Moving Bodies: Kenneth Burke at the Edges of Language

In 1923 the emerging Chinese advocates for the development of science successfully launched a war against the so‐called “metaphysical ghosts,” who believed that science was inadequate to address the fundamental questions of human life. An important and far‐reaching spiritual effect of this “holy war” was to give rise to an attitude of religious zealotry toward the worship of science in China, a nation that had not yet experienced the baptism of science in the early twentieth century. This essay explores one profound source of this spiritual appeal by examining the campaign for science in the context of the Chinese tradition of Dao‐discourse and by viewing this campaign as an estimable effort to maintain this sacred form of discourse. This approach has implications for an ignored study of the rhetoric of scientific popularization in a cross‐cultural context.     

Climbing the academic ladder: A critique of provincialism in contemporary rhetoric

Finding its place in the Sun, rhetoric has been corrupted by its own unexpected success.     

A Vernacular Republican Rhetoric: William Manning's Key of Libberty

Our analysis of farmer and tavern-keeper William Manning's 1798 Key of Libberty extends the concept of American republican rhetoric to include both elite and vernacular forms. We find that the key components of Manning's vernacular republicanism are: an aggressive use of the rhetoric of critique; the demand for transparency in public argument; the rejection of elite leadership; and the belief that decisions must be made in the interest of the common good. We compare vernacular to elite republicanism and conclude that the vernacular perspective has endured in American reform rhetoric.     

Introduction—The Case for Integration and Collaboration,Reprise

We shall some day be heeded, and when we shall have our amendment to the Constitution of the United States, everybody will think it was always so, just exactly as many young people believe that all the privileges, all the freedom, all the enjoyments which a woman now possesses always were hers (Susan B. Anthony on February 15, 1894). (Sherr, 1995, p. xi)     

SPIRITUAL FORMATION AS SOCIAL: TOWARD A VYGOTSKYAN DEVELOPMENTAL PERSPECTIVE

Spiritual formation is a critical concern for any Christian religious educator. While Scripture provides a depiction of spiritual growth, we have often turned to the developmental theorists to better understand the ecology of spiritual formation. One neglected voice in this instance is the late Russian developmentalist Lev S. Vygotsky. His unique perspective on human cognitive development provides an alternative to traditional developmentalism, and additional insight into the ecology of spiritual formation. This article will endeavor to explain the role of developmental theories in understanding spiritual formation, the developmental theory of Vygotsky, and its implications for our understanding of spiritual formation and Christian religious education as a means of advancing it.     

Integrating Resilience,Reciprocating Social Relationships,and Christian Formation

Spiritual maturity is the goal of Christian formation and is frequently understood through stages of faith development. Popular stage theories often lack diverse cultural representation and alone are insufficient in promoting spiritual maturity and resilience. Integrating elements of the developmental models of Lev Vygotsky and James Marcia through reciprocal relationships in faith communities allow for the expansion of the capacity of the believer to bounce back from adversity. Mentors can provide direct instruction and promote independent cognitive growth, construction of resilience, and commitment to faith despite crisis experiences. The result is a more durable, mature, adaptable, and stable believer.     

The genesis of school inspection in South East Wales 1839–1843: issues of social control and accountability

The article examines the genesis of school inspection in South East Wales during the period 1839–1843 through the writing of Hugh Seymour Tremenheere, one of the first school inspectors. It discusses the formation of the new inspectorate and provides a narrative analysis of educational provision and social, cultural and economic conditions prevailing at the time. It then critically assesses Tremenheere's 1839 Report paying particular attention to the question of bias and the evident lack of impartiality. The final section is concerned with the concepts of accountability and inspection as a means of social control and the extent to which education can control working class patterns of thought, sentiment and behaviour.