Public relations, sophistry and the rhetoric of democracy

The intention of this paper is to explain the activities of public relations in terms of rhetorical theory and the history of sophistry. There is a burgeoning field of study in the US which is incorporating much cultural and communication theory into both historical and contemporary perspectives on these two ancient arts. Consequently, an examination of the purposive communication activities of public relations offers an opportunity to involve semiotics as a central concept for analysing the creation and maintenance of democratic thought and institutions. This paper highlights Peircean semiotics in this respect and suggests the relevance of Peirce's notion of the 'Pragmatic Maxim' and his use of the concept of 'habit' in terms of how public relations might be said to 'cast' the quality of the democracy which we experience.

Semiotic, rhetoric and democracy

This paper unites Deely’s call for a better understanding of semiotics with Jaeger’s insight into the sophists and the cultural history of the Ancient Greeks. The two bodies of knowledge are brought together to try to better understand the importance of rhetorical processes to political forms such as democracy. Jaeger explains how cultural expression, particularly poetry, changed through the archaic and classical eras to deliver, or at least to be commensurate with contemporary politics and ideologies. He explains how Plato (429-347 BCE) struggled against certain poetry and prose manifestations in his ambition to create a ‘perfect man’ – a humanity which would think in a way which would enable the ideal Republic to flourish. Deely’s approach based on Poinsot and Peirce presents a theoretical framework by means of which we can think of the struggle to influence individual and communal conceptualisation as a struggle within semiotics. This is a struggle over the ways reality is signified by signs. Signs are physical and mental indications which, in the semiotic tradition, are taken to produce human subjectivity – human ‘being’. Deely’s extensive body of work is about how these signs are the building blocks of realist constructions of understanding. This paper is concerned with the deliberate use of oral and written signs in rhetorical activity which has been deliberately crafted to change subjectivity. We discuss: (1) what thought and culture is in terms of semiotics and (2) Jaeger’s depiction of Ancient Greece as an illustration of the conjunction between culture and subjectivity. These two fields are brought together in order to make the argument that rhetoric can be theorised as the deliberate harnessing of semiotic affects. The implication is that the same semiotic, subjectivity-changing potency holds for 21st century rhetoric. However fourth century BCE Athens is the best setting for a preliminary discussion of rhetoric as deliberate semiotic practice because this was when rhetoric was most clearly understood for what it is. By contrast a discussion concentrating on modern rhetoric: public relations; advertising; lobbying; and public affairs would open wider controversies requiring considerably more complex explanation.

We ‘are’ rhetoric. Get over it!

This paper argues that a better understanding of public relations would help us to get an urgently needed better understanding of people. It explains why public relations should be considered the contemporary manifestation of the millennia-old art of rhetoric which in turn should be considered the basis of, at least western culture. This article introduces a thesis that understanding rhetoric properly will lead to the best way of understanding public relations properly. It will critique existing writers about the rhetoric to public relations nexus to suggest that there is a crucial need to more carefully consider the true relevance
of massively organised deliberate persuasive discourse. The urgency is because few of these commentators quite capture the extent to which public relations and related  activities are creating us. It will explain why we are almost unconscious of this process and it will point out that by contrast ancient sophists and the more accomplished pre-modern rhetoricians have always been aware of this ‘construction of people process’. The approach of this paper is premised on the observation of classicist Werner Jaeger who explains that rhetoric is at the centre of being human. When explaining the use of  grammar, rhetoric and dialectic by Greek Enlightenment sophists he writes that: “This educational technique is one of the greatest discoveries which the mind of man has ever made: it was not until it explored these three of its activities that the mind apprehended the hidden law of its own structure.” (Jaeger, 1947:314)

`Modern` learning methods : rhetoric and reality - further to Sadler-Smith et al

Working in the UK, Sadler-Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474-90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on-job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

Working in teams : the influence of rhetoric-from sensemaking to sadness

At a time when teams are increasingly and routinely being used in Public Administration (PA) organizations, the prevailing wisdom about teams continues to confirm that teams axiomatically bring increases and improvements in effectiveness, productivity and communication. There has been relatively little critical address of whether these benefits actually accrue, nor what the experience of team members actually is. The PA literature, in particular, remains silent on this important issue. This paper shares findings from an exploratory phenomenological study. Members of teams in organizations were interviewed and asked about their experiences of working in teams. In contrast to the current wisdom, not only did team members not report the anticipated improvements and benefits, their stories tended to highlight the negative influence that the rhetoric surrounding teams might have on individuals. This paper shares the responses of team members to that rhetoric, revealing themes of "Teams, Rhetoric and Sensemaking," a challenge to the notion of "Teams as One Big Happy Family?" while identifying "Teams as Crucibles of Resignation and Sadness." These findings indicate the continuing need for further research into understanding the experience of individuals within various team and organizational structures, especially as they operate in PA organizations.

