Janja Zmavc

This article positions rhetoric as a bridge between oracy and citizenship education. The first comparative curricular study of Scotland, Slovenia and Norway, it demonstrates shared policy aims and practical challenges in the delivery of oracy and citizenship education in these three nations. We argue that the study of rhetoric equips young learners with the skills to think critically, listen actively and speak strategically. But rhetoric goes further than existing policy ambitions for oracy; it includes civic training, and cultivates skills for democratic deliberation and participation in society. Rhetoric empowers young people with the knowledge and skills to construct compelling arguments, and deconstruct the arguments of others, thereby cultivating eloquent and critical citizens. We explore the motivations for the teaching of rhetoric (to learners aged 7–16) in each national educational system, which range from significant coverage (Slovenia) to scant reference (Scotland), with Norway representing the middle ground, and we assess the importance of ancient teachings of rhetoric in contemporary classrooms. We outline the policy and curricular challenges associated with training teachers to teach rhetoric and share testimonies from both staff and students regarding their learning experiences with something which is ‘new’ to many, yet ‘ancient’ to some.

Plutarhovi Vzporedni življenjepisi so eno večkrat izdanih in revidiranih del kakega antičnega avtorja v slovenskem prevodu. Zaradi posebnega položaja izdajanja antičnih prevodov na Slovenskem je tako skoraj nepomembno, da so različni prevajalci različno naslavljali in sestavljali oziroma razstavljali to monumentalno delo in da tudi pričujoča izdaja ni izjema (ki tokrat za razliko od ostalih izdaj zvesto sledi originalu).

V prispevku predstavljamo rezultate raziskave o učinkovitih prilagoditvah pouka na daljavo za učence s priseljenskim ozadjem v drugem valu epidemije v Sloveniji. Odgovori majhnih vzorcev učiteljev (N = 29) na spletno anketo nakazujejo upad težav z opremo IKT v primerjavi s prvim valom, medtem ko so se še vedno prisotne težave, povezane z učenjem in učnim jezikom ter posledicami socialne izolacije. Učitelji so individualizirali način poučevanja in učne pomoči glede na zaznane jezikovne in učne težave ter osebne stiske. Raznojezični pristopi so se izkazali za učinkovite pri zagotavljanju inkluzivnega poučevanja v večkulturnih okoljih in bi jih veljalo krepiti tudi pri pouku v šoli.

Prispevek se ukvarja z vprašanjem, kako obravnavati literarne vsebine iz antične književnosti pri pouku latinščine na osnovni šoli. Temeljno izhodišče referata je, da je tudi na osnovnošolski stopnji pouka latinščine potrebno obravnavati literarne vsebine, ki so ustrezno prilagojene osebnemu razvoju učencev. Pri tem si avtorica zastavlja vprašanje, ali je recepcija antične književnosti v osnovni šoli mogoča, v kolikšni meri in kakšna je pri tem vloga učitelja. V drugem delu referata je prikazana okvirna opredelitev literarnih vsebin pri pouku latinščine, kaj naj le-ta vsebuje in kakšni naj bodo njegovi cilji, predstavljenih pa je tudi nekaj primerov pedagoške prakse pri pouku književnosti.

U radu ćemo predstaviti karakteristike nastave retorike kao obaveznog izbornog predmeta u devetom razredu osnovne škole u Sloveniji. Ovaj predmet predstavlja jedinstveni obrazovni element jer u drugim evropskim obrazovnim sistemima (kao ni i drugde u svetu) nisu na osnovnoškolskom nivou upoznati s nezavisnim predmetom koji bi učenike sistematski učio principima uspešnog ubeđivanja sagovornika. Nakon kratkog predstavljanja okolnosti uvođenja predmeta retorike u školski program slovenačkih osnovnih škola, predstavićemo njegove pedagoške karakteristike i ukazaćemo na neke specifičnosti njegovog praktičnog sprovođenja od 1999. godine do danas. Glavni fokus u drugom delu našeg rada biće predstavljanje rezultata projekta „Razvoj teorijskih osnova i praktičnih smernica za nastavu retorike u osnovnoj i srednjoj školi” koji se od 2018. godine realizuje u Pedagoškom institutu u Ljubljani. Prikazaćemo osnovne (sadržajne i didaktičke) pravce razvoja nove verzije nastavnog plana i programa za...

