Becoming world-wise. An educational perspective on the rhetorical curriculum.

Autor/in	Biesta, Gert
Titel	Becoming world-wise. An educational perspective on the rhetorical curriculum.
Quelle	In: Journal of curriculum studies, 44 (2012) 6, Special Issue, S. 815-826Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2012.730285
Schlagwörter	Bildung; Paideia; Curriculumtheorie; Rhetorik; Emanzipation; Entgelt
Abstract	In this paper I discuss some aspects of recent scholarship on rhetoric and the curriculum, making a distinction between approaches that use insight from rhetoric to analyse formal and informal curricula and approaches that develop programmatic suggestions for the conduct of education. In the paper I deploy an educational perspective which I distinguish from a perspective that sees education mainly as a process of the socialization of individuals into existing social, cultural and political ways of doing and being. I focus on three aspects of the discussion: the conceptions of education that are being used in the discussion and, more specifically, the way in which the rhetorical approach is connected to the ideas of paideia and Bildung; the particular understanding of language in the rhetorical approach to the curriculum; and the question whether the rhetorical curriculum should be understood in terms of empowerment or in terms of emancipation. I argue for a more consistent and more radical adoption of insights from rhetorical scholarship in order to make the rhetorical curriculum more educational and more politically aware. I capture this with the idea of becoming 'world-wise' as an alternative for the idea that the rhetorical curriculum should contribute to making students 'symbol-wise'.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2013/1