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Rhetoric, Knowledge and the Public Sphere


Edited By Agnieszka Kampka and Katarzyna Molek-Kozakowska

Public deliberation depends on how skillful communicators are in establishing their version of what is known to be publicly acceptable. This volume provides rhetorical analyses of institutional websites, political speeches, scientific presentations, journalistic accounts or visual entertainment. It shows the significance of rhetorical construction of knowledge in the public sphere. It addresses the issues of citizenship and social participation, media agendas, surveillance and verbal or visual manipulation. It offers rhetorical critiques of current trends in specialist communication and of devices used when contested interests or ideologies are presented.
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Maureen Daly Goggin - Preparing students for the emergent knowledge society: Rethinking learning and pedagogy in rhetoric


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Maureen Daly Goggin

Arizona State University

Preparing students for the emergent knowledge society: Rethinking learning and pedagogy in rhetoric

1. Introduction

The twenty-first century convergence of the emergent knowledge society, accelerating change, and globalization calls for a new paradigm of pedagogy – what and how we teach and what students learn and how they learn – in higher education. This new paradigm will need to take into account shifting epistemes as earlier systems of knowledge production and dissemination are becoming quickly obsolete as knowledge is growing at an exponential rate. As Neubauer points out, “the amount of information produced in the world in the coming year will exceed all of that produced in the past 5,000 years,… [and] one half of what an undergraduate in a science or technology field learns will be obsolete within 18 months.” (Neubauer, Deane E: “Introduction”. In: Neubauer, Deane E. (ed.): The Emergent Knowledge Society and the Future of Higher Education. Asian Perspective. Routledge: New York et al. 2011, p. 2) The latter calls into question what should constitute content in teaching and learning. The former is reconstructing knowledge – how we make it, how we store it, how we circulate it. That is, the acceleration in knowledge and globalized technologies has changed the face of knowledge production, distribution, and preservation. In the words of Neubauer, the “three key functions of universities – knowledge creation through research, knowledge dissemination through teaching, [publications], and service, and knowledge conservation...

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