12 found
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  1.  18
    From Ends to Causes (and Back Again) by Metaphor: The Paradox of Natural Selection.Stefaan Blancke, Tammy Schellens, Ronald Soetaert, Hilde Van Keer & Johan Braeckman - 2014 - Science & Education 23 (4):793-808.
  2.  80
    Narrative and Rhetorical Approaches to Problems of Education. Jerome Bruner and Kenneth Burke Revisited.Kris Rutten & Ronald Soetaert - 2013 - Studies in Philosophy and Education 32 (4):327-343.
    Over the last few decades there has been a strong narrative turn within the humanities and social sciences in general and educational studies in particular. Especially Jerome Bruner’s theory of narrative as a specific ‘mode of knowing’ was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives ‘at their far reach’—as an art form—and on several occasions he refers to the dramatistic pentad as an important method for ‘unpacking’ narratives. (...)
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  3.  16
    A Rhetoric of Turns: Signs and Symbols in Education.Kris Rutten & Ronald Soetaert - 2014 - Journal of Philosophy of Education 48 (4):604-620.
    In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major ‘turns’: linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a ‘text'—as is central in a semiotic approach—and by introducing new rhetoric in (...)
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  4.  43
    Attitudes Toward Education: Kenneth Burke and New Rhetoric.Kris Rutten & Ronald Soetaert - 2015 - Studies in Philosophy and Education 34 (4):339-347.
    In this article we introduce the special issue Attitudes Toward Education: Kenneth Burke and New Rhetoric, which brings together a number of contributions that were first presented at the conference Rhetoric as Equipment for Living. Kenneth Burke, Culture and Education. Kenneth Burke [1897–1993] is one of the foundational figures in the development of what is known as the ‘new rhetoric’. The aim of the contributions to this special issue is to explore what is pedagogical about Burke’s anthropological account of rhetoric (...)
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  5.  10
    Review of Gert J.J. Biesta, The Beautiful Risk of Education. [REVIEW]Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):413-418.
  6.  22
    An Appetite for Transcendence: A Response to Doris Santoro’s and Samuel Rocha’s Review of The Beautiful Risk of Education.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):419-422.
  7.  20
    Equipment for Thinking: Or Why Kenneth Burke is Still Worth Reading.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):363-375.
    In a market place crowded with practical rhetoric books what educational value could a challenging work such as Kenneth Burke’s A Rhetoric of Motives possibly have? Burke knows but doesn’t use the terminology of the classical art and rather than analysing the persuasive rhetoric of well-known speeches to equip us with strategies, he weaves his way around literary texts, teasing out meanings that their authors something intended, sometimes did not. Yet, despite such difficulties, A Rhetoric of Motives is a practical (...)
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  8.  22
    Fictional Narratives as Didactical Tools: Using Frank McCourt'sTeacher Manin Pre‐Service Teacher Education.André Mottart, Steven Vanhooren, Kris Rutten & Ronald Soetaert - 2009 - Educational Studies 35 (5):493-502.
    In this article we describe a teaching project that focuses on the introduction of fictional narratives as basis for critical reflection about major issues in the teaching profession. Our main aim is to help pre‐service teachers to make appropriate decisions at particular moments of interaction in their classroom. From a theoretical perspective we are inspired by the cultural and narrative turn in the humanities and the social sciences. In our project pre‐service teachers were invited to read Teacher Man by Frank (...)
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  9.  17
    Burke’s Pentad as a Guide for Symbol-Using Citizens.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):349-362.
    Ever since the rhetorical turn in education, education scholars have recognized the importance of rhetoric in constructing and mediating human society. They have turned to rhetorical theory to come to terms with this rhetorically mediated reality and to engage students as critical citizens within it. Much of this work draws on rhetorical theorist Kenneth Burke, but much of Burke’s work remains unexplored in this area. We argue that his theories can be part of a user’s guide to educate students about (...)
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  10.  16
    Jesuit Eloquentia Perfecta and Theotropic Logology.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):403-412.
    This essay takes a rhetorical pragmatist perspective on current questions concerning educational goals and pedagogical practices. It begins by considering some challenges to rhetorical approaches to education, placing those challenges in the theoretical context of their posing. The essay then describes one current rhetorical approach—based on Kenneth Burke’s dramatism and logology—and uses it to understand and redescribe another rhetorical approach—Jesuit teaching of eloquentia perfecta. Proceeding in this way, the essay presents both a general theoretical framework for discussing educational aims and (...)
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  11.  14
    National Identity Within the National Museum: Subjectification Within Socialization.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):385-402.
    Rhetorician Kenneth Burke’s theory of identification usefully demonstrates how communities are able to engage with difficult, opposing viewpoints as they develop or maintain a sense of shared identity. Identification, “establishing a shared sense of values, attitudes, and interests with [an audience],” is promoted dialogically in the modern national museum in a way that it is difficult for classrooms to emulate. This article examines dialogic national identification particularly through the focus in museums on certain key objects that serve as what Burke (...)
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  12.  12
    Form, Experience and the Centrality of Rhetoric to Pedagogy.Ronald Soetaert & Kris Rutten - 2015 - Studies in Philosophy and Education 34 (4):377-384.
    This essay notes a resurgence of interest in rhetorical studies on the appeal of form, grounded in the work of rhetorical theorist Kenneth Burke. The essay argues that form is not only a way to structure discourses, it is a way to structure experience. Form is foundational in creating perceptions and thus experiences. Form is also highly rhetorical, in that how we structure our world carries social and ideological implications. The essay thus argues that an understanding of form as foundational (...)
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