Democracy as Discussion: Civic Education and the American Forum MovementAs Americans worry ever more about the effects of media on the quality of public deliberation, they have developed a renewed interest in public discussion, especially face-to-face public discussion. Over a century ago, public forums_organized and widespread_provided a place where citizens could discuss the political issues of the day, and they became a means of adult civic education. William M. Keith documents the college course developed by the new field of Speech to teach the skills of discussion, as well as the forum movement, which culminated in the Federal Forum Project. Using primary sources from archives around the country, Democracy as Discussion traces the early history of the Speech field, the development of discussion as an alternative to debate, and the Deweyan Progressive philosophy of discussion that swept the U.S. For the first time the structure and details of the Federal Forum project in the context of the forum movement and adult civic education in the U.S. are recounted and analyzed, making this book a valuable resource in the study of political communication and history. |
From inside the book
Արդյունքներ 75–ի 1-ից 5-ը:
Էջ 15
V. Garland's Discussion Methods, Explained and Illustrated has a chart on tips for running a forum on page 341, and a footnote reveals that "The first seventeen items are from Choosing Our Way, written by John Studebaker and Chester ...
V. Garland's Discussion Methods, Explained and Illustrated has a chart on tips for running a forum on page 341, and a footnote reveals that "The first seventeen items are from Choosing Our Way, written by John Studebaker and Chester ...
Էջ 21
During the nineteenth century, a stunning reversal occurred: Philosophical goals and methods of education replaced civic ones, as Socrates replaced Cicero as the intellectual “folk hero” the educated gentry.2 The tradition of the artes ...
During the nineteenth century, a stunning reversal occurred: Philosophical goals and methods of education replaced civic ones, as Socrates replaced Cicero as the intellectual “folk hero” the educated gentry.2 The tradition of the artes ...
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... and in proportion as the influence is felt to enlarge, it must follow, as a natural consequence, that they will bestow more care upon the methods of expressing their conceptions with propriety and eloquence.13 Certainly “influence” ...
... and in proportion as the influence is felt to enlarge, it must follow, as a natural consequence, that they will bestow more care upon the methods of expressing their conceptions with propriety and eloquence.13 Certainly “influence” ...
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He must address himself to the passions; he must paint to the fancy, and touch the heart; and hence, besides solid argument and clear method, all the conciliating and interesting arts, both of composition and pronunciation, ...
He must address himself to the passions; he must paint to the fancy, and touch the heart; and hence, besides solid argument and clear method, all the conciliating and interesting arts, both of composition and pronunciation, ...
Էջ 39
Without that community, sustaining faith in the new courses and methods would be increasingly difficult. Even though speech teachers might be acquainted through intercollegiate debate (increasingly coached by faculty), the system was ...
Without that community, sustaining faith in the new courses and methods would be increasingly difficult. Even though speech teachers might be acquainted through intercollegiate debate (increasingly coached by faculty), the system was ...
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Բովանդակություն
| 1 | |
| 17 | |
Teaching Discussion | 113 |
The Forum Movement | 211 |
Conclusion | 331 |
Bibliography | 343 |
Index | 358 |
About the Author | 361 |
Այլ խմբագրություններ - View all
Democracy as Discussion: Civic Education and the American Forum Movement William M. Keith Դիտել հնարավոր չէ - 2007 |
Common terms and phrases
AAAE papers adult education American argued argument Association audience Bryson Carnegie Corporation Cartwright CCNY century Chapter Chautauqua citizens claimed communication conflict context cooperation course Craig Baird critical deliberation deliberative Deliberative Democracy democracy democratic Dewey’s Deweyan didn’t discus Discussion and Debate discussion pedagogy Ehninger Elliott elocution Federal Forum File Ford Hall Forum forum leaders forum movement Forum Project goals Ibid ideas influence institutions intercollegiate debate interest issues John Dewey John Studebaker Journal of Speech judges liberal Lindeman logic lyceums Mary Parker Follett McBurney method NARA National O’Neill oratory organization Overstreet participation pedagogy persuasion philosophy political practice problem Progressivism propaganda Public Discussion public forum public speaking Quarterly Journal question radio rhetoric Roper Series III.A Sheffield sion skills social speaker speech teachers Studebaker and Williams Studebaker’s T-groups talk teaching textbooks thinking tion Town Meeting tradition University Press Winans Woolbert York
Բիբլիոգրաֆիական տվյալներ
| Վերնագիր | Democracy as Discussion: Civic Education and the American Forum Movement Lexington Studies in Political Communication |
| Հեղինակ | William M. Keith |
| Հրատարակիչ | Lexington Books, 2007 |
| ISBN | 0739154028, 9780739154021 |
| Length | 376 էջ |
| Export Citation | BiBTeX EndNote RefMan |