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Culture War, Rhetorical Education, and Democratic Virtue Beth Jorgensen Iowa State University

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Culture War, Rhetorical Education, and Democratic Virtue Beth Jorgensen Iowa State University Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2002 Takin' it to the streets: culture war, rhetorical education, and democratic virtue Beth Jorgensen Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Philosophy Commons, Rhetoric and Composition Commons, Social and Philosophical Foundations of Education Commons, and the Speech and Rhetorical Studies Commons Recommended Citation Jorgensen, Beth, "Takin' it to the streets: culture war, rhetorical education, and democratic virtue " (2002). Retrospective Theses and Dissertations. 969. https://lib.dr.iastate.edu/rtd/969 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, white others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print colored or poor quality illustrations and photographs, print bieedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. ProQuest Information and Learning 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 800-521-0600 Takin' it to the streets: Culture war, rhetorical education, and democratic virtue by Beth Jorgensen A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major Rhetoric and Professional Communication Program of Study Committee: Michael Mendelson. Major Professor Virginia Allen David Wallace Susan Yager Robert Hollinger James McGlew lowa State University Ames. Iowa 2002 Copyright Beth Jorgensen. 2002. All rights reserved. UMI Number 3060165 Copyright 2002 by Jorgensen. Elisabeth Ann All rights reserved. UMI* UMI Microform3060165 Copyright 2002 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17. United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, MI 48106-1346 II Graduate College Iowa State University This is to certifv that the doctoral dissertation of Beth Jorgensen has met the requirements of Iowa State University Signature was redacted for privacy. Major Prçfessor Signature was redacted for privacy. For the Major Program iii To Virginia Ellen Saunders Jorgensen Daughter of Austin C'assius and Catherine Mary Sowles Bride of Kenneth Eugene A Most Virtuous Woman. iv Table of Contents Acknowledgements vi Special Acknowledgement vii Introduction. First Philosophy, Democracy, and Composition I The Roots of the Conversation 7 Objectives 14 Chapter One. Culture War and the Moral Imperatives of English Studies 17 Education at Cross Purposes 22 Values and Literacy 26 Moral-Traditional Values 29 Politics and English Studies 33 Counter-Traditional Values 38 Postmodern Sophists 44 Rhetoric and Virtue 46 Chapter Two. Liberalism and the Decline of Public Excellence 52 Practices and Goods 52 Internal and External Goods 53 Justice as Excellence 55 Justice as Effectiveness 59 Liberalism 62 Liberalism and the Autonomous Self 63 Liberalism and External Goods 67 Education and the Rhetoric of Markets 68 The Distributive Paradigm 77 Liberalism and Political Practice 84 Chapter Three. Rational Autonomy and Thin Democracy 93 The Context of Reason 94 Rationalism Reborn 98 Rationalism and the Autonomous Self 99 Method and the Rational Self 103 Rationalism and Politics 106 Rationalism and Market Assumptions 111 Rationalism and Constitutional Democracy 113 The University and National Ethos 118 The Fragmented Self 131 V Chapter Four. Autonomy, Excellence and Democratic Virtue 136 Sophrosyne 137 Justice as Sophrosyne 143 Wisdom as Sophrosyne 144 Courage as Sophrosyne 146 Sophrosyne and Rational Liberalism 148 Sophrosyne and the Culture War 149 Protagoras 158 The Protagorean Self 159 The Measuring Self—The Human/Measure Fragment 160 The Social Self—The Concerning the Gods Fragment 168 The Dialogic Self—The Two-Logoi Fragment 172 The Democratic Self—The Stronger/Weaker Fragment 179 Chapter Five. Teaching and Learning Democracy in the Wake of September llth 184 Before the Terror 195 Fresh Faces 201 September 11th 203 September 12th 207 September 13th 208 September 16th 211 September 18th 212 September 20th 212 Anthrax 214 Blame America First 214 Office Hours 217 Students as Teachers 218 Spring 223 Works Cited 225 VI Acknowledgements I wish to thank the following people: my major professor and mentor. Michael Mendelson. for getting me into rhetoric in the first place and for all his patience through the course of this project: my committee