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State University of New York Press

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290 pages

English

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In The Realms of Rhetoric, contributors from a wide range of disciplines explore the challenges and opportunities faced in building a curricular space in the academy for rhetoric. Although rhetoric education has its roots in ancient times, the modern era has seen it fragmented into composition and public speaking, obscuring concepts, theories, and skills. Petraglia and Bahri consider the prospects for rhetoric education outside of narrow disciplinary constraints and, together with leading scholars, examine opportunities that can propel and revitalize rhetoric education at the beginning of the millennium.

Foreword: Seriously Considering Rhetoric Education
Wayne C. Booth

Introduction: Traveling among the Realms: A Tale of Big Rhetoric and Growing Ambitions
Deepika Bahri and Joseph Petraglia

PART 1: Language Theory and Rhetoric Education

1. The Logos of Techne (or, By Virtue of Art)
Walter Jost

2. Pathos, Pedagogy, and the Familiar: Cultivating Rhetorical Intelligence
Thomas J. Darwin

3. The Materiality of Rhetoric, the Subject of Language Use
David Bleich

4. A New Canon for a New Rhetoric Education
John T. Scenters-Zapico and Grant C. Cos

5. Changing the Subject
Thomas P. Miller

PART 2: Shaping Praxis: Curricular Forms and Formats

6. Becoming Rhetorical: An Education in the Topics
David Fleming

7. The Best of Times, the Worst of Times: Renewing Rhetoric Education in an Age of "Big Rhetoric"
William D. Fusfield

8. The Curricular Physics of Rhetoric Education
Rolf Norgaard

9. Identity Crisis: Rhetoric as an Epistemic and a Pedagogic Discipline
Joseph Petraglia

10. Beyond Specialization: The Public Intellectual, Outreach, and Rhetoric Education
Ellen Cushman

PART 3: Experiments and Experience

11. Across the Trenches: A Yearlong "Rhetoric Foundation Experience"
M. Lane Bruner and Hildegard Hoeller

12. Integrated Approaches to Teaching Rhetoric: Unifying a Divided House
Carolyn R. Miller, Victoria Gallagher, and Michael Carter

Epilogue: Rhetorical Studies, Communications, and Composition Studies: Disparate or Overlapping Discourse Communities?
Anne Beaufort

Bibliography

About the Contributors

Index

Sujets

Discourse analysis

Communication studies

Stylistics

Semantics

Informations

Publié par	State University of New York Press
Date de parution	01 février 2012
Nombre de lectures	0
EAN13	9780791486436
Langue	English
Poids de l'ouvrage	2 Mo

Informations légales : prix de location à la page 0,1648€. Cette information est donnée uniquement à titre indicatif conformément à la législation en vigueur.

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The Realms of Rhetoric

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The Realms of Rhetoric

The Prospects for Rhetoric Education

Joseph Petraglia and Deepika Bahri, editors

State University of New York Press

Published by State University of New York Press, Albany

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Michael Haggett Marketing by Anne M. Valentine

Library of Congress Cataloging in Publication Data

The realms of rhetoric : the prospects for rhetoric education / Joseph Petraglia and Deepika Bahri, editors. p. cm. Includes bibliographical references (p. ) and index. ISBN 0791458091 (alk. paper) — ISBN 0791458105 (pbk. : alk. paper) 1. Rhetoric—Study and teaching (Higher) I. Petraglia, Joseph. II. Bahri, Deepika, 1962–

P53.27.R4 2003 808’.0071—dc21

10 9 8 7 6 5 4 3 2 1

2003057269

Contents

Foreword: Seriously Considering Rhetoric Education Wayne C. Booth

Introduction: Traveling among the Realms: A Tale of Big Rhetoric and Growing Ambitions Deepika Bahri and Joseph Petraglia

PART 1 LANGUAGETHEORY ANDRHETORICEDUCATION

TheLogosofTechne(or, By Virtue of Art) Walter Jost

Pathos, Pedagogy, and the Familiar: Cultivating Rhetorical Intelligence Thomas J. Darwin

The Materiality of Rhetoric, the Subject of Language Use David Bleich

A New Canon for a New Rhetoric Education John T. ScentersZapico and Grant C. Cos

Changing the Subject Thomas P. Miller

vii

CONTENTS

PART 2 SHAPINGPRAXIS: CURRICULARFORMS ANDFORMATS

Becoming Rhetorical: An Education in the Topics David Fleming

The Best of Times, the Worst of Times: Renewing Rhetoric Education in an Age of “Big Rhetoric” William D. Fusfield

The Curricular Physics of Rhetoric Education Rolf Norgaard

Identity Crisis: Rhetoric as an Epistemic and a Pedagogic Discipline Joseph Petraglia

10. Beyond Specialization: The Public Intellectual, Outreach, and Rhetoric Education Ellen Cushman

PART 3 EXPERIMENTS ANDEXPERIENCE

117

129

151

171

11. Across the Trenches: A Yearlong “Rhetoric Foundation Experience” 189 M. Lane Bruner and Hildegard Hoeller

12. Integrated Approaches to Teaching Rhetoric: Unifying a Divided House Carolyn R. Miller, Victoria Gallagher, and Michael Carter

