DIDACTIC RHETORIC AND PERSUASIVE COMMUNICATION IN THE EDUCATIONAL LANGUAGE AS INTENTIONAL DISCURSIVE PRACTICE
DIDACTIC RHETORIC AND PERSUASIVE COMMUNICATION IN THE EDUCATIONAL LANGUAGE AS INTENTIONAL DISCURSIVE PRACTICE

Summary/Abstract: Didactic rhetoric and persuasive communication in the educational language as intentional discursive practice. Global human science and common denominator of all disciplines, the rhetoric has never ceased to provide both a general plan of the language, common to all discourse practices, and the necessary means to systematically discover the first and last reasons and grounds of the effectiveness of the human persuasive action in general. The configuration of a didactic rhetoric at the end of the past century has been developed particularly into a form of renewal as a comprehensive theory of persuasion and opinion argumentation, subordinated to the theories of didactic knowledge and communication. Besides, the rhetoric revival itself from the end of the past century has emerged mainly from the ambition to offer both integrative models at all levels of knowledge and educability, as well as the necessary means for systematic discovery of the prime and ultimate reason of the rhetoric discursive actions, in general. One of the most important reasons for didactic rhetoric comes from its contribution the (re)instatement of the persuasive dimension of didactic discourses, from the point of view of a general pattern of intentional language, common to all educational discourses. Didactic rhetoric can thus be considered a neo-rhetoric defining, within the intentional practice of communicative interactions in the educational environment, various theoretical and practical ensembles of didactic ways and means of purposeful influencing of the opinions, convictions or behaviours of the audience, both by external persuasive actions and by self- persuasion. In order to facilitate the perception of didactic rhetoric as a neo-rhetoric which is subordinated to the general rhetoric – as a science focused on global human interaction and on the transfer of ideas, intentions and reasons, through the intentional practice of discourses in effective expression – this paper has two complementary parts: the first part analyses once again the general connection between general rhetoric and didactic rhetoric and the second part refers to the specific rhetorical quality of the educational discourse in the persuasive didactic communication.

• Details
• Contents