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• W212742743 abstract "It may be that universal history is the history of the different intonations given a handful of metaphors. (Borges, 1964, p.192) Rhetoric and education suffer a shared plight. In attempting to establish themselves as legitimate among disciplines with recognizable canons (e.g., literature) or specific objects of research (e.g., history or the natural sciences), educators and rhetoricians have resorted to borrowing. Rhetoric's attempt to climb beyond the status of an illegitimate stepchild to philosophy and drama is not new. Among Plato's litany of indictments against rhetoric appears one criticism than seems especially damning in an era where quantity--or at least quantitativeness--can substitute for quality. Plato claimed that rhetoric, comprising the techniques of persuasion, cannot be a science (an art or techne in ancient Greek parlance) because it had no method. Without a clear-cut procedure to deliver results, rhetoric was reduced to a knack analogous to cooking (Gorgias, 462d-463a). In a similar attempt to secure academic respectability, educators have wed to describe what they do metaphorically. This resort to metaphors is quite understandable. Education, like rhetoric, has no particular subject matter (Dewey, 1929, p. 48). Indeed, no subject has educational value until it is adapted to the learner (Dewey, 1938, p. 44 Adaptability lies at the core of education and of rhetoric. Education adapts the subject to the learner rhetoric adapts the message to the audience. But this malleability makes education and rhetoric ephemeral. Metaphors offer a way to make the educational process more concrete and comprehensible. While no single metaphor can capture all aspects of education, a carefully chosen metaphor can highlight important components of the educational process. One popular metaphoric rendering of education frames the process in the language of business, portraying students as customers in a satisfaction-based endeavor. The choice of metaphors, however, is normative as well as descriptive. Aside from their explanatory power, metaphors can shape perceptions and expectations of what they describe. This essay suggests that the concept of gaming offers an accurate and appropriate description of the educational process. Furthermore, placing education within a gaming framework encourages cooperation, emphasizes excellence, and fosters values that a business-driven view of education omits or downplays. A Declaration of Intellectual Independence The idea that educators served as surrogate parents shaped much American educational policy and practice until the early 1960s (Masters, 1995). The decline of in low parentis marks the need for a less parental way of conceptualizing education. As educators, we must go beyond maternal nurturing to encourage students to think and act independently. Ironically, this declaration of intellectual independence comes at a time when educational institutions are de facto reassuming many parental duties. Inculcation of values, discipline, cultivation of manners, and myriad other tasks have been foisted upon schools as parental presence and influence at home have dwindled. Despite the parental functions educational institutions have acquired, a central task of education remains: to wean students of their intellectual dependencies. In this sense, teaching is not an agglutinative but a separating, a detaching principle (Barzun, 1959, p. 133) Similarly, we must overcome the paternalistic mindset that equates education with trained obedience, thus rendering education the equivalent of training a pet to heel and sit on command--with the negative sanction of punishment for disobeying. The disintegration of the family in America might signal a return to more structured educational relationships As educational institutions from elementary to post-secondary levels are called on to provide what parents no longer can or will (sex education morals, positive role models, basic functional skills, an appreciation for arts and culture), the in loco parentis doctrine might be due for resurrection. …" @default.
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• W212742743 date "1997-09-22" @default.
• W212742743 modified "2023-09-27" @default.
• W212742743 title "Gaming Serves as a Model for Improving Learning" @default.
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