Practical Wisdom Reasoning through Deliberative Pedagogy A Constructive Rhetorical Analysis
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Abstract
Deliberative pedagogy holds promise for improving democratic society by cultivating practical wisdom in students as a means to tackle the problems of democracy, such as polarization. This study embraced an opportunity to consider civic education in the 21st century through deliberative pedagogy by considering practical wisdom in a synchronous, virtual deliberation among university stakeholders and local political candidates concerning our role in 21st-century politics. This civic site enabled an analysis of practical wisdom across three student roles: facilitators enrolled in a deliberation course; students from the wider university; and student alumni of the university’s deliberation center, who had been exposed to deliberation in curricular and cocurricular practice. Using a constructive rhetorical analysis to understand practical wisdom within deliberative pedagogy discourse, we contend that students in these three different roles demonstrated three key aspects of practical wisdom through their discursive responses to rhetorical exigences that arose during deliberative engagement. This analysis offers insights beyond outcomes and informs deeper thinking about curricula and better pedagogical practices. Additionally, such studies, focused on the discourse itself, contribute to understandings concerning the connection between rhetoric and deliberative pedagogy.
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