members: special mentors. David Wallace, for shifting subject positions, both his and mine, and Virginia Allen, for her critical friendship, support, and marvelous editing: advisors Susan Yager, for the patience to slog through my prose and the goodwill to disagree: Jim McGlew. for opening up a language and a world: and Bob Bollinger, for giving me way too much to read. To so many others: my children. Aaron Jorgensen. for inspiring pages of material I couldn't use but which demonstrate the practical application of my theories: Jorgen Jorgensen-Briggs. for immediately seeing the connection to jazz and articulating it so well: Eva Jorgensen-Briggs for asking questions about Pvgmalion for your English paper Mrs. Dorothy Ricehill. for making third grade an awakening: my graduate student colleagues. Phil Black, for giving me an academic space in which to be the working-class me. and Lisa Hermsen. for being as radical and cranky as 1 am (thus turning down the heat on me): my friend. Scott Ross, for years of argument, science fiction perspectives, and creative escape from academia: my friends Bill Bergren and Rob Messer for persistently pissing me off: Cheryl Bergren and Mia Messer. for reminding me that their husbands aren't really evil (and vice versa): our wonderful support staff. Teresa Smiley and Deanna Stumbo for your incredible patience when I forget paperwork or my keys: Deb Patterson- Englehonu for help in time of need: Billie Green, for always being a friend and making me feel remarkable. VII Special Acknowledgement To Peter Simonson For meals and clothes and a roof over our heads: the patience to endure me: for washing countless dishes: for being my sounding board when you'd rather watch football or fly your computer: tor great jambalaya and always-improving stir-fry: for learning my vocabulary and beating me at Scrabble: for jazz and the drumrolls which remind me that our life really is a circus: for educating an entire family: for that thing you do to my cranky left shoulder: for Lake Superior: for always defending me: for filling the gastank: for Greek olives and whole milk: for books, paper, and ink: for wearing chainmail and tights: for brown beer and red wine: for warm feet: for motivation, inspiration, and confidence: for paddling and portaging the canoe: for glazing the windows and scooping the walks: for chopping thousands of jalepenos and tomatoes: for taping my soap opera: for digging new garden beds and keeping the raspberries harv ested: for taking out the dog. the garbage, and the recycling: for learning to drywall (kind of): for fathering and mothering and friending and believing. Thank you. I Introduction First Philosophy, Democracy, and Composition Those who take the meat from the table Preach contentment... Those who eat their fill speak to the hungry Of wonderful times to come Those who lead the country into the abyss Call ruling too difficult For the ordinary. —Bertolt Brecht. 1937 Democracy is government by discussion but it is only effective if your can stop people talking. —Clement Attlee You're tellin" me the things you're gonna do for me. Well. 1 ain't blind and 1 don't like what 1 think I see. —The Doobie Brothers "Takin" It To the Streets" 1 was frantically working my way through what I expected to become my final chapter when the twin towers of the World Trade Center were toppled by terrorists. Suddenly, the most urgent thing in my life lost its urgency. Over the next few days, as I moved from denial to grief to despair. I came to understand that in my attempt to be properly academic, my work was failing to describe the urgency I felt even before this crisis. An urgency that has been in my classroom since the day I began teaching: that remains there still, now with greater potency. I resolved to return to the beginning, to step up my arguments by setting them against the circumstances from which this and many other tragedies have arisen. No doubt this will frustrate my committee, for my project is large and delay frequent as my concerns as teacher, wife, mother, daughter, sister, and community member command my attention. From the beginning, my committee, acting in my interest, has seen this project in practical terms—a means to achieve an honorific, maybe even a professional position. They're anxious to see me safely tenure-tracked. I. on the t other hand, have seen this as my first, possibly my only opportunity to say something significant.
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