Results for 'Rhetoric Study and teaching'

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  1. Rereading the Sophists: Classical Rhetoric Refigured.Susan C. Jarratt - 1991 - Southern Illinois University Press.
    This book is a critically informed challenge to the traditional histories of rhetoric and to the current emphasis on Aristotle and Plato as the most significant classical voices in rhetoric. In it, Susan C. Jarratt argues that the first sophists—a diverse group of traveling intellectuals in the fifth century B.C.—should be given a more prominent place in the study of rhetoric and composition. Rereading the ancient sophists, she creates a new lens through which to see contemporary (...)
     
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  2.  8
    New Movements in the Study and Teaching of History.Jurgen Herbst - 1972 - History and Theory 11 (1):97.
  3. Saint Augustine on the Resurrection of Christ Teaching: Teaching, Rhetoric, and Reception.S. J. O'Collins - 2017 - Oxford University Press UK.
    Despite an enormous amount of literature on St Augustine of Hippo, this work provides the first examination of what he taught about the resurrection of Jesus Christ. Augustine expounded Christ's resurrection in his sermons, letters, Answer to Faustus the Manichean, the City of God, Expositions of the Psalms, and the Trinity. Saint Augustine on the Resurrection of Christ: Teaching, Rhetoric, and Reception explores what Augustine held about the centrality of Christ's resurrection from the dead, the agency of Christ's (...)
     
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  4.  8
    Rhetoric Evidence and Policymaking : A Case Study of Priority Setting in Primary Care.Jill Russell & Trisha Greenhalgh - 2011 - In Philip Dawid, William Twining & Mimi Vasilaki (eds.), Evidence, Inference and Enquiry. Oup/British Academy. pp. 267.
    This chapter describes a study undertaken as part of the UCL Evidence programme to explore how policymakers talk about and reason with evidence. Specifically, researchers were interested in the micro-processes of deliberation and meaning-making practices of a group of people charged with prioritising health care in an NHS Primary Care Trust in the UK. The chapter describes how the research study brought together ideas from rhetorical theory and methods of discourse analysis to develop an innovative approach to exploring (...)
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  5.  11
    On Logic, Rhetoric And The Fine Arts: Papers On The Culture Of The Mind.Daniel N. Robinson - 2006 - Review of Metaphysics 59 (3):672-673.
    The sources for this volume are the unpublished papers of Reid contained in the Birkwood Colletion. As the title of the volume indicates, Reid’s teaching as a Regent included Logic, Rhetoric, and the Fine Arts. The regenting system assigned cadres of students to a specific teacher who would pace them through the entire curriculum of study. Broadie cites Reid’s own defenses of this system and the important educational and civic aims achieved by it, at the relatively slight (...)
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  6.  22
    A Study and Critique of the Teaching of the History of Science and Technology. Interim Report by the Committee on Undergraduate Education of the History of Science Society. [REVIEW]Harold Issadore Sharlin, Stephen G. Brush, Harold L. Burstyn, Sandra Herbert, Michael S. Mahoney & Nathan Sivin - 1975 - Annals of Science 32 (1):55-70.
    The history of science and technology has been a scholarly discipline with little attention given to the special needs of undergraduate teaching. What needs to be done to transform a discipline to an undergraduate subject? Suggestions include using the relation between science and technology as well as the role of interpreters in formulation of the popular world view. Relations with science and history departments are considered. Curriculum materials are surveyed with some recommendations for correcting deficiencies.
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  7. The Contribution: Case Study and Teaching Note.Jay A. Halfond - 1990 - International Journal of Value-Based Management 3 (1):77-83.
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  8.  16
    Gregory Vlastos and the Study and Teaching of Ancient Greek Philosophy.Alexander P. D. Mourelatos - 2015 - Philosophical Inquiry 39 (3-4):2-7.
  9.  13
    Learning and Teaching Science as Inquiry: A Case Study of Elementary School Teachers' Investigations of Light.Emily H. van Zee, David Hammer, Mary Bell, Patricia Roy & Jennifer Peter - 2005 - Science Education 89 (6):1007-1042.
