Responding to skeptics within higher education and critics without, James Crosswhite argues powerfully that the core of a college education should be learning to write a reasoned argument. A trained philosopher and director of a university-wide composition program, Crosswhite challenges his readers—teachers of writing and communication, philosophers, critical theorists, and educational administrators—to reestablish the traditional role of rhetoric in education. To those who have lost faith in the abilities of people to reach reasoned mutual agreements, and to others who have attacked the right-or-wrong model of formal logic, this book offers the reminder that the rhetorical tradition has always viewed argumentation as a dialogue, a response to changing situations, an exchange of persuading, listening, and understanding. Crosswhite’s aim is to give new purpose to writing instruction and to students’ writing, to reinvest both with the deep ethical interests of the rhetorical tradition. In laying out the elements of argumentation, for example, he shows that claiming, questioning, and giving reasons are not simple elements of formal logic, but communicative acts with complicated ethical features. Students must learn not only how to construct an argument, but the purposes, responsibilities, and consequences of engaging in one. Crosswhite supports his aims through a rhetorical reconstruction of reason, offering new interpretations of Plato and Aristotle and of the concepts of reflection and dialogue from early modernity through Hegel to Gadamer. And, in his conclusion, he ties these theoretical and historical underpinnings to current problems of higher education, the definition of the liberal arts, and, especially, the teaching of written communication.
To those who have lost faith in the abilities of people to reach reasoned mutual agreements, and to others who have attacked the right-or-wrong model of formal logic, this book offers the reminder that the rhetorical tradition has always ...
The present volume examines Santaraksita's Tattvasamgraha and Kamalasila's extensive commentary on it, works that cover all conceivable problems in Buddhist thought and portray Buddhism as a supremely rational faith.
For a textbook version of the traditional view, see James L. Golden et al. (2003, 51—53). James H. Nichols (1998) finds a different kind of continuity between philosophy and rhetoric, and a different importance for rhetoric, ...
An outstanding new interpretation of Hobbes, one of the most difficult and challenging of political philosophers.
The decline in teaching grammar and rhetoric in American secondary schools has led Dr. Rollen Edward Houser to develop this book. The first part treats grammar, rhetoric, and the essential nature of logic.
Published in 1958 and translated into English as The New Rhetoric in 1969, this influential volume returned the study of reason to classical concepts of rhetoric.
This volume marks a unique collaboration by internationally distinguished scholars in the history, rhetoric, philosophy, and sociology of science.
With engaging wit and subtle irony, Albert Hirschman maps the diffuse and treacherous world of reactionary rhetoric in which conservative public figures, thinkers, and polemicists have been arguing against progressive agendas and reforms ...
Après Perelman: Quelles politiques pour les nouvelles rhétoriques? L'argumentation dans les ... Du sacré au saint: Cinq nouvelles lectures talmudiques. Paris: Éd. de Minuit, 1977. ... Université Libre de Bruxelles, Brussels, Belgium.
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