Practical Wisdom through Deliberative Pedagogy: A Constructive Rhetorical Analysis

Autor/inn/en	Lawrence, Windy Y.; Rountree, John; Mehltretter Drury, Sara A.
Titel	Practical Wisdom through Deliberative Pedagogy: A Constructive Rhetorical Analysis
Quelle	In: Journal of the Scholarship of Teaching and Learning, 21 (2021) 4, S.225-238 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1527-9316
Schlagwörter	Democracy; Teaching Methods; Citizenship Education; Civics; Political Candidates; Student Role; Facilitators (Individuals); College Students; Alumni; Political Issues; 21st Century Skills; Urban Schools; Student Government; Student Participation; Decision Making + Suchen Sie Ihr Suchwort? Demokratie; Teaching method; Lehrmethode; Unterrichtsmethode; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Collegestudent; Politischer Faktor; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerparlament; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Decision-making; Entscheidungsfindung
Abstract	Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university's deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01