Page 130 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 130
šolsko polje, letnik xxx, številka 5–6
– love the word: enjoy the potentials offered by language and learn
to “translate” one style into another, like verbal play, and recognize
whenever someone tries to use them as a means of deception,
– learn to seize the moment, develop their abilities to improvise,
– stretch their memory to develop their understanding,
– recognize that their behaviour is a social ‘performance’,
– familiarize themselves with the phrases, proverbs, wisdoms and em-
blems of their culture,
– enjoy the intellectual community of more intelligent people.
As the Hungarian speech-therapist Imre Montágh (1996, p. 125)
briefly summarized, “The good rhetor is an excellent observer with an ad-
vanced ability to grasp the gist, good at inferring, skilled in memorizing,
quick to associate and capable to express in a concise and vivid way that
which is comprehensible for all.” In addition, Montágh emphasized the
mastery of language use and rich vocabulary (based on literary erudition),
the power of commitment that makes us authentic and uninhibited, con-
trol for ourselves and compassion for others.
In view of all of this, a student should be facilitated to attune them-
selves to the creation or change of rhetorical situation with the following
principles:
– Empathy: using the presumed audience as a starting point instead of
oneself;
– Motivation: discovering the opportunities for evoking inspiration
and interest in the chosen topic;
– Inventiveness: being unique and personal without offending any-
one’s feelings or taste;
– Ethics: being all about – and responsible for – the community with-
out losing one’s personal voice;
– Discipline: being creative in finding what but self-controlled in
choosing how to communicate;
– Consistency: accepting that the arrangement can be persuasive in it-
self, be consistent;
– Originality: avoiding borrowed worn-out common phrases and
speaking in one’s personal language.
These factors can reinforce that the goals of education and devel-
opment formulated within the core curriculum presuppose rhetorical
knowledge as an organic element. Based on the above, the fundamental
keys and principles of (teaching) rhetorical sensitivity in teacher training
programmes can be listed as follows:
128
– love the word: enjoy the potentials offered by language and learn
to “translate” one style into another, like verbal play, and recognize
whenever someone tries to use them as a means of deception,
– learn to seize the moment, develop their abilities to improvise,
– stretch their memory to develop their understanding,
– recognize that their behaviour is a social ‘performance’,
– familiarize themselves with the phrases, proverbs, wisdoms and em-
blems of their culture,
– enjoy the intellectual community of more intelligent people.
As the Hungarian speech-therapist Imre Montágh (1996, p. 125)
briefly summarized, “The good rhetor is an excellent observer with an ad-
vanced ability to grasp the gist, good at inferring, skilled in memorizing,
quick to associate and capable to express in a concise and vivid way that
which is comprehensible for all.” In addition, Montágh emphasized the
mastery of language use and rich vocabulary (based on literary erudition),
the power of commitment that makes us authentic and uninhibited, con-
trol for ourselves and compassion for others.
In view of all of this, a student should be facilitated to attune them-
selves to the creation or change of rhetorical situation with the following
principles:
– Empathy: using the presumed audience as a starting point instead of
oneself;
– Motivation: discovering the opportunities for evoking inspiration
and interest in the chosen topic;
– Inventiveness: being unique and personal without offending any-
one’s feelings or taste;
– Ethics: being all about – and responsible for – the community with-
out losing one’s personal voice;
– Discipline: being creative in finding what but self-controlled in
choosing how to communicate;
– Consistency: accepting that the arrangement can be persuasive in it-
self, be consistent;
– Originality: avoiding borrowed worn-out common phrases and
speaking in one’s personal language.
These factors can reinforce that the goals of education and devel-
opment formulated within the core curriculum presuppose rhetorical
knowledge as an organic element. Based on the above, the fundamental
keys and principles of (teaching) rhetorical sensitivity in teacher training
programmes can be listed as follows:
128
