The shaman‐trickster's art of misdirection: The rhetoric of Farrakhan and the million men     

John Arthos Jr. 《Quarterly Journal of Speech》2013,99(1):41-60

A charismatic sleight of hand characterizes many rhetorical transactions in African American culture, an adroit manipulation engendered by a history that crushed open confrontation. The skill of the double voiced utterance was appropriated into a performance art which is practiced even today. The Million Man March exemplified the art of “gittin’ ovuh,” an action that simultaneously undercuts one's enemies‐putting something over on someone‐and provides spiritual uplift‐getting over to the promised land. Such a magical performance works by exploiting the power of rhetoric to show and hide. But this is not the same as an exploitation of sophistic technique, because there is an overlapping of the magic of illusion and the magic of the sacred. For contemporary rhetoric this presents an occasion to regard the ethics of deception and the curious phenomenon of a moral sophistry. Louis Farrakhan, although often viewed (perhaps with reason) as either ambitious claimant to national black leadership, or as a skillful exploiter of prejudices, may also be viewed as a master of the art of gittin ovuh, and his call was an incantation that evoked the prodigious response of the “Million Men.” The demonstration on the Washington Mall in October of 1995 enacted a spiritual magic show that has deep cultural roots.  相似文献   

“A Capital and Novel Argument”: Charles Darwin's Notebooks and the Productivity of Rhetorical Consciousness     

Nathan Crick 《Quarterly Journal of Speech》2013,99(4):337-364

With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences.  相似文献   

The casualisation of teaching and the subject at risk     

Alisa Percy  Rosemary Beaumont 《Studies in Continuing Education》2013,35(2):145-157

The casualisation of teaching in Australian higher education has come to be problematised as a risk to the quality of teaching and learning. However, the potential and location of risk, and therefore what constitutes an appropriate institutional intervention, requires interrogation as universities comply with the various regulations that, on the one hand, legitimise further casualisation in the name of flexibility, and on the other, insist on institutional responsibilities in the performance of quality. Taking a critical approach to risk consciousness, this paper examines the way casualisation is produced through workplace reform and problematised as a danger to the student learning experience through the quality agenda in Australian higher education. By examining the tensions between the discourses of flexibility and quality, the authors argue that casualisation should not simply be understood as a problem with individual teaching expertise that can be overcome through formal training of the individual. The neo-liberal political rationality that seeks to individuate responsibility and locate “risk” in this way masks the broader systemic tensions within the culture of the university which the authors argue have increasingly profound consequences for the quality of university education. Arguing that professional learning and quality enhancement are the product of open collaborative and collegial social practice, the authors conclude that addressing casualisation only in terms of systematic teacher training is a politically expedient response to a highly complex political issue facing Australian universities. Drawing on professional learning literature, the authors argue for a shift in policy and practice within the university to recognise, value and integrate the expertise and potential quality contribution of casual teaching staff at a micro-level with a particular focus on the teaching team.  相似文献   

Awakening vision: examining the reconceptualization of Aboriginal education in Canada via Kaupapa Māori praxis     

Braden Rico 《Asia Pacific Journal of Education》2013,33(4):380-393

Kaupapa Māori theory was conceptualized in the 1980s in New Zealand as a framework for revolutionizing Indigenous education. Its success marks it as a transformational praxis beneficial to educators beyond the shores of Aotearoa. This theory propounds a practical, proactive stance that enables a shift in thinking away from the psychology of de-colonization towards a “conscientization” or consciousness raising which Friere says can occur when a people take action against the oppressive elements in their lives. In this paper I provide an overview of the current state of Aboriginal education in Canada, citing examples of Canadian instructors who envisage similar self-empowering pedagogy. In addition, I highlight a Canadian case study to demonstrate the process of critical consciousness underway at a First Nations school in Aklavik, NWT, where teachers are employing Kaupapa Māori theory and culture-based curriculum for positive outcomes. This focus serves as a critical lens to educators, policy makers, and other stakeholders who might want to draw more from the transformative power of the Māori framework as counter strategy to Eurocentric curricula and colonial paradigms.  相似文献   

The implementation of education for sustainable development in Sweden: investigating the sustainability consciousness among upper secondary students   总被引：1，自引：0，他引：1  

Teresa Berglund  Niklas Gericke  Shu-Nu Chang Rundgren 《Research in Science & Technological Education》2013,31(3):318-339

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Educating Consciousness through Literary Experiences     

《Educational Philosophy and Theory》2013,45(1):228-241

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Bildung,Subjectivity and New Information Technologies     

《Educational Philosophy and Theory》2013,45(2):227-239

The author suggests that educational philosophy should benefit from addressing questions traditionally asked within discourse in the philosophy of mind, namely: the relation between the mind and world and the problems of intentionality (or aboutness), meaning, and representation. Peirce's semiotics and his category of creative abduction provide a novel conceptual framework for exploring these questions. A model of reasoning and learning, based on Peirce's triadic logic of relations, is analysed. This model, it is argued, is fruitful for overcoming the paradox of new knowledge that was first debated by Socrates in his dialogue with Meno.  相似文献   

Clinical Practice and the Decline of Community     

《Journal of Teaching in Social Work》2013,33(1-2):195-212

Abstract

Many social workers consider praxis central to their practice. The concept, developed by Paulo Freire to capture the interaction between action and reflection, can be challenging to apply. PRACSIS is a framework represented in grid form that can help social work students understand and use the concept of praxis in a thoughtful and explicit way. This paper describes the rationale for and application of PRACSIS: Practitioner Reflection on Actions, Characteristics and Situation, by Impact and Strategies. Results indicate that use of PRACSIS can help develop critical consciousness, including implications for practice, and can thus benefit social work educators, students, practitioners, and-ultimately-consumers.  相似文献   

跳远运动员空间感知觉能力对踏板准确性影响的实验研究     

马兆明 《吉林体育学院学报》2008,24(3):80-81

为了探讨跳远运动员空间感知觉能力对踏板准确性的影响程度,采用文献资料法、专家问卷调查法、实验法和数理统计法对跳远运动员空间感知觉能力进行训练,以提高运动员的踏板准确性。结果表明,经过对实验对象进行为期3个月的训练,实验组的运动员比对照组的运动员在空间感知能力方面提高幅度较大,同时两组在踏板准确性方面也表现出明显的差异性,即实验组较对照组踏板误差值小。  相似文献   

对大学生篮球运动中战术意识表现特点的探讨     

田东 《吉林体育学院学报》2008,24(3):48-49

随着大学生篮球运动的普及与发展,篮球意识越来越引起学生和教练员的关注,而篮球战术意识尤为重要。那么在大学生篮球运动中篮球战术意识有哪些表现？其表现具有什么样的特征？以大学生篮球运动员为研究对象,通过观察、问卷调查、访问、比较与分析,探讨了大学生篮球运动员在篮球运动中战术意识的表现特点。  相似文献