{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1285"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1285","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"The Rhetoric and Philosophy of Education: Finding Whole Learning in an Age of Mechanistic Pedagogy","abstract":"This project examines the communicative structure of the contemporary rhetoric of crisis and reform narrative dominating public conversation about education, as a post-industrial body of discourse deeply embedded in historical ideals for a mass system of public education. In challenging the crisis-centered narrative, this work seeks to identify historical discourse strands that have shaped thinking and action in the construction of educational policy, legislation, administration and pedagogy. This work evaluates the misalignment in the assumptions which guide the perception that an academic relationship exists between higher education and secondary school which is in contrast to the original purpose for a mass system of public education. In part, this research is a response to discourse that applies responsibility to colleges and universities in the ongoing rhetoric of crisis and reform calls for greater accountability and assessments as a means by which the problems of education may be reversed. It is the position of this research that these systems are not aligned yet increasingly, public discussions about educational failures assume that secondary school is the preparatory ground for the transition to higher learning.","abstract_html":"This project examines the communicative structure of the contemporary rhetoric of crisis and reform narrative dominating public conversation about education, as a post-industrial body of discourse deeply embedded in historical ideals for a mass system of public education. In challenging the crisis-centered narrative, this work seeks to identify historical discourse strands that have shaped thinking and action in the construction of educational policy, legislation, administration and pedagogy. This work evaluates the misalignment in the assumptions which guide the perception that an academic relationship exists between higher education and secondary school which is in contrast to the original purpose for a mass system of public education. In part, this research is a response to discourse that applies responsibility to colleges and universities in the ongoing rhetoric of crisis and reform calls for greater accountability and assessments as a means by which the problems of education may be reversed. It is the position of this research that these systems are not aligned yet increasingly, public discussions about educational failures assume that secondary school is the preparatory ground for the transition to higher learning.","abstract_has_math":false,"creators":["Bedford, Georgia"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"Communication and Rhetorical Studies","degree_department":null,"school":null,"contributors":["Janie Harden Fritz","Ronald Arnett","Kathleen Glenister-Roberts"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:20Z","subjects":["Communication theory","Educational policy","Education crisis","Education reform","Paradigm","Pedagogy"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/281","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Janie Harden Fritz","Ronald Arnett","Kathleen Glenister-Roberts"]},{"key":"dc:creator","label":"Author","values":["Bedford, Georgia"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Communication and Rhetorical Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Communication theory","Educational policy","Education crisis","Education reform","Paradigm","Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/281"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This project examines the communicative structure of the contemporary rhetoric of crisis and reform narrative dominating public conversation about education, as a post-industrial body of discourse deeply embedded in historical ideals for a mass system of public education. In challenging the crisis-centered narrative, this work seeks to identify historical discourse strands that have shaped thinking and action in the construction of educational policy, legislation, administration and pedagogy. This work evaluates the misalignment in the assumptions which guide the perception that an academic relationship exists between higher education and secondary school which is in contrast to the original purpose for a mass system of public education. In part, this research is a response to discourse that applies responsibility to colleges and universities in the ongoing rhetoric of crisis and reform calls for greater accountability and assessments as a means by which the problems of education may be reversed. It is the position of this research that these systems are not aligned yet increasingly, public discussions about educational failures assume that secondary school is the preparatory ground for the transition to higher learning."]},{"key":"dc:title","label":"Title","values":["The Rhetoric and Philosophy of Education: Finding Whole Learning in an Age of Mechanistic Pedagogy"]}]}],"canonical_facts":{"dc:contributor":["Janie Harden Fritz","Ronald Arnett","Kathleen Glenister-Roberts"],"dc:creator":["Bedford, Georgia"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["This project examines the communicative structure of the contemporary rhetoric of crisis and reform narrative dominating public conversation about education, as a post-industrial body of discourse deeply embedded in historical ideals for a mass system of public education. In challenging the crisis-centered narrative, this work seeks to identify historical discourse strands that have shaped thinking and action in the construction of educational policy, legislation, administration and pedagogy. This work evaluates the misalignment in the assumptions which guide the perception that an academic relationship exists between higher education and secondary school which is in contrast to the original purpose for a mass system of public education. In part, this research is a response to discourse that applies responsibility to colleges and universities in the ongoing rhetoric of crisis and reform calls for greater accountability and assessments as a means by which the problems of education may be reversed. It is the position of this research that these systems are not aligned yet increasingly, public discussions about educational failures assume that secondary school is the preparatory ground for the transition to higher learning."],"dc:identifier":["https://dsc.duq.edu/etd/281"],"dc:language":["English"],"dc:subject":["Communication theory","Educational policy","Education crisis","Education reform","Paradigm","Pedagogy"],"dc:title":["The Rhetoric and Philosophy of Education: Finding Whole Learning in an Age of Mechanistic Pedagogy"],"thesis:degree_discipline":["Communication and Rhetorical Studies"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:20Z"}