1. Applying Classical Rhetoric and Knowledge Theory to Our Digital World.
Rhetoric and Theory apply in an age where science, rhetoric and art meet.
Rhetoric and ways of knowing offer a solution and a framework that is both timely and timeless
We’ve discussed a lot of things this semester:
A lot of theories
A lot of genres
Activities
Case studies.
Pedagogical trends.
With the world changing the way it has, theory provides a framework. The concepts of theory and their applications are both timely and timeless as we apply classical rhetoric and knowledge theory to our digital world.
Applying Classical Rhetoric and Knowledge Theory to Our Digital World.

2. Our reality starts with ideas.

3. .
The ideas of the rhetorical scholars became an inspiration to our Western Culture today.

4. In the Western World, we are a reflection of what has come before.
While this figure reminds us of the mirrors, the image is intended to represent how theories over the ages are built upon one another. Opposing mirrors give an image of infinity—how concepts are reflected over time, and how, even though time has past, the some principles apply through infinity and that the quest for knowledge has no end.

5. of some original thinkers.
The ancient philosophers engaged in rhetoric to give meaning to their world
Education was born with the ancients.
Their ideas still burn brightly.

6. One of the ancient teachers
Photo from Metropolitan Museum .
One of the ancient teachers was grounded in theory, logic, and character. It was born out of a need to define the world. To label the logical, the character or ethos, and the pathos—emotion or appeal.
Figure 1: Aristotle with bust of Homer by Rembrandt
was grounded in theory, logic and character.

7. Aristotle’s ideas are still relevant
Ethos
Here we have Aristotle’s contribution to theory. His ideas are still relevant today.
One of the most basic shapes is the triangle. It has been used over the years to indicate stability or relationship. The triangle here is one representing the parts of classical rhetoric.
Logos
Pathos
Figure 2: Aristotle’s rhetorical components.
for today’s communicators.

8. walked among his students within the lyceum.
Aristotle
Photo from Metropolitan Museum .
Aristotle developed his rhetorical styles and theories for the lyceum. He would walk among his students in the lyceum, asking them questions and employing dialectic techniques using ethos, logos, or pathos.
Figure 3: Epidauros Theater in Greece, similar in style to the lyceums used by ancient orators.
walked among his students within the lyceum.

9. definitions for knowledge.
He gave students
Praxis
He also helped them define the different kinds of knowledge. Theoriea, praxis, techne’.
Theoria
Techne’
Figure 4: Aristotle’s three types of knowledge.
definitions for knowledge.

10. leaned toward theory, practice or application.
Each student
Praxis
Historically, it has been noted that students instinctively leaned toward competencies in science, letters, or arts. Their “ways of knowing” were influenced by natural abilities. For centuries it has been the challenge of educators to steer students toward their natural abilities.
Theoria
Techne’
Figure 4: Aristotle’s Three Types of Knowledge
leaned toward theory, practice or application.

11. And each had a vision for a journey of discovery
In his Nicomachean Ethics work, Aristotle also speaks of the act of discovery and stresses its important in moving toward the end. He used the act of “sailing” as a metaphor for the discovery of becoming.
Eventually, these ideas of Aristotle and other teachers were lost after the decline of Rome.
Figure 5 Sketch of Greek ship from B.C., incorporated into modern day theme.
One of Aristotle’s metaphors for learning was to “sail away” or
to “become.”

12. Aristotle and the other teachers’ ideas were rediscovered . . .
After a long time,
Praxis
After a long time, the works of Aristotle and some of the other teachers’ were rediscovered.
Theoria
Techne’
Figure 4: Aristotle’s three types of knowledge
Aristotle and the other teachers’ ideas were rediscovered . . .

13. During the 9th Century Arab scholars studied and commented on Aristotle.

14. In the 13th Century Latin scholars dusted the ideas off and renewed them.

15. to inspire the learning of future generations.
St. Thomas of Aquinas found in Aristotle’s work a philosophical foundation that has shaped Christian Doctrine. Aristotle’s work has been so pervasive that it has influenced Renaissance art and music, modern rhetoric, and the logic of scientists. Astronomers and zoologists alike were influenced by his theoretical views of the heavens and the earth.
to inspire the learning of future generations.

