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. |
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Արդյունքներ 100–ի 6-ից 10-ը:
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The changing rationales for collegiate education are well documented by Bruce Kimball in Orators and Philosophers, and they provide a context for the breakdown in the traditional understanding of rhetorical pedagogy.
The changing rationales for collegiate education are well documented by Bruce Kimball in Orators and Philosophers, and they provide a context for the breakdown in the traditional understanding of rhetorical pedagogy.
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The traditional "canons," or categories of rules, in rhetoric had been formulated and stabilized by Roman pedagogical practice. Inventio, "discovery," involved developing arguments to be used in persuasion, and was typically tied to a ...
The traditional "canons," or categories of rules, in rhetoric had been formulated and stabilized by Roman pedagogical practice. Inventio, "discovery," involved developing arguments to be used in persuasion, and was typically tied to a ...
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How, then, did rhetorical pedagogy change in the nineteenth century? Five factors influenced the changes: the rise of aestheticism, perceived declines in the speaking ability of college graduates and the elocutionist response, ...
How, then, did rhetorical pedagogy change in the nineteenth century? Five factors influenced the changes: the rise of aestheticism, perceived declines in the speaking ability of college graduates and the elocutionist response, ...
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... method," the history of rhetorical pedagogy might have been quite different. This compelling picture of a disciplinary purpose differed from the received classical view in at least two ways. First, an Origins of Speech Pedagogy 27.
... method," the history of rhetorical pedagogy might have been quite different. This compelling picture of a disciplinary purpose differed from the received classical view in at least two ways. First, an Origins of Speech Pedagogy 27.
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The second factor influencing changes in pedagogy was a general perception of performative decline. Complaints in America about stuttering lawyers and muttering preachers were laid upon the colleges, recalling the complaints in England ...
The second factor influencing changes in pedagogy was a general perception of performative decline. Complaints in America about stuttering lawyers and muttering preachers were laid upon the colleges, recalling the complaints in England ...
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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 |