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1.
Campbell's reputation has suffered from modem conceptions that assume Aristotle's Rhetoric as the paradigm for rhetorical theory and from modern commitments to epistemic and dialogic rhetorics. A focus on the place of the passions and emotional appeal in Campbell's Philosophy of Rhetoric (POR) brings his achievement more clearly into view. The “sentiments, passions, dispositions,” three key terms in Campbell's definition of the “grand art of communication,” are an index to his consideration of non‐rational response, a consideration informed by a discussion of “the passions” in the moral psychology of the period and that culminates in Book II of Hume's Treatise on Human Nature. What emerges when POR is seen from this perspective has significance for our understanding of the relationship between reason and passion in persuasion and for our appreciation of POR, which is arguably the most coherent conception of rhetoric that we have.  相似文献   

2.
The essay argues for a reconsideration of the role of the “literate revolution” in the disciplining of rhetorical practice in the fourth century BCE. Specifically, the argument addresses the tension between oral memory and literate rationality in Isocrates and Aristotle to illustrate two divergent possibilities of appropriating oral linguistic resources of a culture. Aristotle's literate classification of endoxa (received opinions) and pisteis (proofs) depoliticizes the oral utterances and maxims of contemporary Greek culture, thereby rendering discourse a mere accessory of a political agent. By contrast, Isocrates conceives of rhetorical performance as constitutive of political agency and civic identity.  相似文献   

3.

This paper offers the viewpoint that franchised Further Education-based degree courses should be continued and expanded, since these colleges are less likely to intimidate adult (potential) students. A modified American '2 + 2' learning scenario (2 years in FE college followed by 2 years concluding the degree in a university) is discussed.  相似文献   

4.
托妮·莫里森通过《最蓝的眼睛》中女主人公佩科拉的生活经历,揭示了美国黑人女性的生存状况,并探析造成这种命运背后的原因。相比传统的黑人文学创作,《最蓝的眼睛》在创作方面具有明显的颠覆性。文章从语言层面、叙事层面和修辞层面解析莫里森在小说中展现的创作颠覆性,旨在探索莫里森的独特创作技艺,同时丰富文本的研究范式。  相似文献   

5.
What is reconciliation? A source of historical puzzlement and contemporary controversy over how to make history, this question asks after those words which constitute a beginning (again), that moment in which endless cycles of conflict give way to the hope for “unity in difference.” Concerned with the dynamics of its operation, the present essay contends that reconciliation is a rhetorical concept, a performance and norm of rhetorical practice that transcends violence less than it turns its historical justification toward mutual oppositions that call for(th) the character (ethos) of understanding. A challenge to both the logic and politics of identity, an opposing and relating of that which is held to be exclusive, reconciliation is thus difficult to define. From a reading of the concept's history, I investigate this definitional puzzle through consideration of how the substance of reconciliation appears within its potential, the capacity to open a time for expression, invent the grounds for speech-action, and abide in the risks that attend the power to name. To make new in relation, reconciliation's promise demands significant faith in the works of words.  相似文献   

6.
Aristotle discussed various forms of rationality in the Organon and other works. Aristotle held that in making judgments, the soul used five means— intelligence, episteme (scientific knowledge), sophia (theoretical wisdom), techne (art), and phronesis (practical wisdom). The nature of rhetoric as a techne employed in persuasion and grounded in probabilities distinguishes it from discourse in natural science, metaphysics, and philosophy. Aristotle's comparative study of the reasoning used by each of these means enables us to recognize rhetoric's uniqueness.  相似文献   

7.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding. Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which were done with students from experimental group immediately after the instruction showed that students had positive perceptions about their cooperative work experiences.  相似文献   

8.
The rhetorical problem of concretizing the ideal is explored via the relationship between form and fact in Richard Weaver's theory of truth. The investigation reveals that reliance on analogic form permits Weaver's arguments to function externally as if empirically grounded and internally in the analytic fashion of logico‐mathematical reasoning. Explication of Weaver's rhetorical method suggests that analogic structure, example, and analogy are fundamental ways of rhetorical knowing.  相似文献   

