Page 137 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 137
p. aczél ■ a road to rhetorica: teaching rhetoric as social sensitivity ...
widespread and enjoyable British Parliamentary Debate. Both formats
have clearly defined methods, concepts and rules that can be easily adapt-
ed to specific linguistic and cultural features. Hence, there is no point in
further elaborating them here. A point that should be emphasized, how-
ever, is that debate can also foster growth in skills needed for coopera-
tion and consensus. As Maxine Hairston (1974, pp. 210–11) assumes, in
the process of dialogical debate, the debater should first give a brief, ob-
jective statement of the issue under discussion, then summarise in im-
partial and precise language and emphasise values, the differing opinions
of the opponent/audience and their own opinion on that issue. Moving
forward, they can present their own side of the issue, listing its founda-
tional values and motives and compare the two (or more) positions, high-
lighting their common ground, outlining how their position could alter
or complement that/those of their opponent(s). Finally, they should pro-
pose, based on all of the above, a solution to the debated issue, the initial
problem. The prevalence of this model does not depend on practice only.
It depends on developing an attitude to debating that focuses on curios-
ity, open-mindedness, the opportunity to learn and a friendly as well as
forthcoming attitude. It does not imply some kind of false sense of secu-
rity but, much more, commitment and confidence.
Conclusions
The study of rhetoric has been fighting for its academic and education-
al credibility for centuries. Although considered to be indispensable in
forming a communicator, its place and role in both student and teacher
training still holds seemingly little significance and thus requires recon-
ceptualization. Rhetoric education in Hungary (and presumably in more
Central-European countries) is still suffering from the effects of the polit-
ical and social system that only came to an end at the final decade of the
20th century – a system that oppressed persuasive-deliberative-dialogic
discourses altogether. On the one hand, there is an urgent need to trans-
late foundational works (on argumentation, rhetorical criticism, applied
rhetorical research) and keep pace with tested methods concerning rhe-
torical theory and practice. On the other hand, new aspects should be in-
tegrated into the definition of rhetoric and rhetorical skills. These new as-
pects could lead us, professors, lecturers and teachers of rhetoric to change
the pathway of rhetoric education.
The present paper introduced the interpretation of rhetoric as the
creative study of (strategic) social behaviour. It aimed to point at the dif-
ferences this view of the ancient faculty can offer in comparison with the
text- (product/procedure) based approach that is generally exploited in
135
widespread and enjoyable British Parliamentary Debate. Both formats
have clearly defined methods, concepts and rules that can be easily adapt-
ed to specific linguistic and cultural features. Hence, there is no point in
further elaborating them here. A point that should be emphasized, how-
ever, is that debate can also foster growth in skills needed for coopera-
tion and consensus. As Maxine Hairston (1974, pp. 210–11) assumes, in
the process of dialogical debate, the debater should first give a brief, ob-
jective statement of the issue under discussion, then summarise in im-
partial and precise language and emphasise values, the differing opinions
of the opponent/audience and their own opinion on that issue. Moving
forward, they can present their own side of the issue, listing its founda-
tional values and motives and compare the two (or more) positions, high-
lighting their common ground, outlining how their position could alter
or complement that/those of their opponent(s). Finally, they should pro-
pose, based on all of the above, a solution to the debated issue, the initial
problem. The prevalence of this model does not depend on practice only.
It depends on developing an attitude to debating that focuses on curios-
ity, open-mindedness, the opportunity to learn and a friendly as well as
forthcoming attitude. It does not imply some kind of false sense of secu-
rity but, much more, commitment and confidence.
Conclusions
The study of rhetoric has been fighting for its academic and education-
al credibility for centuries. Although considered to be indispensable in
forming a communicator, its place and role in both student and teacher
training still holds seemingly little significance and thus requires recon-
ceptualization. Rhetoric education in Hungary (and presumably in more
Central-European countries) is still suffering from the effects of the polit-
ical and social system that only came to an end at the final decade of the
20th century – a system that oppressed persuasive-deliberative-dialogic
discourses altogether. On the one hand, there is an urgent need to trans-
late foundational works (on argumentation, rhetorical criticism, applied
rhetorical research) and keep pace with tested methods concerning rhe-
torical theory and practice. On the other hand, new aspects should be in-
tegrated into the definition of rhetoric and rhetorical skills. These new as-
pects could lead us, professors, lecturers and teachers of rhetoric to change
the pathway of rhetoric education.
The present paper introduced the interpretation of rhetoric as the
creative study of (strategic) social behaviour. It aimed to point at the dif-
ferences this view of the ancient faculty can offer in comparison with the
text- (product/procedure) based approach that is generally exploited in
135
