In an introduction to speech course it may at first glance seem as though argumentation practice may not be a core piece of the curriculum since a large chunk of the time is spent on teaching students how to present standardized speeches, such as: to inform, to mark a special occasion, impromptu speaking, and persuasive speaking. However, I believe that intro to speech teachers can incorporate some components of dialectical argumentation into their lesson plans.
For example, every intro to speech class should have a lesson on listening, and listening is a key component to dialectical interplay (Kastely, 1999). Listening can, at times, be difficult in explaining and teaching because it can be viewed as so basic and such a normalized practice that we don’t need to learn anything else about it because we always do it. But, if we can break our bad listening habits and teach it as well as its importance it can serve a variety of functions.
First, with a focus on listening the listener is required to submit oneself to the discourse of another and “putting oneself in situations marked by real listening means giving up exclusive authorship over one’s own account” (Kastely, 1999, p. 236). This is the antithesis of traditional notions of argumentative listening which supposes that the listener is only listening to things that will fuel their Toulman style of argumentation. Therefore, instead of listening only to strengthen ones preconceived notions/facts, one is listening with “the possibility that what we hear will require change from us” (Bickford, 1996, p. 149).
Next, instructing students about this type of listening encourages students to think outside the box, to be vulnerable to changes, and can potentially produce educational opportunities for students in the classroom and outside of the classroom. Additionally, for the lovers of democracy and active citizenship, it also produces a more critical thinker who is willing to engage in more open deliberation versus a form of argumentation that seeks only to reinforce ones one argument and eliminate others for the purposes of power, control, and winning.
Using listening as a core component in which to approach the introduction of speech communication will open a dialectical space and may allow for unique approach(s) to different rhetorical purposes to communication. For example, using listening as a key component to informative speaking could provide students a critical way to approach information and knowledge production. Additionally, using listening as a key component to persuasive speaking may allow for differing types of persuasive speaking that go beyond the basic Toulmin model of claim- evidence- and warrant, or traditional Problem-Cause-Solution. To add, in my classroom I like to make time for debate after each persuasive speech and a space where dialectical argumentation and listening is encouraged I suggest may be a more beneficial exercise than argumentation and debate which is practiced in order to defeat the opponent.
Bickford, S. (1996). The Dissonance of Democracy: Listening, Conflict and Citizenship. Ithica, NY: Cornell UP.
Kastely, J. L. (1999). From formalism to inquiry: A model of argument in Antigone. College English, 62(2). Pp. 222-241).