16. Even today, Aristotle’s classical rhetoric provides a framework for the issues we face in learning today.

17. that is easily applied today
Ethos
Character
The artist isn’t the only one creating the art. The scientists create it as they develop new technologies.
Pathos/
Emotion
Logos/
Logic
Figure 6: Aristotle’s rhetorical components with modern labels.
by today’s communicators.

18. They interact with multi-level audiences
Marketing
R&D
Executives
Customers
Ethos
The communicators now have to understand more than the three types of rhetoric; they have to look at the rhetoric in terms the secondary audiences. .
Logos
Pathos
Communicator
Figure 8: Ego centric organizational chart for the modern-day communicator.

19. Like Aristotle, today’s communicators have an amphitheater,
The demand for communicators to have integrated skills in either performing or collaborating in the different kinds of knowledge may not be new, but the advent of the World Wide Web has made it new.
Figure 7: Globe
and it is a whole world.

20. Communicators’ learning comes from any number of sources,
Started by Tim Berners-Lee 30 years ago, the network of the World Wide Web has made knowledge accessible, and the creation of that world. Our world is a community. Our amphitheater is the World Wide World. This illustration represents the power grid of the World Wide Web. The ships represent the discoveries made by web surfers.
One of Aristotle’s favorite analogies was sailing. It represented the act of discovery. Let’s take a query for information on the worldwide web. It is like a ship disappearing on the horizon. It navigates from port to port looking for the information—Originally, the information was catalogued in directories, now with Google, the most effective way the Internet retrieves information is through a web crawler or information is retrieved and it returns to its home port with the goods or the information. Such is the nature of knowledge gained. With that information another ship is launched delivering goods—registering online for a class, paying a bill, filling out a survey--- or getting more goods—The trend toward digital literacy impacts the way we live and work, and for educators it changes the way we teach.
Figure 9: Discovery throughout the World Wide Web, adapted from illustration by the Department of Defense.
but digital resources have much impact.

21. affect daily living and work settings.
The technologies used
At home we use the computer to write to our family members who are away from us. We post family slideshows, to our children, file our taxes, shop online.
At work we use , teleconference, online collaboration show the changes of word. (I had some other slides after this that showed those things. One was the tracking changes feature
Let’s take a look at the kinds of people who use digital information to create the technology we use. (Bill, I found a fair use educational site with engineers who told about how they used various skills in their jobs. There were several clips. When I was nearing the end of developing my Power Point, I went back and tried to place a clip here, and it corrupted my Power Point, and I had to start with a version I had worked on several days before.) Note how theoreia, praxis and techne are all part of each person’s self description
Figure 10: Multimedia Inspiron Laptop by Dell
affect daily living and work settings.

22. Also, the learning of today’s communicators
Praxis
It used to be that only the scientists, engineers, and those associated with technology had access to technology. Their writing was disconnected, describing only those things that were discrete, separate. Including emotion or character weakened it. It was as dry as a schematic for a circuit board. The writers, in the past 20 years, have been given “permission” to impose ethos or character into their presentations.
Today technology is ubiquitous or everywhere; its presence has changed the needs of the population. Effective technical writers need to have a combination of knowing that and knowing how. For those students and professionals who engage in writing they must have three parts: Theoria (knowledge), Praxis (practical) and Techne.
Digital literacy requires the designer of technology and the communicator to employ all three legs of the Aristotle model and all three types of knowledge. .
Theoriea
Techne
is a result of integrated approach from any number of sources.

23. Their knowledge has become integrated by their daily media choices.
Despite its potential impact on our culture, technology, for the most part is still merely a tool that remains inanimate until the user picks it up or turns it on (computer).
Figure 11:
by their daily media choices.

24. And they have experienced various genres
And they have experienced various genres. This represents online gaming, currently used in entertainment and even in some distance learning applications.
It is the technical communicator becomes aware of the when, why, where, and how it is used, and designs the communication around it. The role of the technical communicator is also to help create new genres to accommodate the assignment. (Illustrator Morphs and Filters)
Figure 12: Bubble filter from Adobe Illustrator applied.

25. The The illustrations here represent the many genres our students interact with and develop, be it science, rhetoric or art.
The role of the technical communicator is also to help create new genres to accommodate the assignment. (Illustrator Morphs and Filters)
Figure 13: Zig Zag filter from Adobe Illustrator applied. Used in Anime, hi-tech, applications.