Epilogue: Rhetorical Studies, Communications, and Composition Studies: Disparate or Overlapping Discourse Communities? Anne Beaufort

Bibliography

About the Contributors

Index

209

229

247

267

271

Foreword

Seriously Considering Rhetoric Education

Wayne C. Booth

It is hard to think of any term with a more diverse and ambiguous history than rhetoric.Sometimes it has been seen as the noble art of winning by mastering certain skills. Sometimes that art has been reduced to mere trickery, with no intellectual content whatever. In our time, most of the media dismiss rhetoric as what people rely on when they lack any substantive proofs for their argu ments; one meets everywhere statements such as “Let’s drop the rhetoric and get down to some real discussion.” Yet some classical and medieval authors treated it, rightly, as though it were the queen of all sciences, the central disci pline in all worthwhile education. What is encouraging is that increasingly in the last few decades more and more scholars have realized that the real subject, the important center of every thing called “rhetoric,” has to be defined in a much deeper way. My own pre ferred definition goes like this: “Rhetoric is the art of discovering warrantable beliefs and improving on those beliefs in shared discourse—the art of appraising and pursuingreasonsfor changing beliefs and practices.” Thomas Darwin help fully defines rhetoric here as the pursuit of a distinctive cognitive ability, or knowhow, to interpret indeterminate situations, articulate possible courses of action, and generate discursive strategies to motivate others to take these actions. Because over several recent centuries rhetoric had been increasingly defined in a narrow, even pejorative sense, the fate of serious rhetorical study in the first half of this century was lamentable. Though most students were required to take a course in writing, often labeled “Composition and Rhetoric,” and other students still took a course in “Public Speaking,” and though stu dents in most subjects were presumably taught to “try to think better and con duct more effective discourse,” serious academic treatment of rhetoric in this general sense was extremely rare. A turning point occurred when Kenneth Burke publishedA Rhetoric of Motivesin 1951 (actually, hisA Grammar of Motives,published six years earlier, when read closely, can be seen to be a rev olutionary book recentering rhetorical studies). Since then there has been a slow explosion of books and articles pursuing the “The Rhetoric of . . .”— almost every conceivable discipline, including the sciences and social sciences.

vii

viii

FOREWORD

More and more scholars have discovered that progress in their fields depends ultimately on progress in rhetorical quality. Unfortunately, hardly any of these studies have attempted to interrelate the rhetorics of diverse disciplines or specialties, or to correlate those profes sional rhetorics with the central pedagogical task that has been assigned mainly to elementary courses: the teaching of writing (or composition), or speech, or communication. All over the world now one finds specialists pub lishing articles and books on “the rhetoric of ” this or that, without the slight est acknowledgment of how much the quality of their own advanced students will depend on the rhetorical instruction that they received earlier in required introductory courses—regardless of what title the courses travel under. Those who teach students how to think about and practice serious “discourse thought” in the whole of their lives—in their research, in their media engage ments, in their friendships and quarrels—are the ones who are most likely to produce the kind of improvement in public discourse that our society—both academic and nonacademic—desperately needs. While explicitly or implicitly sharing that mission, the chapters in this book admirably face a further problem: at present, too many of the wellinten tioned teachers who are committed to what might be called the “academic and nonacademic discourse improvement mission” are isolated from one another, saddled with titles that separate them from similarly motivated teachers. Working in one discipline under one accepted title, they are unaware of how many who work under other fieldnames are pursuing similar goals. In this book we find cooperating professors of writing, literary theory, speech, mass communications, education, and—of course—rhetoric searching for their common ground. We can hope that the readers of these chapters will recog nize that that ground is not shared only by professional rhetoricians but by

anthropologists studying how root metaphors constitute societies; business schools founding centers for “decision research” and “cogni tion and communication,” with the express purpose of discovering just how minds are changed; cognitive psychologists repudiating behavior modification models  and studying ways in which the mind performs “constructivist” oper ations that escape full formalization; divinity school professors organizing workshops in practical reason; educationists protesting the reduction of pedagogy to computer models; historians arguing for the cognitive or argumentative force of narra tive; linguists pursuing, after decades of pure syntactics and semantics, a new “pragmatics”;

FOREWORD

literary critics imitating French critics who were trained in the history of rhetoric, performing “deconstruction” of complex, ambiguous prose; philosophers of science studying how to study conflicting paradigms; psychoanalysts inventing a new term,ethogenicsfor the study of behavior asgeneratedby persons who exhibit that or thatethos. students of “informal logic” rehabilitating many of the socalled “fal lacies,” such as theargumentum ad hominem;and urbanologists studying conflict resolution in the ghetto.

In sum, of all the changes in education over the past fifty years, the most promising (or least discouraging) is the rising awareness that everyone, every day, whether working professionally or dealing with friends or family or bill collectors, depends on the effective practice of rhetoric. For those who define rhetoric as the art of winning in discourse, that point is obvious: everyone wants to win and therefore needs rhetoric in the narrow sense. But for those of us who define rhetoric as the art of thinking together, of effectively engag ing in discourse that does not just try to win but that moves all “sides” into new territory, the point of universal need is not more obvious but more important. The teaching of rhetoric—of how to think together and talk together and read and write together—is the most important of all vocations, and this book is a step toward uniting those of us who, under whatever disciplinary label, see it that way.