Page 138 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 138
šolsko polje, letnik xxx, številka 5–6
secondary schools at present. By identifying rhetorical sensitivity as the
core aim of learning rhetoric, the structure and outcomes of teaching rhet-
oric could be outlined, that is, the rhetorical citizen who is sensitive to the
actual situation, holds confidence in others, has analytical and formative
skills, and feels ready to participate in social interactions.
Three phases could be proposed for the teaching program of rheto-
ric. One that addresses critical thinking and through this, breeds rhetor-
ical critical skills. One that supports communicative creativity and im-
proves the multimodal formation of communicative acts and one that
opens up the social space for cooperation and debating. With highlight-
ing the key principles that could govern this teaching programme, this
paper aimed to frame a new understanding of rhetoric as a social science
that has an overarching nature regarding community and social skills.
This new approach (Aczél, 2019b) entails a view that rhetoric should work
for and within sustainable human communities. Every rhetorical practice
should start with the world and not the word and end with a change that
serve good human ends. This present essay means to be a humble contri-
bution to a new era of teaching rhetoric infused by this apprehension.
References
Aczél, P. (2015) Ancient Novelty: The Significance of Rhetoric in Teach-
er Training and Education: Keys and Principles. In Horváth H., A,
Pálvölgyi, K., Bodnár, É., and Sass, J. (eds.) Cross-Curricular Connec-
tions, pp. 21–36. Budapest: Oktatáskutató és Fejlesztő Intézet (OFI).
Aczél, P. (2016) A retorika tanítása. Anyanyelv-pedagógia 2016 (2), pp. 5–16.
Aczél, P. (2017) Neked van igazad? Érvelés és meggyőzés a gyakorlatban. Bu-
dapest: Tinta Kiadó.
Aczél, P. (2019a) A New Rhetoric Again? Consolidating the Paradigm. In
Benedek, A., and Nyíri, K. (eds.) Vision Fulfilled: The Victory of the Pic-
torial Turn, pp. 41–53. Budapest: Hungarian Academy of Sciences – Bu-
dapest University of Technology and Economics.
Aczél, P. (2019b) Teaching Rhetoric. A Proposal to Renew Rhetorical Edu-
cation in Hungarian and Central European Contexts. (In press, sub-
mitted to Govor).
Ankersmit, F. (2003) Democracy’s Inner Voice: Political Style as Unintend-
ed Consequence of Political Action. In Corner, J., and Pels, D. (eds.)
Media and the Restyling of Politics, pp. 19–41. London: Sage.
Bender, J., and Wellbery, D. E. (1990) Rhetoricality: On the Modernist Re-
turn of Rhetoric. In Bender J., and Wellbery, D. E. (eds.). The Ends of
136
secondary schools at present. By identifying rhetorical sensitivity as the
core aim of learning rhetoric, the structure and outcomes of teaching rhet-
oric could be outlined, that is, the rhetorical citizen who is sensitive to the
actual situation, holds confidence in others, has analytical and formative
skills, and feels ready to participate in social interactions.
Three phases could be proposed for the teaching program of rheto-
ric. One that addresses critical thinking and through this, breeds rhetor-
ical critical skills. One that supports communicative creativity and im-
proves the multimodal formation of communicative acts and one that
opens up the social space for cooperation and debating. With highlight-
ing the key principles that could govern this teaching programme, this
paper aimed to frame a new understanding of rhetoric as a social science
that has an overarching nature regarding community and social skills.
This new approach (Aczél, 2019b) entails a view that rhetoric should work
for and within sustainable human communities. Every rhetorical practice
should start with the world and not the word and end with a change that
serve good human ends. This present essay means to be a humble contri-
bution to a new era of teaching rhetoric infused by this apprehension.
References
Aczél, P. (2015) Ancient Novelty: The Significance of Rhetoric in Teach-
er Training and Education: Keys and Principles. In Horváth H., A,
Pálvölgyi, K., Bodnár, É., and Sass, J. (eds.) Cross-Curricular Connec-
tions, pp. 21–36. Budapest: Oktatáskutató és Fejlesztő Intézet (OFI).
Aczél, P. (2016) A retorika tanítása. Anyanyelv-pedagógia 2016 (2), pp. 5–16.
Aczél, P. (2017) Neked van igazad? Érvelés és meggyőzés a gyakorlatban. Bu-
dapest: Tinta Kiadó.
Aczél, P. (2019a) A New Rhetoric Again? Consolidating the Paradigm. In
Benedek, A., and Nyíri, K. (eds.) Vision Fulfilled: The Victory of the Pic-
torial Turn, pp. 41–53. Budapest: Hungarian Academy of Sciences – Bu-
dapest University of Technology and Economics.
Aczél, P. (2019b) Teaching Rhetoric. A Proposal to Renew Rhetorical Edu-
cation in Hungarian and Central European Contexts. (In press, sub-
mitted to Govor).
Ankersmit, F. (2003) Democracy’s Inner Voice: Political Style as Unintend-
ed Consequence of Political Action. In Corner, J., and Pels, D. (eds.)
Media and the Restyling of Politics, pp. 19–41. London: Sage.
Bender, J., and Wellbery, D. E. (1990) Rhetoricality: On the Modernist Re-
turn of Rhetoric. In Bender J., and Wellbery, D. E. (eds.). The Ends of
136
