Page 134 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 134
šolsko polje, letnik xxx, številka 5–6
alectic examines the interaction of two participants in the argumenta-
tion. Throughout the analysis, it focuses on how the debating parties
exchange specific arguments, and whether they comply with the rules
predetermined by the given situation. (Forgács, 2015, p. 1094)
Hence, the argument as a result is described by logic, as a procedure
by dialectic and as a process, by rhetoric, respectively. Again, that is why
the process-centred approach should replace the product-centred one in
rhetoric education.
One of the possible modes of process-like argumentation (i.e., the
one preparing for interaction) can be grasped through the following ten
steps:
1. Recognize or select the phenomenon or problem/challenge.
2. Survey the audience.
3. Raise questions.
4. Articulate the topic statement.
5. Examine topic statements, based on whether they are evaluative or
proposing claims.
6. Explore the potential refutations of and alternatives to topic state-
ments, and examine the degree of disputability.
7. Define concepts related to the statement, but note that differing
opinions may involve conceptual differences.
8. Articulate the stance related to the statement, based on its function
as an evaluation or a recommendation.
9. Create the logical framework, a system of arguments for the given
stance: gather, sort, and arrange arguments and reasons (using statis-
tical data, laws, rules, stories, beliefs, and topoi).
10. Review the logical framework in terms of the conceptual system and
logical-rhetorical relationships. (Aczél, 2017)
When finishing these ten steps, students have not yet completed text
artifacts either on paper or in their minds. Instead, they can see their own
mental maps, the organism of thinking, drafted in the form of claims, re-
lations, concepts and questions.
Creativity and speaking up
The second phase of education for rhetorical behaviour consists of speak-
ing as a creative act. In the culture of digital “new media,” a number of
alternatives to school-based education are available. Hundreds of thou-
sands of people enjoy scientific courses, short and flash talks, and sever-
al weeks long online courses by renowned training institutions, which all
132
alectic examines the interaction of two participants in the argumenta-
tion. Throughout the analysis, it focuses on how the debating parties
exchange specific arguments, and whether they comply with the rules
predetermined by the given situation. (Forgács, 2015, p. 1094)
Hence, the argument as a result is described by logic, as a procedure
by dialectic and as a process, by rhetoric, respectively. Again, that is why
the process-centred approach should replace the product-centred one in
rhetoric education.
One of the possible modes of process-like argumentation (i.e., the
one preparing for interaction) can be grasped through the following ten
steps:
1. Recognize or select the phenomenon or problem/challenge.
2. Survey the audience.
3. Raise questions.
4. Articulate the topic statement.
5. Examine topic statements, based on whether they are evaluative or
proposing claims.
6. Explore the potential refutations of and alternatives to topic state-
ments, and examine the degree of disputability.
7. Define concepts related to the statement, but note that differing
opinions may involve conceptual differences.
8. Articulate the stance related to the statement, based on its function
as an evaluation or a recommendation.
9. Create the logical framework, a system of arguments for the given
stance: gather, sort, and arrange arguments and reasons (using statis-
tical data, laws, rules, stories, beliefs, and topoi).
10. Review the logical framework in terms of the conceptual system and
logical-rhetorical relationships. (Aczél, 2017)
When finishing these ten steps, students have not yet completed text
artifacts either on paper or in their minds. Instead, they can see their own
mental maps, the organism of thinking, drafted in the form of claims, re-
lations, concepts and questions.
Creativity and speaking up
The second phase of education for rhetorical behaviour consists of speak-
ing as a creative act. In the culture of digital “new media,” a number of
alternatives to school-based education are available. Hundreds of thou-
sands of people enjoy scientific courses, short and flash talks, and sever-
al weeks long online courses by renowned training institutions, which all
132
