Importance
There are three primary ways in which the concept of the ideograph is important to rhetorical critics. First, it suggests a way of studying political ideology using concrete instances of language use. By showing how looking at specific uses of key words and phrases in political language reveal underlying ideological commitments, McGee offers a concrete method for understanding the highly abstract concept of ideology.
Second, the definition of the ideograph makes clear that the rhetorical study of a term is different from a legal, historical, or etymological study of a term. Unlike other perspectives that focus on how a term has changed over time, a rhetorical study of a term focuses on the forces involved in the creation of these meanings. In short, a rhetorical study of a term is the study of the use of that term in practice.
This leads to a third key aspect of what the concept of the ideograph offers to rhetorical critics. McGee notes that the study of a term must not, and should not, be limited to its use in “formal discourse.” Instead, the critic is much more likely to gain a better understanding of an ideograph by looking at how it is used and depicted in movies, plays, and songs, as well as how it is presented in educational texts aimed at children. This moves the study of ideology beyond the limits of social philosophy or even political discourse as traditionally conceived (i.e., “great speeches by great men”).
Read more about this topic: Ideograph (rhetoric)
Famous quotes containing the word importance:
“Any novel of importance has a purpose. If only the “purpose” be large enough, and not at outs with the passional inspiration.”
—D.H. (David Herbert)
“The child thinks of growing old as an almost obscene calamity, which for some mysterious reason will never happen to itself. All who have passed the age of thirty are joyless grotesques, endlessly fussing about things of no importance and staying alive without, so far as the child can see, having anything to live for. Only child life is real life.”
—George Orwell (1903–1950)
“We must continually remind students in the classroom that expression of different opinions and dissenting ideas affirms the intellectual process. We should forcefully explain that our role is not to teach them to think as we do but rather to teach them, by example, the importance of taking a stance that is rooted in rigorous engagement with the full range of ideas about a topic.”
—bell hooks (b. 1955)