Page 103 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 103
Debate at the Edge of Critical Pedagogy
and Rhetorical Paideia. Cultivating Active Citizens.
Foteini Egglezou
In the movie Dead Poets Society, the on-screen teacher, John Keating,
was using unconventional teaching methods, in order to exhort his stu-
dents to think about themselves, the world and their position in it un-
der a new perspective. Gaining a new perspective under which students
will shape their individual way of thinking and will become critical and
active citizens consists of a diachronic and essential goal of various peda-
gogical approaches.
Within the context of the current research, our interest will be fo-
cused on two, distant in time pedagogical approaches, which emphatical-
ly underline the need as well as the possibility of students’ empowerment
both as individuals and citizens: a) rhetorical paideia and b) critical ped-
agogy. In particular, we intend to examine whether the exchange of ar-
guments within a debate may connect critical pedagogy to the teachings
of classical rhetorical paideia, which begins with the sophistic movement
(Egglezou, 2017). We firmly believe that such an attempt could contribute
to the pedagogical empowerment of students as critical thinkers and ac-
tive citizens within the modern educational system.
Before the examination of the hypotheses which lead us to the writ-
ing of the current paper, it is important to describe the axes on which de-
bate rotates. Debating consists of a formal dialogic process of exchanging
arguments – according to certain rules – between two groups of partic-
ipants. The controversy is referred to a carefully and intentionally cho-
sen wedge issue of contemporary life, which is inextricably related to the
historic, political and social context in which it arises (Erickson et al.,
2003). During the debate each group of participants struggles to support
101
and Rhetorical Paideia. Cultivating Active Citizens.
Foteini Egglezou
In the movie Dead Poets Society, the on-screen teacher, John Keating,
was using unconventional teaching methods, in order to exhort his stu-
dents to think about themselves, the world and their position in it un-
der a new perspective. Gaining a new perspective under which students
will shape their individual way of thinking and will become critical and
active citizens consists of a diachronic and essential goal of various peda-
gogical approaches.
Within the context of the current research, our interest will be fo-
cused on two, distant in time pedagogical approaches, which emphatical-
ly underline the need as well as the possibility of students’ empowerment
both as individuals and citizens: a) rhetorical paideia and b) critical ped-
agogy. In particular, we intend to examine whether the exchange of ar-
guments within a debate may connect critical pedagogy to the teachings
of classical rhetorical paideia, which begins with the sophistic movement
(Egglezou, 2017). We firmly believe that such an attempt could contribute
to the pedagogical empowerment of students as critical thinkers and ac-
tive citizens within the modern educational system.
Before the examination of the hypotheses which lead us to the writ-
ing of the current paper, it is important to describe the axes on which de-
bate rotates. Debating consists of a formal dialogic process of exchanging
arguments – according to certain rules – between two groups of partic-
ipants. The controversy is referred to a carefully and intentionally cho-
sen wedge issue of contemporary life, which is inextricably related to the
historic, political and social context in which it arises (Erickson et al.,
2003). During the debate each group of participants struggles to support
101
