Trained Capacities
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B01=Brian Jackson
B01=Gregory Clark
Category1=Non-Fiction
Category=DNL
Category=GTC
Category=NL-DN
Category=NL-GT
COP=United States
Critical pedagogy
Critical practice
eq_bestseller
eq_biography-true-stories
eq_isMigrated=2
eq_nobargain
eq_non-fiction
Equal opportunity
Format=BB
Foundationalism
Gullibility
HMM=229
Humanism
Idealization
IMPN=University of South Carolina Press
ISBN13=9781611173185
Language_English
Objective test
PA=Available
PD=20131230
Personhood
Persuasive writing
POP=South Carolina
Popular education
Practical reason
Price=€50 to €100
Propaganda
PS=Active
PUB=University of South Carolina Press
Quality of experience
Reason
Reasonable person
Self-determination
Sophistication
Subject=Interdisciplinary Studies
Subject=Prose: Non-fiction
The Wisdom of Crowds
Truth claim
WMM=152
Z99=Gerard A. Hauser
Product details
- ISBN 9781611173185
- Weight: 456g
- Dimensions: 152 x 228mm
- Publication Date: 01 Feb 2014
- Publisher: University of South Carolina Press
- Publication City/Country: South Carolina, US
- Product Form: Hardback
- Language: English
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The essays in this collection, written by sixteen scholars in rhetoric and communications studies, demonstrate American philosopher John Dewey's wide-ranging influence on rhetoric in an intellectual tradition that addresses the national culture's fundamental conflicts between self and society, freedom and responsibility, and individual advancement and the common good. Editors Brian Jackson and Gregory Clark propose that this influence is at work both in theoretical foundations, such as science, pragmatism, and religion, and in Dewey's debates with other public intellectuals such as Jane Addams, Walter Lippmann, James Baldwin, and W. E. B. Du Bois.
Jackson and Clark seek to establish Dewey as an essential source for those engaged in teaching others how to compose timely, appropriate, useful, and eloquent responses to the diverse and often-contentious rhetorical situations that develop in a democratic culture. They contend that there is more at stake than instruction in traditional modes of public discourse because democratic culture encompasses a variety of situations, private or public, civic or professional, where people must cooperate in the work of advancing a common project. What prepares people to intervene constructively in such situations is instruction in those rhetorical practices of democratic interaction that is implicit throughout Dewey's work.
Dewey's writing provides a rich framework on which a distinctly American tradition of a democratic rhetorical practice can be built--a tradition that combines the most useful concepts of classical rhetoric with those of modern progressive civic engagement. Jackson and Clark believe Dewey's practice takes rhetoric beyond the traditional emphasis on political democracy to provide connections to rich veins of American thought such as individualism, liberalism, progressive education, collectivism, pragmatism, and postindustrial science and communication. They frame Dewey's voluminous work as constituting a modern expression of continuing education for the ""trained capacities"" required to participate in democratic culture. For Dewey human potential is best realized in the free flow of artful communication among the individuals who together constitute society.
The book concludes with an afterword by Gerard A. Hauser, College Professor of Distinction in the Department of Communication at the University of Colorado Boulder, USA.
Jackson and Clark seek to establish Dewey as an essential source for those engaged in teaching others how to compose timely, appropriate, useful, and eloquent responses to the diverse and often-contentious rhetorical situations that develop in a democratic culture. They contend that there is more at stake than instruction in traditional modes of public discourse because democratic culture encompasses a variety of situations, private or public, civic or professional, where people must cooperate in the work of advancing a common project. What prepares people to intervene constructively in such situations is instruction in those rhetorical practices of democratic interaction that is implicit throughout Dewey's work.
Dewey's writing provides a rich framework on which a distinctly American tradition of a democratic rhetorical practice can be built--a tradition that combines the most useful concepts of classical rhetoric with those of modern progressive civic engagement. Jackson and Clark believe Dewey's practice takes rhetoric beyond the traditional emphasis on political democracy to provide connections to rich veins of American thought such as individualism, liberalism, progressive education, collectivism, pragmatism, and postindustrial science and communication. They frame Dewey's voluminous work as constituting a modern expression of continuing education for the ""trained capacities"" required to participate in democratic culture. For Dewey human potential is best realized in the free flow of artful communication among the individuals who together constitute society.
The book concludes with an afterword by Gerard A. Hauser, College Professor of Distinction in the Department of Communication at the University of Colorado Boulder, USA.
Brian Jackson is an associate professor of English and university writing coordinator at Brigham Young University, USA. He has published articles in Rhetoric Review, Composition Studies, College Composition and Communication, and other publications.
Gregory Clark is professor of English and associate dean of the College of Humanities at Brigham Young University, USA. He is the author of Rhetorical Landscapes in America: Variations on a Theme from Kenneth Burke (University of South Carolina Press).
Gregory Clark is professor of English and associate dean of the College of Humanities at Brigham Young University, USA. He is the author of Rhetorical Landscapes in America: Variations on a Theme from Kenneth Burke (University of South Carolina Press).