26. They may be retro genres like art deco that could apply to tech publication art.
They may be retro genres that could apply to tech publication art.
Figure 14: Wrapped plastic filter from Adobe Illustrator applied. Used in Anime, hi-tech, applications.

27. Or they may be whimsical, depending on the audience or the situation.
Or the publications may be whimsical, depending on the audience or the situation.
Figure 15: Wrapped plastic , bubble, scribble, and twist filters applied from Adobe Illustrator. Used in animation, special effects for broadcast or film.

28. Educators must accept the charge
Higher education
Private learning
Primary and secondary
Business and industry
Distance Learner
Incidental Learner
Traditional Learner
Aristotle attempted to identify rhetoric to give his students a framework for all their communication.
Today we do the same, only we have so many other factors and secondary audiences to consider.
Teacher
Professional development
to remain relevant.
Research/scholarship
Figure 16: Ego-centric organization applied to education problem.

29. Addressing all audiences is a key task.
Education is changing.
Partnering
Higher Ed
Scholarship
Community
Praxis
The increased access to knowledge and learning, has impacted our traditional view of education. What doesn’t change is that we, too, have our own audience we need to consider. The traditional learners, distance learner, and the incidental learners). In addition there are the secondary audiences the field of education needs to consider.
Theoria
Techne’
Teacher
Figure 17: Ego-centric organization applied to knowledge educators must consider in planning curriculum.
Addressing all audiences is a key task.

30. As educators in the technical field, we must be aware of the trends toward digital learning. Note the developments below:
Future Project:100 million online learners in 2004
Online learning market will soon approach $25 million.
The number of four-year, for-profit institutions that provide online learning grew by 266% from 1994 to 2004. .
As educators in the technical field, we must be aware of the trends toward digital learning. Note the developments below:
Future Project:100 million online learners in 2004
Online learning market will soon approach $25 million.
The number of four-year, for-profit institutions that provide online learning grew by 266% from 1994 to 2004.
Traditional educational institutions are lagging behind the private business sector.
Traditional educational institutions are lagging behind the private business sector.

31. leading the effort for digital learning are educators.
Interestingly,
British-born, Tim Berners-Lee,
Interestingly, leading the effort for digital learning are educators.
British-born, Tim Berners Lee, the father of the worldwide web.
Berners Lee maintains a website that helps anyone learn the basics of navigating the web or designing for it. His concept for the web is that no one owns it, and he spends much of his time watching over the business and governmental factors that could influence their control. Unlike radio and television, the web offers a free amphitheater for the world.
Figure 18: Tim Berners-Lee in a lecture hall at Massachusetts Institute of Technology. ,
father of the worldwide web, is an unsung hero.
leading the effort for digital learning are educators.

32. The Massachusetts Institute of Technology
Nicholas Negroponte
Berners-Lee is a professor at the Massachusetts Institute of Technology. His colleague and manager of the media lab, Nicholas Negroponte, are making a difference. Nicholas Negroponte has partnered with Google to offer access to all children in poor countries through his own $100 laptop.
Figure 19: Nicholas Negroponte displays the wind up $100 lap to p.
has a vision for all children to own a laptop He is partnering with Google.
professors are just two who make a difference.

33. It is necessary, Negroponte says,
It is necessary, Negroponte says, to close the digital divide between those who have technology and those who don’t.
Figure 18: Nicholas Negroponte displays the wind up $100 lap to p.
to close the digital divide between those who have technology and those who don’t.

34. “Every thirty years technology will come together.”
It was Nicholas Negroponte who conceptualized the Convergence Theory that states,
Print
Computer
Broadcast
Negroponte has been a visionary in the use of technology for a long time. In the 1980s he conceptualized the Convergence Theory which state, “Every 30 years technology will come together.”
Figure 20: The three technology sources for media convergence.
“Every thirty years technology will come together.”

35. Print, broadcast and computers have converged on the World Wide Web.
The Convergence Theory has become a reality.
Print
New Media
Broadcast
Convergence Theory is a reality now more than ever. Print, broadcast and computers have converged on the World Wide Web.
Computer
Figure 21: Converged media.
Print, broadcast and computers have converged on the World Wide Web.

36. With digital technology,
Print
New Media
Broadcast
Convergence Theory is a reality now more than ever. Print, broadcast and computers have converged on the World Wide Web.
Computer
Figure 21: Converged media.
the increments between technology innovations and their convergence get shorter and shorter.

