Persistent Link:
http://hdl.handle.net/10150/196153
Title:
John Dewey and Teaching Rhetoric for Civic Engagement
Author:
Jackson, Brian David
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
In this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By "civic engagement" I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives.
Type:
text; Electronic Dissertation
Keywords:
rhetoric and civic engagement; teaching rhetoric; argument; deliberation; literature as an aid to civic imagination
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Rhetoric, Composition & the Teaching of English; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Miller, Thomas P.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleJohn Dewey and Teaching Rhetoric for Civic Engagementen_US
dc.creatorJackson, Brian Daviden_US
dc.contributor.authorJackson, Brian Daviden_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractIn this dissertation I argue for using John Dewey's scholarship in ethics, progressive education, and public discourse as a framework for teaching rhetoric for civic engagement. By "civic engagement" I mean working to discover, address, or confront issues of public importance through discourse. In the first part I establish Dewey as a point of reference for progressive revisions of curriculum in rhetoric at the undergraduate level. Using data gathered from a sample of undergraduate institutions, I argue for an increase in courses that reflect classical interests in performance of argument and critical analysis of text as essential skills for civic engagement. In the second part I describe what such revisions may look like as we consider teaching argument as a back and forth process, deliberation as a key component of rhetorical literacy, and critical analysis of literature as an aid to civic imagination. This dissertation contributes to the continuing interest in the way rhetorical education can help students develop transferable skills, attitudes, and interests that will make them effective and ethical agents in their professional and civic lives.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectrhetoric and civic engagementen_US
dc.subjectteaching rhetoricen_US
dc.subjectargumenten_US
dc.subjectdeliberationen_US
dc.subjectliterature as an aid to civic imaginationen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineRhetoric, Composition & the Teaching of Englishen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMiller, Thomas P.en_US
dc.contributor.committeememberMountford, Roxanneen_US
dc.contributor.committeememberWarnock, Johnen_US
dc.identifier.proquest2007en_US
dc.identifier.oclc659746600en_US
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