Page 266 - Igor Ž. Žagar, Janja Žmavc in Barbara Domajnko. ?? »Učitelj kot retorik«: retorično-argumentativni vidiki pedagoškega diskurza. Ljubljana: Pedagoški inštitut, 2018. Digitalna knjižnica, Dissertationes 35.
P. 266
»učitelj kot retorik«: retorično-argumentativni vidiki pedagoškega diskurza
jointly constructed. This conceptualization is underpinned with the basic
theoretical concepts from the traditional (classical) rhetoric. The rhetorical
nature of the pedagogical process and the necessity of a teacher’s rhetori-
cal competence for the successful realization of educational goals are em-
phasized. Next, three thematic cases of rhetorical analysis are presented.
Everyday classroom communication is analyzed as a case study of provid-
ing negative feedback information to the students and interpreted within
the framework of politeness theory. In the second case study, the influence
of a message construction on the type of pedagogical activity is studied.
In the third case, study we demonstrate the interpretation of knowledge as
an active process of the co-construction instead of a mere memorizing of
»facts«. The first part ends with a thorough conceptualization of argumen-
tation, bringing forth the distinction between logic, rhetoric, argumenta-
tion, and an explanation of their role in everyday life. The structure and the
criteria of the soundness of argument(ation) are explained.
The second part of the book presents the rhetorical model of peda-
gogical discourse and focuses on elements of rational argumentation.
Additionally, the contextual elements of the pedagogical discourse are de-
fined and from the viewpoint of the ethics of communication, the impor-
tance of politeness and teacher‘s ethos is stressed. The main focus in the
second part is on the presentation of the »argumentative pattern«, where
basic elements and criteria of cogent argumentation are explained.
In the last part of the book, three contemporary theoretical directions
in the field of argumentation are explored as they might present important
perspectives in the context of pedagogical discourse and education in gen-
eral. The theory of argumentation in language shows that there is an ar-
gumentative potential, which is inherent to the language itself and it is not
(only) the result of the working of the context. By discussing the theory of
visual argumentation, we want to point out that argumentation (and mean-
ing-making in general) should be approached from the multimodal per-
spective, where together with verbal and visual at least gestures and mim-
ic should be included. Finally, the theory of fallacies is discussed, and the
need for its rhetorical conceptualization is presented.
266
jointly constructed. This conceptualization is underpinned with the basic
theoretical concepts from the traditional (classical) rhetoric. The rhetorical
nature of the pedagogical process and the necessity of a teacher’s rhetori-
cal competence for the successful realization of educational goals are em-
phasized. Next, three thematic cases of rhetorical analysis are presented.
Everyday classroom communication is analyzed as a case study of provid-
ing negative feedback information to the students and interpreted within
the framework of politeness theory. In the second case study, the influence
of a message construction on the type of pedagogical activity is studied.
In the third case, study we demonstrate the interpretation of knowledge as
an active process of the co-construction instead of a mere memorizing of
»facts«. The first part ends with a thorough conceptualization of argumen-
tation, bringing forth the distinction between logic, rhetoric, argumenta-
tion, and an explanation of their role in everyday life. The structure and the
criteria of the soundness of argument(ation) are explained.
The second part of the book presents the rhetorical model of peda-
gogical discourse and focuses on elements of rational argumentation.
Additionally, the contextual elements of the pedagogical discourse are de-
fined and from the viewpoint of the ethics of communication, the impor-
tance of politeness and teacher‘s ethos is stressed. The main focus in the
second part is on the presentation of the »argumentative pattern«, where
basic elements and criteria of cogent argumentation are explained.
In the last part of the book, three contemporary theoretical directions
in the field of argumentation are explored as they might present important
perspectives in the context of pedagogical discourse and education in gen-
eral. The theory of argumentation in language shows that there is an ar-
gumentative potential, which is inherent to the language itself and it is not
(only) the result of the working of the context. By discussing the theory of
visual argumentation, we want to point out that argumentation (and mean-
ing-making in general) should be approached from the multimodal per-
spective, where together with verbal and visual at least gestures and mim-
ic should be included. Finally, the theory of fallacies is discussed, and the
need for its rhetorical conceptualization is presented.
266
