issues is related to how thinking
critically about my own ideology and pedagogical beliefs might
spark critical thinking and reflection among my students.
Currently, I am working with colleagues to synergize the fields of
college writing instruction and academic service-learning.
Ultimately, it is our hope that rigorous community service projects
can promote critical thinking and sophisticated student
writing.