Composing the Will to Power: John Dewey on Democratic Rhetorical Education

Nathan Crick Texas A&M University

Abstract

In order to highlight the genuinely radical nature of John Dewey’s educational and democratic vision this essay articulates a vision of contemporary rhetorical education that is grounded in a pragmatic rereading of Friedrich Nietzsche’s concept of the “will to power.” Drawing from Dewey’s treatment of the will to power in Human Nature and Conduct, I argue that rhetorical pedagogy seeks to arouse, channel, and finally compose the impulses of students through the activity of intelligence in such a way that reflects and advocates for students’ interests within a democratic ethic of advocacy, criticism, and deliberation.

Journal
Rhetoric Society Quarterly
Published
2016-08-07
DOI
10.1080/02773945.2016.1198964
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