EDU7001+Rhetorical+Perspectives

 ** Faculty Use Only **
 * ** EDU7001-8 ** ||  ||
 * ** Foundations of Educational Scholarship ** || ** 5 Rhetorical Perspectives: logos, ethos and pathos ** ||
 * ** Foundations of Educational Scholarship ** || ** 5 Rhetorical Perspectives: logos, ethos and pathos ** ||
 * Stephen, **
 * Excellent job on explaining the rhetorical perspectives. You summarized each perspective nicely. From this paper you have demonstrated a very good understanding of the concepts. Logos will be of particular interest in this course where we are studying the art of writing a dissertation and scholarly articles. However, these different approaches can help you address specific audiences as appropriate. When we are submitting any activity in this class always ask yourself if it is “scholarly” writing…whether or not the activity requires a full paper or two paragraphs, we are striving for scholarly writing APA 6th edition which you have excelled at! **
 * Well done. **

=Logos, Ethos and Pathos= In this assignment the author is to use the topic chosen in Activity 2 and write three paragraphs describing this topic using a different rhetorical perspective for each. The topic chosen in the previous activity is to explore the role of adult learning styles in relationship to online learning.

Logos
The idea that adults require differing methods of instruction than that of children in order to learn best is relatively new. Though the American Association of Adult Education was established in 1926 to perform research on better ways to educate adults; very little changed in regards to teaching method, for children or adults, until after the 1950s. European educators were introduced to the idea that adults are a viable subset of learners, and to the term andragogy, in Franz Poggeler’s book //Introduction to Andragogy: Basic Issues in Adult Education//. The idea and term didn’t really catch on, however, until the publication of //The Adult Learner: A Neglected Species//, by Malcolm Knowles’ in 1973 and “ adult-learning theory emerged from the academic backwaters ” ( Zemke & Zemke, 1995, para. 7 ). Since then educators and scholars have worked on developing approaches and theory to maximize the learning of adults. One of the three artistic proofs in rhetoric, logos was understood by Aristotle to mean “ reasoned discourse ” or “ the argument ” ( Halloran, 1982 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and is persuasion based on logic and evidence. Logos is the primary means of conveying information in scholarly writing and in dissertations. By using the rhetorical strategies one can structure ones argument in logical and persuasive means, and then support that logic through appropriate quotes, paraphrases and citations from reviewed and vetted works.

Ethos
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">This author, having spent over a decade in educating and training both adults and children, has found that there are differences between the two groups. Children, for example, require a greater amount of structure, and direction than do adults for effective learning to take place. It is more likely to engage adults in constructive discussion, where ideas are extended, and experiences are shared, and a deeper understanding of concepts can take place, than it is with children. Ideally with adults the teacher becomes more of a facilitator and encourager of ideas and sharing, whereas the teacher of children is more often the provider of information. While this is not an exhaustive list of the differences between children and adults, it does demonstrate the validity that the two groups are different. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">One of the three artistic proofs in rhetoric, ethos is what speakers need to establish from the start. Ethos encompasses literally “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">moral competence <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” but was broadened by Aristotle to include both personal expertise and knowledge ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Halloran, 1982 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Ethos is not generally used in scholarly writing or in dissertations because blowing one's own horn violates a principle of ethos, and consequently of ethics, in that the writer has ulterior motives in the acceptance of the outcome, and should be read with caution. In essence, the success of scholarly writing should be based not on the laurels of the authors past, but on how successfully the author presents the information in the present. Since ethos deals with the credibility of the writer, authors should be encouraged to select material that is seminal or current. By choosing articles that have been properly submitted to peer-reviewed or refereed journals, and in which the research has been corroborated, the author enhances their own credibility.

Pathos
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">One feature of adult learning is that the student has the opportunity to choose from a large variety of degree options and classes. By taking these options online the student is not herded like cattle, confined to a set schedule, or corralled in a classroom. Thus the student is assumed to be more disciplined and responsible - more like an adult, who can study and interact at their own pace, with maximum convenience. With today’s adults as busy as they are between work and family, optimal time management with optimal classroom benefits equals learning on your own terms, and who wouldn’t want that, right? <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">One of the three artistic proofs in rhetoric, pathos is an appeal to the sympathies and the imagination of the audience, usually through stories, or passion in the delivery of material. Pathos is limited in scholarly writing or in dissertations to problem statements, or the description or analysis of data, but should not be used to persuade readers.

<span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Perfect…clear concise. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Excellent, good use of outside sources. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Excellent, and you will see this as you start writing your chapters in your dissertation. “I” is rarely seen, scholarly writing is all evidence based. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Yes! Very good.


 * = References ||
 * * Halloran, M. (1982). Aristotle’s concept of ethos, or if not his somebody else’s. //Rhetoric Review, 1//(1), 58-63. Retrieved from http://www.jstor.org/stable/465559
 * Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? // Training //, 32, 69-82. Retrieved from ERIC Database. (ED504481) ||