This article encourages technical and professional communication programs to take on the challenge of educating students to become "community intellectuals." The notion of educating future professionals for a career needs to be reconsidered in light of both current research concerning civic rhetoric and past practices in moral humanism courses. The triumvirate of rhetoric, ethics, and moral philosophy provides an effective foundation for reconfiguring existing pedagogy in the field and offers insights for nurturing community intellectuals.

(2001). Making Use of the Nineteenth Century: The Writings of Robert Connors and Recent Histories of Rhetoric and Composition. Rhetoric Review: Vol. 20, No. 1-2, pp. 147-157.

Research Article| May 01 1998 Theory, Text, Context: Issues in Greek Rhetoric and Oratory; Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception; Rethinking the Rhetorical Tradition: From Plato to Postmodemism; Traditionen der klassischen Rhetorik im angelsachsischen England; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces; Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory Christopher Lyle Johnstone,Theory, Text, Context: Issues in Greek Rhetoric and Oratory (Albany: State University of New York Press, 1996) 196 pp.Kathy Eden,Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception (New Haven: Yale University Press, 1997), 119 pp.James L. Kastley,Rethinking the Rhetorical Tradition: From Plato to Postmodernism (New Haven and London: Yale University Press), pp. vi + 293.Gabriele Knappe,Traditionen der klassischen Rhetorik im angelsachsischen England (Heidelberg: Universitatsverlag C. Winter, 1996), xx + 573 pp.Thomas P. Miller,The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces, (Pittsburgh: Pittsburgh University Press, 1997), x + 345 ppKwesi Yankah,Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory, African Systems of Thought (Bloomington: Indiana University Press, 1995), 194 pp. George Pullman, George Pullman Department of English, Georgia State University, Atlanta, Georgia 30303-3083, USA. Search for other works by this author on: This Site PubMed Google Scholar Richard A. Miller, Richard A. Miller Bowling Green State University, Bowling Green, Ohio 43403, USA. Search for other works by this author on: This Site PubMed Google Scholar Thomas M. Conley, Thomas M. Conley University of Illinois, 244 Lincoln Hall, 702 S. Wright Street, Urbana, Illinois 61801, USA Search for other works by this author on: This Site PubMed Google Scholar Martin Camargo, Martin Camargo Department of English, 107 Tate Hall, University of Missouri Columbia, Missouri 65211, USA. Search for other works by this author on: This Site PubMed Google Scholar Kermit Campbell, Kermit Campbell Department of English, Parlin Hall, University of Texas, Austin, Texas 78712, USA. Search for other works by this author on: This Site PubMed Google Scholar Lynee Lewis Gaillet Lynee Lewis Gaillet Department of English, Georgia State University, Atlanta, Georgia 30303-3083, USA. Search for other works by this author on: This Site PubMed Google Scholar Rhetorica (1998) 16 (2): 227–242. https://doi.org/10.1525/rh.1998.16.2.227 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Cite Icon Cite Search Site Citation George Pullman, Richard A. Miller, Thomas M. Conley, Martin Camargo, Kermit Campbell, Lynee Lewis Gaillet; Theory, Text, Context: Issues in Greek Rhetoric and Oratory; Hermeneutics and the Rhetorical Tradition: Chapters in the Ancient Legacy and Its Humanist Reception; Rethinking the Rhetorical Tradition: From Plato to Postmodemism; Traditionen der klassischen Rhetorik im angelsachsischen England; The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces; Speaking for the Chief: Okyeame and the Politics of Akan Royal Oratory. Rhetorica 1 May 1998; 16 (2): 227–242. doi: https://doi.org/10.1525/rh.1998.16.2.227 Download citation file: Ris (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 All ContentRhetorica Search This content is only available via PDF. Copyright 1998, The International Society for the History of Rhetoric1998 Article PDF first page preview Close Modal You do not currently have access to this content.

RHETORICA 236 Thomas P. Miller, The Formation of College English: Rhetoric and Belles Lettres in the British Cultural Provinces, (Pittsburgh: Pittsburgh University Press, 1997), x + 345 pp. Thomas Miller's excellent work The Formation of College English examines a strand in the development of English studies—the civic domain of rhetoric—neglected in other important histories of the discipline: Gerald Graff's Professing English Literature: An Institutional History (Chicago: University of Chicago Press, 1987), Franklin Court's Institutionalizing English Literature (Stanford: Stanford University Press, 1992), and Robert Crawford's Devolving English Literature (Oxford: Clarendon Press, 1992). In the role of respondent to the 1997 Conference on College Composition and Communication session "Octalog II: The (Continuing) Politics of Historiography", Miller stressed the "civic sense of the work that lies before us" as historiographers of the discipline of composition and rhetoric. In particular, he praised historical research based on a "civic philosophy of teaching that links critical understanding with collaborative action toward social justice" and applauded archival work "that take[s] up the project of reconstituting the experiences of those who have been erased from accounts of the dominant tradition." In The Formation of College English, Miller "takes up" the little examined "provincial traditions that introduced modem history, politics, rhetoric, literature, and science into the college curriculum as case studies of how the teaching of culture functions as a means of social reproduction and transformation" (p. 19). He offers a comprehensive and unique treatment of territory introduced in recent institutional accounts of the development of American classes in rhetoric/composition, including Nan Johnson's Nineteenth-Century Rhetoric in American Colleges (Carbondale: Southern Illinois University Press, 1992) and Winifred Bryan Homer's Nineteenth-Century Rhetoric: The American Connection (Carbondale: Southern Illinois University Press, 1993). Miller asks "from a historical perspective, what then are the practical values of rhetoric and composition?" (p. 285). The answer: studying parallels between "historical situations" leads to Henry Giroux's conception of "teachers as transformative intellectuals" who strive for self-awareness and view "education as a public discourse" (p. Reviews 237 288). Beginning with an examination of the "civic domain, where rhetoric concerns itself with popular values in political action," Miller applies key concepts defining Antonio Gramsci's rhetorical theory ("civil society," "cosmopolitanism," "organic and traditional intellectuals") to his exploration of "how the humanities can prepare students to become productively involved in political debates over popular values in practical action" (p. 7). In the first chapter, Miller points to print economy and the resulting expansion of the reading public as the driving force responsible for effacing rhetoric: "Professors...de-emphasized the composition of public discourse and concentrated on teaching taste to adapt higher education to the mission of instilling a common culture in the reading public" (pp. 60-61). In chapter two, Miller examines the role of professors at the elite English universities, the "antiquarians who divorced the learned tradition from the needs of contemporary learners", in an attempt to preserve English culture against change (p. 64). Conversely, the utilitarian approach to education characteristic of the dissenting academies and subsequently the provincial colleges introduced modem culture into higher education. The new pedagogy at these institutions was based on the belief that "free inquiry would advance liberal reform, economic progress, and rational religion" (p. 85). The next three chapters closely examine the development of the "new rhetoric" at: the Dissenting Academies, which encouraged students to assume a critical perspective on received beliefs; the provincial Scottish Universities, which reformed the university curriculum against a critical reexamination of classicism; and the colonial Irish "contact zones", where outsiders had to teach themselves the proprieties of English taste and usage. Miller's investigation of the classical tradition in Ireland, focusing on the elocutionary movement and English studies outside the university, represents a novel and fascinating contribution to rhetorical studies of this period. Miller devotes the following chapters to closely appraising the contributions to rhetorical theory and practice of perhaps the three most influential figures and movements of the period—Adam Smith and the rhetoric of a commercial society, George Campbell and the "science of man", and Hugh Blair and the rhetoric of belles lettres. In the final chapter, Miller examines the expansion of higher...