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.

     
  Image of painted eye projected on the side of the CompuObscura model, partially revealing participant leaving the device. Taken by Cal Poly Architecture class students using class-created model and slide projector, Spring 2004.  
     
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