37. This development requires an integrated approach to teaching skills.
Rhetoric
Science
Art
Broadcasting, print, and computers have all converged, and as digital has replaced analog, the reproduction of knowledge multiplies exponentially.
Because of this there is a need to teach student integrated skills or the ability to collaborate. The knowledge and tools they use cut across curricula.
Figure 22: Modern-day types of knowledge, reflective of Aristotle’s types of knowledge.
as the knowledge and tools they use cut across curricula.

38. The integrated curriculum
Rhetoric
The integrated curriculum is necessary for a world that requires multi-intelligence and collaboration.
Art
Science
Figure 23: Cross curricula convergence.
is necessary for a world that requires multi-intelligence and collaboration.

39. Organizations like the Association for Teachers of Technical Writing
Access and Expectations
Accountability and Partnering
Scholarship and Community building
Scholars and educators in the Association of Teachers of Technical Writing are calling for a three-factor approach in developing future education systems.
According to the scholars (Laura Gurek, A Duin, James Zappen), the online learning has affected traditional education as well, in a time of budget cuts and competing vocational interests. Laura Gurek offered a three-step approach to addressing digital learning and literacy for technical writing programs in traditional college and university settings.
1. Access and Expectations.
Online learning is increasing. The amphitheatre for digital learning is growing. The digital developments have impacted the skills needed for technical writing. Manuals are available online. They become “living documentation” and are dynamic as they are uploaded. Information and genres also become dynamic.
Technology is used to organize and integrate knowledge.
Students control when, where, what and how fast they learn They are motivating faculty to change their modalities of instruction and interaction.
Online learning is increasing. The newest online learners are core learners from regular institutuions looking for flexibility.
Figure 24: Three-factor approach to promoting digital literacy.
are calling for a three factor approach to developing future education systems.

40. Following are some distance learning technical writing programs
New Jersey Institute of Technology
JER Group, Inc.
Online –learning. COM
Serebra Learning Corp:
California State University at Hayward
Christchurch Polytechnic Institute of Technology
Northern Arizona University
Rensselaer Polytechnic Institute
Rochester Institute of Technology
Texas Tech University
Utah State University
These are some distance learning technical writing programs. Many of these programs were the result of an institution’s continuing education programs.
The newest participants are core students who take online courses as well.
Many of these programs were the result of an institution’s continuing education programs.

41. In terms of digital literacy and distance learning,
Access and Expectations
Accountability and Partnering
Scholarship and Community building
(source, Laura Gurek and A. Duin)
2. Scholarship and Community Building
There is an interplay of technology, teaching and research and behavior within the technical communication academy. Increased scholarship on the impact of wireless learning environments (slide of TREO and Logan College of Chiropractic)
Figure 24: Three-factor approach to promoting digital literacy. .
scholarship and community building are being re-evaluated.

42. Accountability and partnering
Access and Expectations
Accountability and Partnering
Scholarship and Community building
(source, Laura Gurek and A. Duin)
3. Partnering and Accountability
The audience for distance learning includes the learners, the teachers, the businesses, the and the government.
The Higher Learning Commission recognizes that the focus may change from research and scholarship and books to writing grants and partnering. (Gurek and Duin)
Figure 24: Three-factor approach to promoting digital literacy. .
are crucial activities for traditional learning organizations to pursue.

43. In the end. . .
Figure 5: Sketch of Greek ship from B.C., incorporated into modern day theme.
To address all these needs in the end, it is important to lay a foundation and offer an integrated theory that incorporates the traditional rhetoric with modern day applications, not only for the learners, but for those who develop the learning systems.
it is important to lay a foundation and offer an integrated theory that incorporates the traditional rhetoric with modern-day applications.
“The wise man must remember that while he is a descendent of the past, he is a parent of the future.” Herbert Spencer

44. And finally, a modern perspective with a traditional touch. . . .
With the advent of the world wide web and the changes in learning technologies, no one has a monopoly on knowledge. As Louis Pasteur put it, Science knows no country, because knowledge belongs to humanity , and is the torch which illuminates the world.
“Science knows no country, because knowledge belongs to humanity, and is the torch which illuminates the world.” Louis Pasteur

