A Rhetoric of Turns: Signs and Symbols in Education

Journal of Philosophy of Education 48 (4):604-620 (2014)
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Abstract

In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major ‘turns’: linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a ‘text'—as is central in a semiotic approach—and by introducing new rhetoric in general, and the work of the literary critic and rhetorician Kenneth Burke in particular, as a possible theoretical and methodological resource. We illustrate its application in the analysis of a fictional narrative. Our aim is to explore how an understanding of education as rhetoric can be integrated into the teacher education curriculum

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Citations of this work

Postliberal education.Robert A. Davis - 2015 - Ethics and Education 10 (1):23-35.
Attitudes Toward Education: Kenneth Burke and New Rhetoric.Kris Rutten & Ronald Soetaert - 2014 - Studies in Philosophy and Education 34 (4):339-347.

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References found in this work

After virtue: a study in moral theory.Alasdair C. MacIntyre - 1981 - Notre Dame, Ind.: University of Notre Dame Press.
Contingency, Irony, and Solidarity.Richard Rorty - 1989 - New York: Cambridge University Press.
Contingency, Irony, and Solidarity.Richard Rorty - 1989 - The Personalist Forum 5 (2):149-152.
A grammar of motives.Kenneth Burke - 1945 - Berkeley,: University of California Press.

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