Focusing
on process over product in a pedagogical construction
like the Lumiere Ghosting Project helps instructors
who are interested in rhetoric return to our roots as
Western rhetoricians.
The continual questioning and
reevaluations of prior assumptions that is part and
parcel of our work with Lumiere Ghosting Project has
allowed us as instructors and as students to use the
unfinished nature of the development process as a way
of looking for truth, or a truth, while also moving
the teaching situation closer to the social sense of
what the Greeks referred to as paideia (the design to
form and to educate).
By centering our concerns on
the particulars of process, and by acknowledging that
this process may have no clear end point, we make what
we do in the classroom and in our theoretical work less
of a “study” and less about “instruction”
and more about “conversation,” “approach,”
and “invention”
as it was envisioned in the original Academy.
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