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  10.  14
    A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences.Tom Børsen, Avan N. Antia & Mirjam Sophia Glessmer - 2013 - Science and Engineering Ethics 19 (4):1491-1504.
    The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing doctoral students to (...)
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  11.  21
    How to Learn About Teaching: An Evolutionary Framework for the Study of Teaching Behavior in Humans and Other Animals.Michelle Ann Kline - 2015 - Behavioral and Brain Sciences 38:1-70.
    The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes (...)
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  12.  6
    Learning and Teaching as Emergent Features of Informal Settings: An Ethnographic Study in an Environmental Action Group.Leanna Boyer & Wolff‐Michael Roth - 2006 - Science Education 90 (6):1028-1049.
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  13.  30
    Cicero on Pompey’s Command: Heuristic Rhetoric and Teaching the Art of Strategic Reasoning.Gabor Tahin - 2018 - Topoi 37 (1):143-154.
    Through the example of a paradigmatic deliberative speech from classical oratory, the paper addresses two fundamental questions of teaching rhetorical reasoning. First, the paper shows that a speech from ancient Greek and Roman political or judicial oratory could provide effective means to teach a variety of argumentation skills, the recognition of fallacies and an awareness of biases in the target audience. Second, the paper uses the speech to consider an elusive problem of rhetorical or critical reasoning instruction, namely how (...)
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  14.  8
    Averroes’ Three Short Commentaries on Aristotle’s "Topics," "Rhetoric," and "Poetics.". [REVIEW]H. S. - 1980 - Review of Metaphysics 33 (3):616-618.
    This volume contains a critical edition and annotated translation of three previously unpublished and virtually neglected commentaries of Averroes on Aristotle. The edition is based on the two extant Judaeo-Arabic MSS which were collated with the thirteenth-century Hebrew translation of Jacobben Makhir and the sixteenth-century Latin translation. In addition, there is an introduction that includes a discussion of the teaching of the text and indices of names and titles and technical terms. The latter index also functions as an English-Arabic (...)
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  15.  41
    Cognition, Construction of Knowledge, and Teaching.Ernst von Glasersfeld - 1989 - Synthese 80 (1):121 - 140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking (...)
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  16.  10
    Teaching and Learning Foreign Languages for Legal Purposes in Croatia.Ljubica Kordić & Vesna Cigan - 2013 - Studies in Logic, Grammar and Rhetoric 34 (1):59-74.
    In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of (...)
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  17.  39
    The Unity of Plato's 'Gorgias': Rhetoric, Justice, and the Philosophic Life.Devin Stauffer - 2006 - Cambridge University Press.
    Stauffer demonstrates the complex unity of Plato's Gorgias through a careful analysis of the dialogue's three main sections. This includes Socrates' famous argumentative duel with Callicles, a passionate critic of justice and philosophy, showing how the seemingly disparate themes of rhetoric, justice and the philosophic life are woven together into a coherent whole. His interpretation of the Gorgias sheds new light on Plato's thought, showing that Plato and Socrates had a more favourable view of rhetoric than is usually (...)
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  18.  12
    Rethinking Ties That Bind. Religion and the Rhetoric of Othering.Eduardo Terren - 2004 - Journal for the Study of Religions and Ideologies 3 (8):13-22.
    Contemporary Europe is facing this chal- lenge when redefining its own identity and socializing institutions. This paper focuses on how current discus- sions on the adequacy of a reference to Judeo- Christian heritage in the new European Constitution or on the teaching of religions at schools show the resilience of old-age notions and stereotypes with respect to cultural diversity. In order to explain this resilience, the paper explores how hierarchical percep- tions of otherness (mainly of Muslims) are flourishing within (...)
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  19.  5
    Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times. [REVIEW]B. McM Caven & W. Anderson - 1967 - Journal of Hellenic Studies 87:170-171.
