Retorikens etik – och progymnasmata

Following legislation in 2010, all Swedish teachers, at all levels, had a double mission: to teach democracy as well the content of their subject. This mission was seen as troublesome by evaluating authorities, among others. In the latest state curriculum, rhetoric has re-emerged as a central element of Swedish mother-tongue high school education and is also seen as troublesome. In this article we will try to show how it may be feasible to combine these two elements: first, by working with the democratic mission, the rhetorical tools will facilitate and favour the preparation and execution of democratic activities; second, the rhetorical tools and concepts may be highly beneficial in the necessary meta-reflection of school activities supporting the democratic mission. Working with rhetoric means working with the foundations necessary for democracy. Since all mother-tongue teachers are obliged to teach rhetoric, it could also be used for the democratic mission. 

Rhetoric, and the Swedish high-school mission for democracy

Mother-tongue teachers teach argumentation analysis. To this end, among other things, they use a stylistic meta-language, i.e. the tropes and figures of style, to analyse arguments as well as more aesthetic communication. The best-known trope is the metaphor. In this article it is argued that a more pragmatic view on the related figure metonymy could sharpen our tools for argumentation analysis. Metaphor is about resemblance or similarity; metonymy is about some kind of contextual togetherness or contiguity, “The White House has decided to decrease the military presence in Afghanistan”. Since the information focus in the metonymy is somewhere other than on the name shift, it makes it a potential carrier of possibly insidious assumptions and attempts to persuade. Such possible instances could be “Prices go up” or “Pensions go down”. The metonymy concept can help us see that pensions do not go down; someone has decided to lower them. Keywords: metonymy, metaphor, argumentation analysis, rhetoric, teacher education (Published: 1 December 2012) Citation: Education Inquiry Vol. 3, No. 4, December 2012, pp. 535–550

'Whenever I put a black jacket on, I get dandruff ' On metonymy as a device for constructive argumentation analysis

Recently, scholars of rhetoric and composition have shown much interest in the ancient composition exercises known as progymnasmata. This paper explains how these exercises, which provided ancient students with a transitional curriculum between grammar and rhetoric, have theoretical and practical merit for contemporary compositional pedagogy. It demonstrates how progymnasmata has helped educators in Texas and Sweden introduce their transitional and developmental students to a complete system of rhetorical instruction, one that gives them practice developing a repertoire of possible strategies for achieving copiousness and the means of making reasonable and persuasive choices in their writing.

http://veronica11011.weebly.com/uploads/1/1/7/0/11707615/cum_poteritrhetorical_exercises_for.pdf

"Cum Poterit"--Rhetorical Exercises for Transitional and Developmental Students.

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"Cum Poterit"--Rhetorical Exercises for Transitional and Developmental Students.