Author Janja Zmavc in the chapter Teaching rhetoric in primary school – towards modernization of society with classical techniques and practices presents the characteristics of teaching rhetoric as a compulsory elective subject in the ninth grade of elementary schools in Slovenia. It represents a unique education feature, since in other European educational systems (as well as elsewhere in the world) at elementary level stakeholders are not familiar with an independent subject where pupils could systematically learn the principles of successful public persuasion. After a brief presentation of the circumstances surrounding the placement of the subject of rhetoric in the Slovenian elementary school curriculum, the author outlines its characteristics and presents some particularities of teaching this skill from 1999 to the present day. The main focus in the second part of this paper is the presentation of partial results of the project Developing of theoretical bases and practical guid...

Category: 1.01 Original scientific paper Language: Original in English ( in English and Slovenian, Summary in Slovenian) Key words: rhetorical ethos, implicit meaning, early Roman rhetoric, authority, argumentation Abstract: The paper explores the possibilities of the interdisciplinary relationship between classical rhetoric and linguistic pragmatics. It presents one of the most popular rhetorical notions (i.e., rhetorical ethos) and its relation to implicit meaning (i.e., another popular notion of pragmatics). The primary objective is to analyze the rhetorical strategy of a speaker's favorable character presentation in the socio-cultural context of early Roman rhetoric. In the analysis, the Aristotelian and the socio-cultural viewpoint on rhetorical ethos is adopted and combined with Verschueren's model of linguistic pragmatics. Rhetorical ethos is further explored in terms of persuasive strategy in the context of different social roles of the orator in ancient Rome with a ...

In the article, we present contemporary notions of multilingualism that underpin relevant EU recommendations to integrate multilingual approaches in education. We also search for points of intersection that could establish possibilities for conceptualising the language context of PYD with theories of multilingualism and its various dimensions in the school environment (especially those of the language of schooling, first language, foreign languages) with emphasis on students with an immigrant background.

V prispevku bomo orisali problematiko pojmovanja, poučevanja in vrednotenja govor-nega nastopa kot učnega cilja in standarda v osnovnošolski vzgojno-izobraževalni verti-kali. S pomočjo arheologije govornega nastopa v okviru retorične teorije ter zlasti njego-ve antične umeščenosti med javni govor in umetniško prakso gledališča bomo poskušali pokazati, kako je na osnovnošolski ravni pomembno sistematično vpeljevanje prvin go-vornega nastopa, ki temelji na retoričnih konceptih in upoštevajoč načelo postopnosti govorni nastop primarno uvaja skozi njegovo nebesedno (performativno) komponento in ga šele v nadaljevanju nadgrajuje z vsebinskimi izhodišči. Kot tako koncipirana učna vsebina omogoča razvijanje zmožnosti suverenega, premišljenega in avtentičnega javne-ga nastopanja. Ključne besede: osnovna šola, govorni nastop, retorika, actio, antika.