  20.  11
    The Case Method in the Study and Teaching of Ethics.George Clarke Cox - 1913 - Journal of Philosophy, Psychology and Scientific Methods 10 (13):337-347.
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  21.  12
    The Case Method in the Study and Teaching of Ethics.George Clarke Cox - 1913 - Journal of Philosophy 10 (13):337.
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  22.  11
    Man's Quest for Political Knowledge: The Study and Teaching of Politics in Ancient Times.James F. Doyle - 1966 - Journal of the History of Philosophy 4 (3):250-250.
  23. A Philosophy of Havruta: Understanding and Teaching the Art of Text Study in Pairs.Elie Holzer - 2013 - Academic Studies Press.
  24.  24
    Rhetoric, Language, and Reason.Michel Meyer - 1993 - Pennsylvania State University Press.
    Contemporary or postmodern thought is based on the lack of foundation. The impossibility of having a principle for philosophy has become a position of principle. As a result, rhetoric has taken over. Content has given way to the priority of form. Michel Meyer's book aims at showing that philosophy as foundational is possible and necessary, and that rhetoric can flourish alongside, but the conception of reason must be changed. Questioning rather than answering must be considered as the guiding (...)
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  25.  20
    The Rhetoric of Informational Molecules: Authority and Promises in the Early Study of Molecular Evolution.Edna Suárez Díaz - 2007 - Science in Context 20 (4).
  26.  5
    Institutio Oratoria: Bacon, Descartes, Hobbes, Spinoza.Jan Rothkamm - 2009 - Brill.
    Danksagung -- Abkurzungen -- Einleitung -- Kapitel I. Eingangssynchronopse, 1561-1679 -- Kapitel II. Institutio oratoria -- Kapitel III. Meprise und wertschatzung von rhetorik-rhetorikkonzeptionen -- Kapitel IV. Stilpaten, philologenfreunde -- Kapitel V. Bilingualismus -- Kapitel VI. Lekture -- Kapitel VII. Dichtung -- Kapitel VIII. Padagogik -- Kapitel IX. Schreibmethode -- Kapitel X. Schluwort.
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  27.  34
    Teaching Business Ethics: Is There a Gap Between Rhetoric and Reality? [REVIEW]Richard J. George - 1987 - Journal of Business Ethics 6 (7):513 - 518.
    In light of the continued erosion of business ethics in America, the ongoing question is what are the nation's business schools doing to prepare ethically responsible future leaders of industry and government? This paper reports the findings of a survey mailed to every program accredited by the American Assembly of Collegiate Schools of Business. The curriculum treatment of business ethics is identified at the undergraduate and the graduate levels in public as well as in private colleges and universities. In addition, (...)
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  28.  13
    Sustainable Development as a Challenge for Undergraduate Students: The Module “Science Bears Responsibility” in the Leuphana Bachelor’s Programme: Commentary on “A Case Study of Teaching Social Responsibility to Doctoral Students in the Climate Sciences”.Gerd Michelsen - 2013 - Science and Engineering Ethics 19 (4):1505-1511.
    The Leuphana Semester at Leuphana University Lüneburg, together with the module “Science bears responsibility” demonstrate how innovative methods of teaching and learning can be combined with the topic of sustainable development and how new forms of university teaching can be introduced. With regard to module content, it has become apparent that, due to the complexity of the field of sustainability, a single discipline alone is unable to provide analyses and solutions. If teaching in higher education is to (...)
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  29. Teaching Business Ethics in the Uk, Europe, and the Usa: A Comparative Study.John Mahoney - 1990 - Athlone Press.
  30.  9
    The Concepts of Heat and Temperature: The Problem of Determining the Content for the Construction of an Historical Case Study Which is Sensitive to Nature of Science Issues and Teaching–Learning Issues.K. C. de Berg - 2008 - Science & Education 17 (1):75-114.