9.
Our paper conceptualizes protest rhetoric in order to theorize the underlying relationship between communication and subjectivity. We do this by highlighting how rhetorical protest challenges the sovereignty of voice. Our argument is that Martin Luther's Ninety-Five Theses is an example of a sign that protests. To make this argument, we use a materialist method from media studies that simultaneously examines the formal capacities of a sign that protests and maps its historical transformation. Our analysis opens with the two prevailing accounts of Luther's theses: disputation and dissemination. We extend both disputation and dissemination by placing them in a “universal history” of protest rhetoric that grounds many accepted critical rhetorical theories in specific systems of representation. Drawing together our findings, we conclude by urging the replacement of logos and logocentrism with the logistics of protest rhetoric in order to link together disputation and dissemination as a mechanism for both change and subjection.  相似文献   

10.
Kenneth Burke's employment with the Bureau of Social Hygiene informed his rhetorical theory in the 1930s. Between 1926 and 1930, Burke researched criminology and drug addiction and ghostwrote a book for Colonel Arthur Woods, Dangerous Drugs. An investigation of archives indicates that this research left its mark on Burke's Permanence and Change (1935): in particular, Burke's concept of piety can be understood better in relation to the Bureau of Social Hygiene. An account of Burke's criminological research shows that piety, as a rhetorical concept, involves both embodied and discursive acts. Because it involves mental and affective factors, piety forms the basis for metabiology.  相似文献   

11.
Daoist (Taoist) philosophical rhetoric is an integral part of China's magnificent cultural heritage, and analysis of Daoist rhetoric offers the potential to enhance understanding of human communication and inform rhetorical theory and practice. While studies of Daoist rhetoric are increasing, a masterpiece of Daoist thought, Sun‐zi's (Sun‐tzu's) Art of War, has not been examined for its rhetorical implications. This study suggests that war is a useful metaphor for rhetoric, and that Art of War provides a comprehensive, insightful, and unique rhetorical theory based on parsimony: extreme economy in the expenditure of resources.  相似文献   

12.
However esoteric Kenneth Burke's A Rhetoric of Motives seems at first glance, it remains highly relevant to our contemporary moment. As a philosophy of rhetoric that centers on the nature of human conflict, it helps audiences interpret the vicissitudes of political warfare with greater precision and insight. The value of A Rhetoric of Motives becomes even more apparent in light of its recently discovered second volume, The War of Words. Together, these two volumes offer a novel method of rhetorical counteraction that helps specialist and non-specialist audiences redress the threat of nationalistic war. Burke's approach to rhetorical counteraction is distinguished by the study of rhetorical devices across history. By approaching these devices systematically, Burke believed he could help his audience reframe their attitude toward evolving political events. The purpose of this article is to present a thorough account of Burke's method so that it can enrich how we teach and engage in public deliberation today.  相似文献   

13.
Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high, medium and low socio-economic status in Hunan Province, central south China (n?=?135) and three schools of similar socio-economic status in Western Australia (n?=?120). The students' understanding was assessed by a science quiz, developed from past Trends in Mathematics and Science Study science released items for primary children. In-depth interviews were carried out to further explore children's conceptual understanding of living things, the Earth and floating and sinking. The results revealed that Year 3 children from schools of similar socio-economic status in the two countries had similar conceptual understandings of life science, earth science and physical science. Further, in both countries, the higher the socio-economic status of the school, the better the students performed on the science quiz and in interviews. Some idiosyncratic strengths and weaknesses were observed, for example, Chinese Year 3 children showed relative strength in classification of living things, and Australian Year 3 children demonstrated better understanding of floating and sinking, but children in both countries were weak in applying and reasoning with complex concepts in the domain of earth science. The results raise questions about the value of providing a science curriculum in early childhood if it does not make any difference to students' conceptual understanding of science.  相似文献   

14.
Neoliberal ideologies and policies have transformed how we think about the economy, education, and the environment. Economics is presented as objective and quantifiable, best left to distant experts who develop algorithms regarding different monetary relations in our stead. This same kind of thinking—technical, numerical, decontextualized, and ostensibly objective—infiltrates how we think about education and the environment. For example, neoliberal education reform focuses on using test scores and markets as a way to measure and improve learning and teaching. Similarly, environmental issues are presented as problems to be solved through new technologies and market efficiency. In response, we critique neoliberalism using the philosophy of the agrarian poet and writer Wendell Berry who abhors how neoliberalism disconnects humans from one another and the traditions that sustain them in their communities. Rather than neoliberalism's rootless entrepreneurial individual—homo economicus—we suggest that freedom, instead, resides in one's ability to flourish in one's place in the world. Such flourishing cannot occur without reinvigorating the traditions, including Aristotle's oikonomics, that have allowed people to live sustainably in their social and ecological communities.  相似文献   

