Rhetoric for Innovative Education
Realizowany w latach 2020-2022 w ramach programu Erasmus+, projekt RHEFINE był pionierskim przedsięwzięciem o charakterze naukowo-dydaktycznym. Jego ambicją było zintegrowanie retoryki z najnowszymi metodami nauczania, by sprostać dynamicznie zmieniającym się potrzebom edukacyjnym XXI wieku.
Projekt był wspólnym wysiłkiem Pracowni Retoryki Stosowanej na Uniwersytecie Warszawskim, Katedry Fonetyki Teoretycznej i Stosowanej na Uniwersytecie w Zagrzebiu oraz Instytutu Retoryki i Komunikacji w Sofii.
W jego ramach opracowano cyfrowe materiały dydaktyczne. Stworzono programy studiów, które łączą teoretyczne podstawy retoryki z praktycznym zastosowaniem w różnych dziedzinach życia i pracy, na pierwszym i drugim poziomie edukacji akademickiej.
Projekt zaowocował opracowaniem podręczników akademickich, m.in. poświęconych krytyce retorycznej oraz tomem dotyczącym dydaktyki w zakresie retoryki. Te publikacje stanowią cenne źródło wiedzy, zarówno dla studentów, jak i badaczy oraz nauczycieli, umożliwiając głębsze zrozumienie zasad i praktyk retorycznych.
Istotnym elementem integracji międzynarodowego środowiska akademickiego były warsztaty z zakresu krytyki retorycznej dla studentów z uczelni partnerskich. Warsztaty te sprzyjały nie tylko rozwijaniu umiejętności retorycznych, ale także budowaniu międzynarodowej sieci kontaktów naukowych i edukacyjnych.
Wyniki projektu RHEFINE nie tylko poszerzają granice nauki o retoryce, ale również otwierają nowe możliwości dla przyszłych badań i projektów edukacyjnych w tej dziedzinie.
W tej sesji zapraszamy do wysłuchania wykładów badaczek retoryki z partnerskiego Uniwersytetu w Zagrzebiu.
Więcej o projekcie: https://rhefine.uw.edu.pl
- Overview of Rhetorical Research in Croatia
Elenmari Pletikos Olof
Abstract:
The focus of rhetorical research in Croatia is in two areas: text and oral delivery. Text research is primarily in the field of political and media discourse, analysing what kinds of arguments and rhetorical figures are frequently used, which fallacies are most common, and what kind of values are supported. The use of the abusive argumentum ad hominem is often found in the speeches of Europhobes (Kišiček, 2013) and in the discourse of the Croatian Parliament (Vančura and Tomić, 2013). A rhetorical analysis of inaugural addresses of Croatian presidents includes values and style, as well as delivery (Poropat Darrer and Pletikos Olof, 2017).
There are many other papers analysing figures of speech in political or media discourse (Grgić and Nikolić, 2013; Runjić-Stoilova and Stanković, 2016; Runjić-Stoilova, 2017 etc). On the other side, research on oral delivery deals with prosody features such as tone and intonation, timbre, rhythm, tempo, and others. Oral delivery consists of articulatory oral motor skills, diction, speech precision, fluency, and all the prosodic features reflected in prosodic expressivity. There is research on prosodic features in both public speaking and classroom delivery, and it is crucial for supporting listening (Škarić, 2003; Vlašić and Pletikos, 2006; Pletikos Olof and Vlašić Duić, 2013; Vlašić Duić & Gusak Bilić, 2022). Tomić (2023) makes a significant contribution to teaching performance, particularly to teaching listening because the audience is the silent and the most difficult part of the communication chain to research.
The RHEFINE project (Rhetoric for Innovative Education) has spurred further development of rhetorical pedagogy in Croatia, and we hope this momentum will continue through other projects.
This project not only encompasses the content and structure of the text but also emphasises the importance of teaching and evaluating oral delivery, ensuring that the message effectively reaches the recipient.
- Rhetorical Education in the 21st Century: Bridging the Gap
Diana Tomić
Abstract:
In today’s education, integrating rhetorical pedagogy and didactics may seem self-explanatory. However, better conceptualization, organization and visibility of rhetorical knowledge and skills is required in order to address the needs of modern education. 21st century education requires students to develop two basic transversal skills: critical learning encompassing critical thinking, speaking, and writing, and clear communicating. Both essential skills can be nurtured through rhetorical education. Another two aspects of modern education determine rhetorical pedagogy (what should be taught) and didactics (how it should be taught).
These aspects are interdisciplinarity and digitalization. The field of rhetorical scholarship itself is inherently interdisciplinary, evident not only in the wide array of courses offered (public speaking, academic writing, creative writing, communication skills, rhetorical theory, or argumentation course to name a few), but also in the diverse backgrounds of scholars and researchers, spanning linguistics and philology, philosophy and logic, communication science, and psychology. This diversity leads to a shattering of rhetorical knowledge and skills across curricula, resulting in varying definitions and interpretations of rhetorical concepts contingent upon the discipline introducing them. In order to consolidate rhetorical knowledge in the 21st century education, there is a need for rhetorical skills framework. The foundation of the framework is ancient rhetorical pedagogy and its key concepts – rhetorical cannons, structural organization, rhetorical appeals etc. with some contemporary adaptations such as implementation of interdisciplinary research findings on communication. Students’ rhetorical skill building should determine rhetorical didactics by having strong connection with contemporary communicative modalities. Several of these critical topics are explored in the book „Rhetorical Research & Didactics,” addressing the process of teaching argumentation patterns, enhancing public speaking skills for special needs, and refining the art of delivery serving as a starting point for contemporary rhetorical education.
