Bøker av Patricia Roberts-Miller

This book argues that treating politics as war derails essential democratic processes, including deliberation and policy argumentation, in complicated ways. ¿Politics is war¿ is not always just a figure of speech, but often a sincere expression of how people see disagreement¿they mean it literally¿and they use it to evade the responsibilities of rhetoric. This book takes the metaphor seriously. Using a series of case studies ranging from the 432 BCE ¿Debate at Spartä to Bill O¿Reilly¿s recent invention of a ¿War on Christmas,¿ Deliberating War illustrates pathologies of deliberation that arise when a community understands itself to be at political war. This book identifies recurrent rhetorical strategies that constrain or even effectively prohibit deliberation, such as deflecting, reframing, threat inflation, appealing to paired terms, claiming moral license, radicalizing a base. In short, what seems to be an effective solution to an immediate rhetorical problem¿using hyperbole and demagoguery to persuade people to adopt a specific leader or policy¿is a trap that prevents democratic practices of compromise, deliberation, fairness, reciprocity. Unhappily, threat inflation¿even when well-intentioned--At some point, hyperbolic rhetoric becomes threat inflation, and then that inflated threat becomes the premise of policies, both foreign and domestic. And then agreeing as to the obvious existential threat posed by the Other and uniting behind the obvious policy solution is a necessary sign of being on the side of Good. Once communities become persuaded that they are in an apocalyptic battle between Good and Evil, politics as war can quickly become real war¿often with far-reaching and catastrophic consequences.

Proposes a definition of demagoguery based on her study of groups and cultures that have talked themselves into disastrously bad decisions. Patricia Roberts-Miller argues for seeing demagoguery as a way for people to participate in public discourse, and not necessarily as populist or heavily emotional.

Patricia Roberts-Miller argues that much current discourse about argument pedagogy is hampered by fundamental unspoken disagreements over what democratic public discourse should look like. The text's pivotal question asks: in what kind of public discourse do we want our students to engage?