  31.  65
    The Rhetoric of Experience and the Study of Religion.Robert H. Sharf - 2000 - Journal of Consciousness Studies 7 (11-12):11-12.
    The use of the concept ‘religious experience’ is exceedingly broad, encompassing a vast array of feelings, moods, perceptions, dispositions, and states of consciousness. Some prefer to focus on a distinct type of religious experience known as ‘mystical experience', typically construed as a transitory but potentially transformative state of consciousness in which a subject purports to come into immediate contact with the divine, the sacred, the holy. We will return to the issue of mystical experience below. Here I would only note (...)
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  32.  35
    Researching and Teaching the Ethics and Social Implications of Emerging Technologies in the Laboratory.Joan McGregor & Jameson M. Wetmore - 2009 - NanoEthics 3 (1):17-30.
    Ethicists and others who study and teach the social implications of science and technology are faced with a formidable challenge when they seek to address “emerging technologies.” The topic is incredibly important, but difficult to grasp because not only are the precise issues often unclear, what the technology will ultimately look like can be difficult to discern. This paper argues that one particularly useful way to overcome these difficulties is to engage with their natural science and engineering colleagues in (...)
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  33.  11
    Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK.Daniel Vázquez - 2014 - Studying Teacher Education 10 (2):117-129.
    This is a case study of my reflections on teaching a first-year undergraduate tutorial on Ancient Greek Philosophy in the UK. This study draws upon the notion of reflective practice as an essential feature of teaching, in this case applied to Higher Education. My aim is to show how a critical engagement with my teaching practices and the overall learning experience modified, developed, or strengthened my practices, attitudes, and teaching philosophy during the course of (...)
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  34.  6
    The Dynamic Interactions Among Beliefs, Role Metaphors, and Teaching Practices: A Case Study of Teacher Change.Carol Briscoe - 1991 - Science Education 75 (2):185-199.
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  35.  15
    Averroes’ Three Short Commentaries on Aristotle’s "Topics," "Rhetoric," and "Poetics.".S. H. - 1980 - Review of Metaphysics 33 (3):616-618.
    This volume contains a critical edition and annotated translation of three previously unpublished and virtually neglected commentaries of Averroes on Aristotle. The edition is based on the two extant Judaeo-Arabic MSS which were collated with the thirteenth-century Hebrew translation of Jacobben Makhir and the sixteenth-century Latin translation. In addition, there is an introduction that includes a discussion of the teaching of the text and indices of names and titles and technical terms. The latter index also functions as an English-Arabic (...)
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  36.  17
    Two Secondary Teachers’ Understanding and Classroom Practice of Dialogic Teaching: A Case Study.Janneke van de Pol, Sue Brindley & Rupert John Edward Higham - 2017 - Educational Studies 43 (5):497-515.
    Dialogic Teaching is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme. The CPDP appeared effective to some extent. The History teacher’s (...)
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  37.  24
    Developing and Teaching the Virtue-Ethics Foundations of Healthcare Whistle Blowing.Thomas Faunce - 2004 - Monash Bioethics Review 23 (4):41-55.
    Healthcare whistle blowing, despite the benefits it has brought to healthcare systems in many developed countries, remains generally regarded as a pariah activity by many of the most influential healthcare professionals and regulatory institutions. Few if any medical schools or law department health law and bioethics classes, teach whistle blowing in a formal sense. Yet without exception, public inquiries initiated by healthcare whistle blowers have validated their central allegations and demonstrated that the whistle blowers themselves were sincere in their desire (...)
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  38. The Constraints of Learning and Teaching English in Bangladesh: A Study at Hsc Level.Md Faruquzzaman Akan - 2006 - Philosophy and Progress 39:167.
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  39.  5
    Probing in-Service Elementary School Teachers’ Perceptions of TPACK for Games, Attitudes Towards Games, and Actual Teaching Usage: A Study of Their Structural Models and Teaching Experiences.Chung-Yuan Hsu, Jyh-Chong Liang, Tsung-Yen Chuang, Ching Sing Chai & Chin-Chung Tsai - forthcoming - Tandf: Educational Studies:1-17.