Human right to food security in refugee setting: rhetoric versus reality

Despite recent advances in the area of humanitarian responses and the publication and dissemination of various guidelines with regard to nutritional interventions, there is, however a paucity of studies which have examined the human right to food in complex emergencies. 186 countries including those affected by both human made and natural disasters and countries who are donors of humanitarian relief aid adopted the Rome Declaration on Food Security and World Summit plan of Action reaffirming “ the right to adequate food and the fundamental right of everyone to be free from hunger”. The human right to adequate and nutritious food in refugee settings implies that every refugee has physical and economic access to sufficient food to provide the necessary nutrients for effective physical and physiological functions and achieve well being. There are many grounds for believing that the current humanitarian responses to disasters more often violate than respect the human right to adequate and nutritious food. Using elements of household food security as our working framework this paper focuses on the complex ethical and moral questions raised by the conventional humanitarian assistance framework and in particular the issue of human right to food and household food security in refugee settings.

Rhetoric versus practice: 'limits' in early modernism

This paper looks at the relationship between rhetoric and practice in the early days of Modernism in Europe by two proponents, Otto Wagner and Adolf Loos. It interprets their 'discrepancies' not so much as limits but different forms of rhetoric.

Rhetorical theory of public relations: opening the door to semiotic and pragmatism approaches

The 2001 Handbook of Public Relations edited by Robert Heath contains a prominent article advocating the use of rhetorical theory or ‘rhetorical enactment rational’ as a fruitful way of advancing theoretical understandings of public relations. In 2004 Heath and Dan Millar edited: Responding to Crisis: A Rhetorical Approach to Crisis Communication. These are the latest excursions into a perspective on public relations reflecting the extensive study of rhetoric in North America. Other examples are Public Relations Inquiry as Rhetorical Criticism (Elwood, 1995); Rhetorical and Critical Approaches to Public Relations (Toth and Heath, 1992); and a chapter Public Relations? No, Relations with Publics: A Rhetorical-Organisational Approach to Contemporary Corporate Communication (Cheney and Dionisopoulos, in Botan and Hazleton (Eds.) 1989).

The conventional notion of rhetoric is argumentation and persuasion stemming from the ancient Greek sophists, such as Aristotle, and from the Romans, particularly Cicero and Quintillion. Rhetoric became a fundamental plank of the trivium of ancient and medieval education: grammar, logic and rhetoric. Then in the 20th century Kenneth Burke, Stephen Toulmin and Chaim Perelman with Lucie Olbrechts-Tyteca extended Aristotle’s suggestion that: “Rhetoric is the counterpart of dialectic” Aristotle (trans. 1991). To use the rhetorical approach to argue that rational discourse cannot describe the world on its own. Instead living, enculturated human beings have to perceive ‘their’ truths. They take a perceptual ‘position’ on reason.

Public relations, is an industry for influencing perceptual ‘positions’. But the study of perception and attempts to influence perception cannot be claimed by rhetorical scholars alone. Semioticians and linguists who take the perspective of linguistic pragmatics also claim this field. This paper takes the example of ‘public relations’ as a focus for the confluence of rhetorical, semiotic and pragmatism approaches to the ‘problematic’ of understanding and truth.

Working in teams: the influence of rhetoric-from sensemaking to sadness

The prevailing wisdom tells us that teams axiomatically bring increases and improvements in effectiveness, productivity and communication. There has been too little critical address of whether these benefits actually accrue, nor what the experience of team members actually is. This paper shares findings from a Heideggerian phenomenological study, where members of teams in organizations were interviewed and asked about their experiences of working in teams. Astonishingly, not only did team members not report these anticipated improvements, their stories tended to highlight the negative influence that the rhetoric surrounding teams might have on individuals. This paper shares the responses of team members to that rhetoric, revealing themes of "Teams, Rhetoric and Sensemaking", a challenge to the notion of "Teams as One Big Happy Family?", and "Teams as Crucibles of Resignation and Sadness". These findings indicate the need for future research into understanding the experience of individuals within various team and organizational structures.

Preparing students for a world which is global in its outlook and influences: the rhetoric, reality and response

The imperative for schools and teachers to understand and teach with a global perspective has been reiterated in Victoria recently with the release of the Victorian Curriculum Reform Consultation Paper (VCAA, 2004). This paper states that, "the purposes of schooling are to prepare students for a world which is global in its outlook and influences." (p.4).

The introductory paragraphs of selected states' and territories' Studies of Society and Environment (SOSE) curriculum statements include and reiterate 'global' in the rationale for teaching and learning. Teaching in SOSE is charged with responsibility for incorporating 'global' into classroom practice. What is the role and place of SOSE in this teaching and how can SOSE teachers be better equipped to teach in a time of internationalisation and globalisation? Are teachers prepared to meet this challenge?

This paper will position the importance of teachers' lived experiences, their capacity to reflect upon these experiences, to their preparedness and competency in teaching 'global education' both within a SOSE classroom and beyond. How can personal critical reflection sharpen the focus for teaching in and to this global world? What are the place of narrative and the lived experiences of teachers in sharpening this focus? The data for this paper is drawn from a self study of the author who is studying a Masters by Research and teaches Social Education and Education Studies at Deakin University.

The paper argues that pedagogy around teaching global education in the classroom cannot be isolated from the teacher's identities, background experiences, which influence and shape their approaches to teaching in a global education curriculum. The methodology in teaching global education needs to be further aligned to teacher narratives and the lived experiences of teachers in order to link local, national and global domains.

The paper will describe how teaching for a 'world which is global in outlook and influences' can be researched by examining a selection of personal stories and lived experiences. The paper will conclude with a draft framework of global education that acknowledges reflection on lived experiences and narratives.