45. Sources
Gurek, L. J. and Duin, A. H. (2004). The impact of the internet and digital technologies on teaching and research in technical communication, Technical Communication Quarterly 13:2, pp
Harty, K. J. (2005). Strategies for Business and Technical Writing. New York: Pearson/Longman, pp
Miller, C. (1989) What’s practical about technical writing? From Teaching Technical Writing, edited by Dubinsky, J., New York, St. Martin’s Press, 2004.
Mirabito, M. A. and Morgenstern, B. The New Communications Technologies: Applications, Policy and Impact, p.159.
Zappen, J. P. (2005) Digital rhetoric: toward an integrated theory. Technical Communication Quarterly 14:3:2, pp

46. Figures A
Figure 1. Aristotle with bust of Homer. Metropolitan Art Museum
Figure 2. Aristotle’s Rhetorical Components . General knowledge. Art created by Cindy Pulley.
Figure 3. Epidauras Lyceum Greek Architecture from the Stone Age to the Hellenistic Period. greeks/architecture/ greekarch.htm
Figure 4. Aristotle’s Kinds of Knowledge. Illustration by Cindy Pulley adapted from Miller, C. (1989) What’s practical about technical writing. From Teaching Technical Writing, edited by Dubinsky, J., New York, St. Martin’s Press, 2004.
Figure 5. Sketch of Greek ship. Ancient Greek Architecture for Kids. Greek Architecture from the Stone Age to the Hellenistic Period - how the Greeks built temples, houses, palaces, greeks/architecture/greekarch.htm - 21k
Figure 6. Aristotle’s rhetorical components with modern labels. Illustration by Cindy Pulley. Adapted from Zappen, J. P. (2005) Digital rhetoric: toward an integrated theory. Technical Communication Quarterly 14:3:2, pp

47. Figures B Figure 7. Globe. Microsoft Clip Art.
Figure 8. Ego-centric Organization Chart. Illustration by Cindy Pulley adapted from Harty, K. J. (2005). Strategies for Business and Technical Writing. New York: Pearson/Longman, pp
Figure 9. Representative of the World Wide Web.
Figure 10.
us&cs=19&l=en&oc=ib120L1&s=dhs
prop=images&fr=slv1-mdp&va=nicholas+negroponte&imgsz=all&vf=all&ei=UTF-8
Figure 11. Cyberglove.
Figure 12. Bubble Filter. Illustration by Cindy Pulley using Adobe Illustrator.
Figure 13. Zig Zag. Illustration by Cindy Pulley using Adobe Illustrator.
Figure 14. Wrapped Plastic. Illustration by Cindy Pulley using Adobe Illustrator.
Figure 15. Scribble, Bubble and Twist. Illustration by Cindy Pulley using Adobe Illustrator.
Figure 16. Ego-centric Figure 16: Ego-centric organization applied to education problem, based on information from Gurek, L. J. and Duin, A. H. (2004). The impact of the internet and digital technologies on teaching and research in technical communication, Technical Communication Quarterly 13:2, pp Illustration by Cindy Pulley using Microsoft Power Point.

48. Figures C
Figure 17. Ego-centric organization applied to knowledge educators must consider in planning curriculum. Concept derived from Gurek, L. J. and Duin, A. H. (2004). The impact of the internet and digital technologies on teaching and research in technical communication, Technical Communication Quarterly 13:2, pp Illustration by Cindy Pulley using Microsoft Power Point.
Figure 18.TimBerners-Lee.
Figure 19. Nicholas Negroponte. prop=images&fr=slv1-mdp&va=nicholas+negroponte&imgsz=all&vf=all&ei=UTF-8
Figure 20. The three technology sources for media convergence, conceptualized by Nicholas Negroponte. Illustration by Cindy Pulley using Microsoft Power Point.
Figure 21.Converged media based on Nicholas Negroponte’s Convergence Theory. Illustration by Cindy Pulley using Microsoft Power Point.
Figure 22. Modern-day types of knowledge, reflective of Aristotle’s types of knowledge. Illustration by Cindy Pulley using Microsoft Power Point.
Figure 23. Figure 23: Cross curricula convergence. Concept based on article by Adapted from Zappen, J. P. (2005) Digital rhetoric: toward an integrated theory. Technical Communication Quarterly 14:3:2, pp
Figure 24: Three-factor approach to promoting digital literacy. Concepts derived from article by Gurek, L. J. and Duin, A. H. (2004). The impact of the internet and digital technologies on teaching and research in technical communication, Technical Communication Quarterly 13:2, pp