Educational Philosophy and Theory (forthcoming)
|Abstract||My aim in this article is to examine ways of designing a new ‘educational rhetoric’ based on C.S. Peirce's speculative rhetoric, the ‘doctrine of the general conditions of the reference of Symbols and other Signs to the Interpretants which they aim to determine’ (CP 2.93). This analysis is based on a general idea that has been investigated by several educators, teachers and researchers mainly within the context of critical pedagogy and educational semiotics: school life is regulated by what may be called a classical dispositio, which is a certain way of organising speech in the classroom.My analysis of dispositio is based on the ‘rhetorical turn’ that Colapietro sees in Peirce's later semiotics and pragmaticism and defines as an integrated analysis of signs' effects. This ‘rhetorical turn’ offers educators resources that allow them to rethink how students' epistemological activity, understood as a series of semiosic events, leads them to develop new knowledge and modes of conduct. In this paper, I will consider the way such an integrated analysis of signs' effects may support the design of a new educational rhetoric.First, I investigate ‘ordinary’ educational rhetoric (the way semiotic resources are chosen and used) and the dispositio (the way in which speech is organised) that expresses it. More precisely, I question the way teachers ‘arrange’ their own speech, which is not only a technical issue, but also an ethical one. By ‘educational rhetoric’, I am referring to the specific organisation of discourse and speech in educational contexts, in addition to questioning the strategies implemented by teachers and students when they produce speech acts and cultural forms within the classroom.This perspective on classical educational rhetoric leads to the conclusion that a new educational rhetoric should be designed as a way of replacing ‘directive knowledge’ with a ‘dialectical mode of inquiry’. One goal of such self-reflexive rhetoric would be, among others, to develop students' critical skills and reflexivity.In this context, Peirce's rhetorical turn is a fundamental resource. Indeed, Peirce may suggest a radically new conception of teaching by stressing the function of mediation performed by signs and by undermining the dualist conception of cognition; speculative rhetoric is a useful analytical tool when one is trying to instil semiotic consciousness in the classroom, because it makes the relationship between meaning-making and knowledge-making explicit.Finally, I consider ‘Institutional Pedagogy’ to be an instance of this new dispositio, a pragmaticist one, which meets certain conditions, such as the following: the existence in the classroom of particular communication patterns; the use of multimodal semiotic resources; and a set of semiotic tools and functions, which are organised along the lines of a specific structure. I emphasise the part played by such a dispositio in the semiotic life of a classroom on a macro level (organising experience, crisis and inquiry), on a meso level (referring to cultural forms, speech acts and rituals) and on a micro level (concerning the relations between teachers and students)|
|Keywords||pragmatism critical pedagogy educational semiotics institutional pedagogy rhetoric|
|Through your library||Configure|
Similar books and articles
Vincent Colapietro (forthcoming). Neglected Facets of Peirce's 'Speculative' Rhetoric. Educational Philosophy and Theory.
James Liszka (forthcoming). Charles Peirce's Rhetoric and the Pedagogy of Active Learning. Educational Philosophy and Theory.
Sébastien Pesce (2011). Institutional Pedagogy and Semiosis: Investigating the Missing Link Between Peirce's Semiotics and Effective Semiotics. Educational Philosophy and Theory 43 (10):1145-1160.
Mats Bergman (forthcoming). Fields of Rhetoric: Inquiry, Communication, and Learning. Educational Philosophy and Theory.
Vincent Michael Colapietro (2007). C. S. Peirce's Rhetorical Turn. Transactions of the Charles S. Peirce Society 43 (1):16-52.
Richard A. Cherwitz (ed.) (1990). Rhetoric and Philosophy. L. Erlbaum Associates.
Donald G. Douglas (1973). Philosophers on Rhetoric: Traditional and Emerging Views. Skokie, Ill.,National Textbook Co..
Rocco Rubini (2012). Struever's “Rhetoric as Inquiry”. Philosophy and Rhetoric 45 (1).
John E. Braun (1981). The "Speculative Rhetoric" of Charles Sanders Peirce. Philosophy and Rhetoric 14 (1):1 - 15.
Roberta Kevelson (1984). C. S. Peirce's Speculative Rhetoric. Philosophy and Rhetoric 17 (1):16 - 29.
John Michael Krois (1981). Peirce's Speculative Rhetoric and the Problem of Natural Law. Philosophy and Rhetoric 14 (1):16 - 30.
Jeffrey J. Maciejewski (2005). Reason as a Nexus of Natural Law and Rhetoric. Journal of Business Ethics 59 (3):247 - 257.
Added to index2011-08-17
Total downloads8 ( #123,255 of 550,854 )
Recent downloads (6 months)2 ( #37,450 of 550,854 )
How can I increase my downloads?