Povzetek: Prispevek tematizira posebnosti izobraževanja priseljencev med epidemijo covida-19 spomladi 2020 skozi didaktično perspektivo. Uvodoma omenja problem dokumentov šolske politike v tem času, ki so bili v glavnem omejeni na zagotavljanje IKT-opreme kot bistvenega elementa poučevanja na daljavo, medtem ko se z didaktičnim načrtovanjem sprememb poučevanja v spremenjenih razmerah niso posebej ukvarjali, prav tako ne z ranljivimi skupinami otrok, posledično tudi ne z otroki priseljencev. V nadaljevanju prikaže kvalitativno raziskavo, v kateri je sodelovalo 20 učiteljev in ravnateljev ter učencev in dijakov priseljencev. V analizi njihovih prostih odgovorov na tri pisna vprašanja o poteku in posebnih pristopih izvajanja poučevanja na daljavo v izrednih razmerah ter odzivov udeležencev se prispevek osredinja na spremembe nekaterih dejavnikov pouka pri uresničevanju učnega procesa za otroke priseljencev. Rezultati analize kažejo na zoženje učnih vsebin, ki ob težje razumljivih pisnih navodilih, tehničnih omejitvah in specifikah domačega prostora učenja zahtevajo od učiteljev angažirano, neposredno vzpostavljanje dialoga prek telefona ali socialnih medijev ter privolitev na fluiden čas poučevanja. Učni proces, ki je bil omejen v glavnem na pouk slovenščine, je lahko stekel šele ob zagotavljanju osnovne moralne in čustvene podpore učencem in njihovim staršem, ki so med epidemijo ostali brez stika s slovenskim jezikovnim okoljem. Analiza opozarja, kako so dejavniki pouka v specifičnem trenutku vplivali na didaktične odločitve učiteljev pri načrtovanju, pripravi in izvedbi procesa ter kako so te odločitve zaznamovale interakcijo med subjekti, ki so bili posredno ali neposredno udeleženi pri izvajanju pouka (učitelji, učenci, delavci šole, starši), in spomni, da še tako »fragmentarna interpretacija« neke šolske situacije vedno pove nekaj o trenutno aktualnih izobraževalnih paradigmah in šolskem sistemu kot celoti. Abstract: The paper deals with the education of students from a migrant background during the Covid-19 epidemic in the spring of 2020 through a curricular perspective. It points out the problem of Slovene school policy documents at that time, which were mainly focused on the supplying of ICT equipment as an essential element of remote teaching, while curricular planning in the new conditions and dealing with vulnerable groups of children migrant students respectively were not a part of extensive treatment. The main part of the paper represents a qualitative survey involving 20 teachers and principals and migrant pupils and students. In analyzing their answers to three written open-ended questions about the course and specific approaches to the implementation of emergency remote teaching and the responses of participants in the pedagogical process, the paper focuses on changes of relevant factors in the implementation of the learning process for migrant students. The results of the analysis show a reduction of learning content, which, with more difficult-to-understand written instructions, technical limitations and specifics of home learning space, requires teachers to engage in dialogue directly via telephone or social media and agree to fluid teaching time. The learning process, which was limited mainly to the teaching of Slovene, could only start with the provision of basic moral and emotional support to migrant students and their parents who were left without contact with the Slovene language environment during the epidemic. The analysis points out how certain factors of teaching at a specific time influenced the decisions of teachers in their curricular planning, preparing and implementing the process and how these decisions marked the interaction between subjects directly or indirectly involved in teaching (teachers, students, school staff, parents), and recalls that even a »fragmentary interpretation« of a school situation always says something about current educational paradigms and the school system as a whole.

Prispevek podaja oris nekaterih konceptualizacij javnega govornega nastopanja, ki izhajajo iz klasične retorike in njene pedagogike ter predstavljajo podlago za celovitejše razumevanje vloge nastopa kot vitalnega govorčevega opravila v okviru procesa tvorjenja besedila. Hkrati opozori na problem odsotnosti retorične perspektive v sodobnih konceptualizacijah sporazumevalne zmožnosti v okviru pouka slovenščine in nakaže možna izhodišča za oblikovanje celovitejšega pristopa k uresničevanju dejavnosti govornega nastopanja.
The paper outlines some conceptualisations of public speaking that derive from classical rhetoric and its pedagogy and represent the basis for a more comprehensive understanding of the role of oral performance as a task of the vital speaker within the process of composing. At the same time, it draws attention to the problem of the absence of a rhetorical perspective in modern conceptualisations of communicative competence in the context of teaching Slovenian and suggests possible starting points for creating a more comprehensive approach to the implementation of speech activities.

This chapter presents Greco-Roman conceptualizations of rhetorical ethos in order to show that classical rhetoric, when properly reconstructed in the framework of its (relevant) sociocultural context, can fruitfully contribute to the research and analysis of persuasive strategies in contemporary public discourse. A reconstruction of a model for analysis of rhetorical ethos is proposed and applied to selected contemporary data. The analysis presents a case study of persuasion through character in formal addresses of Slovenian Prime Minister-designates. Two issues are explored in particular: (1) the relevance of rhetorical ethos as a persuasive strategy and (2) the characteristics of rhetorical ethos in these speeches.

Despite of its long tradition the research of classical rhetoric can provide many interesting perspectives even today, since through renewed readings of ancient works possible reinterpretations of certain concepts that belong to the ancient system of classical rhetoric are enabled. At the same time a detailed research of the classical rhetorical system offers one of the most useful starting points to refine our perception of its concepts and recognize the value of their application to the contemporary models of rhetorical and argumentative analysis. In this sense, one of the most interesting classical concepts appears to be rhetorical ethos, a strategy of (favorable) character presentation. Known and studied mostly either solely from Aristotle’s conceptualizations of pisteis entekhnoi or from the perspective of a moral character that comes from Isocrates and Plato, ancient rhetorical ethos in fact reveals a multifaceted nature that comes from different conception of the role of the speaker in Greek and Roman society. Based on this hypothesis, we present examples of different ancient conceptions of character presentation and propose two main interpretative directions that, only when joined together, fully constitute a complex concept of classical rhetorical ethos.

