Research Article| January 01 2007 Progress on Both Sides: Wayne C. Booth as Mentor and the Pedagogy of Transformative Engagement Frederick J. Antczak Frederick J. Antczak Search for other works by this author on: This Site Google Pedagogy (2007) 7 (1): 99–115. https://doi.org/10.1215/15314200-2006-022 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Frederick J. Antczak; Progress on Both Sides: Wayne C. Booth as Mentor and the Pedagogy of Transformative Engagement. Pedagogy 1 January 2007; 7 (1): 99–115. doi: https://doi.org/10.1215/15314200-2006-022 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. Duke University Press2007 Article PDF first page preview Close Modal You do not currently have access to this content.

Allan Bloom's controversial book The Closing of American Mind: How Higher Education Has Failed Democracy and Impoverished Souls of Today's Students2 has attracted popular attention to a position that already had been gaining currency among critics of American higher education. These critics charge that we educators are failing our students individually and our community collectively by failing to teach morality--by failing to attend to role our disciplines play for students and practitioners in formation of their character. But questions as complicated and momentous as whether education in a discipline should aim to develop moral character, how it should do so, and how it can do so without damaging spirit and skills of free inquiry are hardly such simple questions as they are often depicted, including by Bloom. This is especially true for a discipline so frequently accused of complicity with evil, or even inherent immorality, as rhetoric. Indeed question of rhetoric's role in formation of character presents a genuine dilemma, one that is often corrupted in public controversies about moral education. On one hand, professors of rhetoric have no apparent special training in such ethical issues, nor is it clear why they would have special obligations. One does not have to be Allan Bloom or Carnegie Commission or even William Bennett to believe that all educators have some general obligation to influence their students for better, but it is not clear why or how this should devolve in a special way on teachers of reading, writing and speaking. It could do so only if ethical issues were found to be somehow intrinsic to rhetoric itself, to what we must teach if we are to succeed in teaching rhetoric at all--intrinsic, perhaps, to its evolution as a discipline and a practice, or to one of its fundamental functions. But how can this be squared with our notions of rhetoric as a neutral instrument? On other hand, contemporary rhetoricians have made it at least as clear that rhetoric has inescapable connections to human character, that these connections by their nature may be objects of distinctively rhetorical inquiry, that such inquiry may sustain and extend critical discourse, and that it may produce knowledge, including moral knowledge. For as Kenneth Burke has taught us, rhetoric is essentially involved in the definition of man, and admits of analysis in terms of those motives through which human characters are constituted and realized.3 Moreover, as Wayne Booth has explained, formation of self occurs in a field of selves; we are made of, as we make, company we keep.4 If our character is so significantly at stake in our rhetoric, then process of understanding rhetoric better would seem to hold some possibilities for better understanding of character. Or put more practically: if character realizes and reveals itself significantly in rhetoric, knowledge achieved in rhetorical education and critical discourse arising from it may make some issues in formation of our characters more a matter of our informed, free, ethically charged choice. But what does all this have to do with our alleged responsibility to inculcate a particular morality?