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  40.  4
    Classroom Organisation and Teaching Approaches at Key Stage One: Meeting the Needs of Children with and Without Additional Educational Needs in Five Inner City Schools.Anne West, Jean Hailes & Pam Sammons - 1995 - Educational Studies 21 (1):99-117.
    This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching (...)
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  41.  15
    The Study of Teaching Needs an Inclusive Functional Definition.Laurel Fogarty - 2015 - Behavioral and Brain Sciences 38.
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  42.  13
    Roads to the Palace: Jewish Texts and Teaching.Michael Rosenak - 1995 - Berghahn Books.
    Jewish educators of diverse commitments will all find themselves addressed in the book, and enlightened by it.
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  43.  56
    Cognition, Construction of Knowledge, and Teaching.Ernst Glasersfeld - 1989 - Synthese 80 (1):121-140.
    The existence of objective knowledge and the possibility of communicating it by means of language have traditionally been taken for granted by educators. Recent developments in the philosophy of science and the historical study of scientific accomplishments have deprived these presuppositions of their former plausibility. Sooner or later, this must have an effect on the teaching of science. In this paper I am presenting a brief outline of an alternative theory of knowing that takes into account the thinking (...)
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  44. Reason and Teaching.Israel Scheffler - 1973 - Routledge.
    This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of (...), and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)
     
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  45. Reason and Teaching.Israel Scheffler - 1973 - Routledge.
    This title, first published in 1973, brings together a variety of papers by Israel Scheffler, one of America’s leading educational philosophers. The essays each stress the importance of critical thought and independent judgement to the organization of educational activities. In the first section, Scheffler adopts a metaphilosophical approach, emphasizing the role of philosophy in educational thought. A number of key concepts are dealt with next, including the study of education and its relation to theoretical disciplines, philosophical interpretations of (...), and the education of teachers. The final section is critical, and deals with the writings of several key thinkers in the field. A broad and authoritative study, this reissue will provide any Philosophy student with an essential background to the criticism and theories surrounding the philosophy of education. (shrink)
     
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  46.  24
    Dissymmetry and Height: Rhetoric, Irony and Pedagogy in the Thought of Husserl, Blanchot and Levinas. [REVIEW]Gary Peters - 2004 - Human Studies 27 (2):187-206.
    This essay is concerned with an initial mapping out of a model of intersubjectivity that, viewed within the context of education, breaks with the hegemonic dialogics of current pedagogies. Intent on rethinking the (so-called)problem of solipsism for phenomenology in terms of a pedagogy that situates itself within solitude and the alterity of self and other, Maurice Blanchot and Emmanuel Levinas will here speak as the voices of this other mode of teaching. Beginning with the problematization of intersubjectivity in romantic (...)
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  47. Acts of Enjoyment: Rhetoric, Zizek, and the Return of the Subject.Thomas Rickert - 2007 - University of Pittsburgh Press.
    Why are today's students not realizing their potential as critical thinkers? Although educators have, for two decades, incorporated contemporary cultural studies into the teaching of composition and rhetoric, many students lack the powers of self-expression that are crucial for effecting social change. _Acts of Enjoyment_ presents a critique of current pedagogies and introduces a psychoanalytical approach in teaching composition and rhetoric. Thomas Rickert builds upon the advances of cultural studies and its focus on societal trends and (...)
     
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  48.  5
    Science Teaching as Knowledgability: A Case Study of Knowing and Learning During Coteaching.Wolff‐Michael Roth - 1998 - Science Education 82 (3):357-377.
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  49.  15
    A Rhetoric of Turns: Signs and Symbols in Education.Kris Rutten & Ronald Soetaert - 2014 - Journal of Philosophy of Education 48 (4):604-620.
    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 (...)
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  50. Teaching Preaching: Isaac Rufus Clark and Black Sacred Rhetoric.Katie Geneva Cannon - 2007
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