Page 129 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 129
p. aczél ■ a road to rhetorica: teaching rhetoric as social sensitivity ...
suasion has a much more profound significance and role than merely serv-
ing momentary individual success.
In light of the above, we can conceive rhetoric as an intelligence,
a kind of sensitivity and a behaviour that enables us to face and man-
age, in a communicative way, complex social situations. The foundation,
source, and medium of rhetorical intelligence are all created in human re-
lations and social situations, in both rational and emotional terms (Dar-
win, 2003, p. 23). In sum, rhetoric can also be called a practical sensitivity
which is rooted in a given social situation and turns that into a funda-
mentally social world (Burke, 1969, p. 39; Laclau, 2014, p. 438). For a long
time self-assurance (assertiveness) has been identified as basic in rhetor-
ical communication. It is time to replace this concept and related inter-
pretations with the idea of the communicator with confidence in self and
others: a critically thinking, community-minded and participative per-
son who bears themself, articulates their standpoint and eagerly shares the
common space of communication with others, a person who is self-aware
and other-assured. Accordingly, the result of rhetorical practice and ed-
ucation will be the social personality itself rather than the “fine speech”
following structuralist/belletristic principles. It will be the engaged, ar-
ticulate, resourceful and compassionate person who considers communi-
cation as a mode of social existence rather than a tool (Fleming, 1998, pp.
172–73). This individual is a subject who is also a collective creature; thus,
the output of their rhetorical intelligence is never self-actualization only,
but a responsible existence within the community. A criterion for all this
is that we conceive of rhetoric as a form of behaviour rather than a tool.
Therefore, the education of a rhetorical citizen requires an educational
method and vocabulary that help students (and their teachers) identify,
interpret, analyze and utilize their own rhetorical experiences, events, and
situations (Aczél, 2016).
Teaching a ‘rhetorical citizen’
Ancient and contemporary rhetoricians seem to agree (cf. Lanham, 1976,
pp. 2–3) that rhetorical citizens and their behaviour should meet the fol-
lowing expectations. They should
– start to learn persuasive speech early,
– be good observers of the world,
– be interested in public life and grasp the facets of an issue or affair
that may concern more people, others,
127
suasion has a much more profound significance and role than merely serv-
ing momentary individual success.
In light of the above, we can conceive rhetoric as an intelligence,
a kind of sensitivity and a behaviour that enables us to face and man-
age, in a communicative way, complex social situations. The foundation,
source, and medium of rhetorical intelligence are all created in human re-
lations and social situations, in both rational and emotional terms (Dar-
win, 2003, p. 23). In sum, rhetoric can also be called a practical sensitivity
which is rooted in a given social situation and turns that into a funda-
mentally social world (Burke, 1969, p. 39; Laclau, 2014, p. 438). For a long
time self-assurance (assertiveness) has been identified as basic in rhetor-
ical communication. It is time to replace this concept and related inter-
pretations with the idea of the communicator with confidence in self and
others: a critically thinking, community-minded and participative per-
son who bears themself, articulates their standpoint and eagerly shares the
common space of communication with others, a person who is self-aware
and other-assured. Accordingly, the result of rhetorical practice and ed-
ucation will be the social personality itself rather than the “fine speech”
following structuralist/belletristic principles. It will be the engaged, ar-
ticulate, resourceful and compassionate person who considers communi-
cation as a mode of social existence rather than a tool (Fleming, 1998, pp.
172–73). This individual is a subject who is also a collective creature; thus,
the output of their rhetorical intelligence is never self-actualization only,
but a responsible existence within the community. A criterion for all this
is that we conceive of rhetoric as a form of behaviour rather than a tool.
Therefore, the education of a rhetorical citizen requires an educational
method and vocabulary that help students (and their teachers) identify,
interpret, analyze and utilize their own rhetorical experiences, events, and
situations (Aczél, 2016).
Teaching a ‘rhetorical citizen’
Ancient and contemporary rhetoricians seem to agree (cf. Lanham, 1976,
pp. 2–3) that rhetorical citizens and their behaviour should meet the fol-
lowing expectations. They should
– start to learn persuasive speech early,
– be good observers of the world,
– be interested in public life and grasp the facets of an issue or affair
that may concern more people, others,
127