15.
In this article I examine The Lancet Iraq casualty reports for their demonstration of prefigured accommodation, a rhetorical strategy in which the authors anticipate and attempt to influence their work's wider popularization. My reading of the reports and accompanying commentaries attends to the introduction of journalistic features and calls to political action. As part of my analysis, I interview a lead author of the reports about his rhetorical concerns in composing the work of a politically engaged science.  相似文献   

16.
Aristotle's concept of ethos is primarily one based on civic duty, and as such loses its specificity when extended to the scientific forum. By adapting Aristotle's traditional concept of ethos to contemporary social norms of science, a link can be established between classical theory and contemporary practice. In this essay, I use Robert Merton's theory of the normative conditions of science to perform a meta‐critique of the use of ethos in four case studies. This meta‐analysis reveals the dual structure of ethos as reflected in a surface structure of style and a deep structure of argument.  相似文献   

17.
This essay reads former New Orleans mayor Ray Nagin’s infamous radio interview given during the aftermath of Hurricane to rethink both the popular narrative about the federal response to Katrina and, more broadly, the displacement of rhetorical objects both popularly and within rhetorical scholarship. Drawing upon Julia Kristeva’s early work, I advocate for a turn to a particular understanding of chōra, which positions critics in provisional relation objects of rhetorical study. Finally, I tender a reading of Nagin’s post-Katrina radio interview. The essay ultimately argues that: (1) the chōric function of Nagin’s interview simultaneously spurred political change and displaced the appearance of having done so; and (2) if rhetorical studies is to avoid remaining complicit with the politics of such displacement, scholars should attend carefully not only to what counts as rhetorical, but also to those objects that do not count but nevertheless function rhetorically. Reconsidering the object domain of rhetorical studies in this way not only opens up new objects for study but also accounts for how they might function outside of already established narratives.  相似文献   

18.
《实践论》和《矛盾论》是面向中国问题的哲学,是毛泽东哲学思想的两篇核心著作,开创了马克思主义中国化的先河,在实践基础上产生了马克思主义中国化的第一次飞跃——毛泽东思想,进而指导中国革命、建设和改革,取得了一次又一次的重大胜利。时至当今,《实践论》和《矛盾论》所蕴含的马克思主义哲学立场、观点和方法仍具有十分重要的价值。  相似文献   

19.
《每周评论》是陈独秀和李大钊创办的著名时政报刊,身为创始人和主要撰稿者,李大钊在这一刊物上发表了诸多文章,其中就包括了他对社会主义的一些观点和主张。对作为李大钊思想体系重要组成部分的社会主义思想而言,其经历了一个探索、扬弃和修正的形成与发展过程。因此,从《每周评论》的相关内容中可管窥李大钊在这一过程的初期对社会主义的认识。  相似文献   

20.
Models are important both in the development of physics itself and in teaching physics. Historically, the consensus models of physics have come to embody particular ontological assumptions and epistemological commitments. Educators have generally assumed that the consensus models of physics, which have stood the test of time, will also work well as teaching models, and for many topics this assumption is at least unproblematic and in many cases productive. However, in the case of electric circuits the consensus models are highly abstract and consequently inaccessible to beginning learners. Certain historically derived analogues for the consensus models are accepted in texts, but these are demonstrably ineffective for helping learners grasp the fundamental concepts of electric circuits. While awareness of other models circulates informally in the teaching community, these are not well documented in the science education literature and rarely referred to in authoritative texts, possibly because the models do not share the ontological assumptions and epistemological commitments that characterise consensus models. Consequently these models have not been subjected to a disciplined critique of their effectiveness for teaching purposes. In this paper I use criteria drawn from the science education literature to reflect on why I have found particular models valuable in teaching electric circuits. These criteria contrast with the epistemological and ontological features that characterise the consensus models of science, and my reflection leads me to attend explicitly to the ways in which meanings are created within physics. This suggests that all models, whether consensus models or not, can be used more knowingly for important educational ends.
Christina HartEmail:
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