In the paper we explore Greco-Roman rhetoric (also known as classical rhetoric) from the perspective of intercultural communication. Defining rhetoric as a means of interaction between Greek and Roman culture we investigate some of its theoretical and socio-cultural aspects and elucidate rhetoric as: 1) established discipline of public persuasion; 2) connecting sociocultural component, which as an evolving discipline encouraged and to a certain degree even created intercultural encounters between ancient Greeks and Romans. In order to establish a connection between rhetoric as a discipline and rhetoric as an inter/cross-cultural phenomenon we explore characteristics of public speaking in ancient Greece and Rome and present some of the "rhetorical" encounters of both cultures.

In the paper, we present a rhetorical perspective on the project Languages Matter in order to point out the importance of developing plurilingual and pluricultural competence in contemporary education. We will try to show how alive and vibrant, but also a fruitful discussion can be within the project goals that stems from the perception of the learning environ­ ment as a multilingual and multicultural community in which complex interactions between languages and their speakers are underway. These may well be in line with current documents in the field of education, but they are not always reciprocal and democratic. In an effort to create a model that would enable the successful establishment and maintenance of all and any language ­friendly learning environments, it becomes evi­ dent that the development of plurilingual and pluricultural competences is a permanent process (in research practice as well), which can find a com­mon potential for improving pedagogical practices in the establishment of a dialogue with the “other”.

The paper explores the possibilities of the interdisciplinary relationship between classical rhetoric and linguistic pragmatics. It presents one of the most popular rhetorical notions (i.e., rhetorical ethos) and its relation to implicit meaning (i.e., another popular notion of pragmatics). The primary objective is to analyze the rhetorical strategy of a speaker's favorable character presentation in the socio-cultural context of early Roman rhetoric. In the analysis, the Aristotelian and the socio-cultural viewpoint on rhetorical ethos is adopted and combined with Verschueren's model of linguistic pragmatics. Rhetorical ethos is further explored in terms of persuasive strategy in the context of different social roles of the orator in ancient Rome with a particular focus on the identification of ethotic strategies, which are related to the notion of authority. A case study based on the notion of types of implicit meaning is presented, focusing on the role of implicitness in the construction of rhetorical ethos in early Roman rhetoric.

V prispevku raziskujemo stične točke med učiteljevo avtoriteto in retori- ko kot posebno obliko jezikovne rabe v pedagoškem procesu. Izhajajoč iz odnosnega pojmovanja avtoritete izpostavljamo njeno retorično naravo in opozarjamo na nujnost zavedanja o tesni povezanosti med retoriko kot veš- čino javnega prepričevanja in uspešnostjo vzpostavljanja in ohranjanja av- toritetnega odnosa v pedagoškem procesu. Na podlagi splošne konceptu- alizacije retorike, ki proces prepričevanja opredeljuje kot vzajemen odnos med govorcem in poslušalci, predstavljamo predlog sheme retorične kon- strukcije pedagoške avtoritete, ki temelji na razumevanju avtoritete kot kompleksnega procesa, ki se vzpostavlja v interakciji učitelja z učenci in ga sestavljajo trije elementi: kako učinkovito zna v govoru in z govorom učitelj prikazati lastno verodostojno podobo (ethos), kako uspešno se odziva na čustvena stanja svojih učencev (pathos) ter kako jasno ter trdno utemeljuje svoja stališča in kako utemeljeno presoja stališča drugih (logos).
In the article, we explore the points of contact between pedagogical author- ity and rhetoric as a special form of language use in the pedagogical pro- cess. Drawing on the relational conceptions of authority, we emphasize its rhetorical nature and point out the need to be aware of the close connection between rhetoric as a skill of public persuasion and the successful enacting of the authority relationship in the pedagogical process. On the basis of the general conceptualization of rhetoric, which defines the process of persua- sion as a reciprocal relationship between the speaker and the listeners, we present a scheme of rhetorical construction of pedagogical authority based on the understanding of authority as a complex process that is established in the teacher – student interaction and consists of three elements: an ef- fective demonstration of a speaker's trustworthy image, (ethos), a succesful (discursive) response to the emotional states of the audience (pathos), and use of sound and valid argumentation (logos) in speech.