Retorikens etik i en skolkontext : en kvalitativ undersökning för att synliggöra retorikteorins potential att implementera det etiska perspektivet
The ethics of rhetoric within a school context : a qualitative study to highlight the rhetoric theory's potential to implement the ethical perspective
Author
Summary, in English
The aim of this study was to investigate how the ethical aspects of rhetoric theory can implement the ethical perspective on teaching in rhetoric in Swedish 1, 2 and 3. Furthermore, I sought to clarify how teachers viewed the possibility of involving the student in ethical reflection with the help of rhetoric's metalanguage.
I applied a qualitative content analysis to underline the relationship between rhetoric and
ethics, as well as the potential of rhetoric to convey the ethical perspective through rhetorical models.
The content analysis highlights four aspects, which show that rhetoric:
• relates to the knowledge "which can be both ways".
• assists us in the deliberation of our language.
• gives us the means to convey our values and see something from another's perspective.
• includes didactic models that manifest the previous three aspects.
Furthermore, qualitative interviews were conducted to investigate how rhetoric theory and the ethical perspective are described and expressed in the teacher's practical everyday life. The survey made it clear that teachers describe rhetoric in varying ways, which further affects the implementation of the ethical perspective in rhetoric teaching. None of the informants included all three initial points in their teaching. This was based on a lack of time, knowledge, or didactic approaches. The pupils thus lose parts of the potential for ethical reflection presented in the content analysis.
I applied a qualitative content analysis to underline the relationship between rhetoric and
ethics, as well as the potential of rhetoric to convey the ethical perspective through rhetorical models.
The content analysis highlights four aspects, which show that rhetoric:
• relates to the knowledge "which can be both ways".
• assists us in the deliberation of our language.
• gives us the means to convey our values and see something from another's perspective.
• includes didactic models that manifest the previous three aspects.
Furthermore, qualitative interviews were conducted to investigate how rhetoric theory and the ethical perspective are described and expressed in the teacher's practical everyday life. The survey made it clear that teachers describe rhetoric in varying ways, which further affects the implementation of the ethical perspective in rhetoric teaching. None of the informants included all three initial points in their teaching. This was based on a lack of time, knowledge, or didactic approaches. The pupils thus lose parts of the potential for ethical reflection presented in the content analysis.
Publishing year
2020
Language
Swedish
Full text
Document type
Student publication for Master's degree (two years)
Topic
- Languages and Literatures
Keywords
- retorik
- etik
- det etiska perspektivet
- metaspråk
- perspektivism
- rhetoric
- ethics
- the ethical perspective
- metalanguage
- perspectivism
- skola
- svenskämnet
Supervisor
- Anders Sigrell (Prof.)