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Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based

This volume addresses a gap in previous research and explores Nordic textbooks chronologically and empirically from the Protestant Reformation to our present time. The chapters are written by scholars from universities in Finland, Denmark, Sweden and Norway, countries that distinguish themselves with a rich tradition of textbook research. The authors represent different academic traditions and use

In this chapter, I examine how argumentation is portrayed in the subject of Danish (L1), focusing especially on the extent to which argumentation is linked both to the individual student and community building. I analyse central passages from recent curricula and a course on argumentation from the most used learning material in Denmark within the subject of Danish. The analysis is framed by the wo

Sankthansaften er en festlig aften, og i Danmark forbundet med sang og båltaler, der holdes af et mangefold af personer, byrådsmedlemmer, præster og forfattere. Særligt forfatteres båltaler trykkes ofte samtidig i en avis. Hvorfor holder forfattere båltaler? Og hvilke emner, pointer og træk er typisk på spil? I hvert fald ikke kun skønhed og harmoni. Som bekendt forbindes den epideitiske tale med

The pedagogy of student-driven imitation is derived from Quintilian’s chapter on imitation in book 10 of the Institutio Oratoria, aimed at the mature student and life long learning. Following the precepts of Quintilian, this contemporary pedagogy focuses on the formation of the citizen-orator by addressing questions such as: ‘What models would be fruitful for me as a student to learn from?’ and ‘H

Fundamental to critical literacy is not only a focus on ideology critique, but also a commitment to the inclusion of culturel and linguistic minorities as well as an engagement with discourse in the construction of social and materiale relations, everyday culture and political life (Luke, p. 6). In addition, Ira Shor highlights values such as ”participatory”, ”affective”, ”situated”, ”multicultura

Abstract in Danish:I artiklen argumenterer jeg for, at rejseskildringen – et typisk eksempel på litterær sagrosa – indeholder en central topos kropslig controversia. Toposen kropslig controversia peger dels på den skrivendes biologiske krop som opsamler og beholder i proces og tekst, dels på en udforskning af en anden position, der potentielt kan udfordre forestillinger om konsensus. Toposen under

Resume Elevstyret imitatio: En retorisk skrivepædagogik i teori og praksis Ph.d.-afhandling indleveret af Christina Matthiesen ved Institut for Medier, Erkendelse og Formidling: Afdeling for retorik, Københavns Universitet. August 2013 Mennesker er imiterende væsener, og imitatio er en velkendt tilgang i mange læringsmiljøer og i den grad understreget i den klassiske retoriske uddannelsestradition

De senere års fremvoksende forskning i relationerne mellem den retoriske tradition og John Deweys tænkning undersøger især ideer om samfund, uddannelse og æstetisk erfaring (se fx Asen 2003, Crick 2014, Stroud 2008). Æstetisk erfaring beskriver Dewey i Art as Experience som værende en afrundet og således særlig erfaring, betinget af det enkelte subjekts orientering. Dewey er således i sin forståel

The durability of existing infrastructures is a worldwide challenge in structural engineering. Societal demands for reducing greenhouse gas emissions, coupled with the financial constraints faced by many countries, push infrastructure management companies and owners to extend the lifespan of existing structures. However, extending the lifespan comes with a set of problems related to safety and tim

The ancient rhetorician and teacher Isocrates placed language and rhetorical education as central to civic life. His teaching highlights training the rhetor in spe to acknowledge particular circumstances and situations (kairos) and debating both sides (dissoi logoi) in order to foster political wisdom and address practical problems (Walzer). Isocrates’ main pedagogical principle is imitation, that

In classical as well as modern rhetorical education there is a strong tradition of imitation as a means to becoming a rhetor, a rhetorical active citizen. Especially Quintilian is praised for his notion of imitation. He highlights critical reading within a broad variety of genres, including poetry and historical accounts, along with attunement to the individual talent and temper of the rhetor in s