Connections
When we started this project, we understood that pathos is the appeal to one's emotions. However, we've since learned that it's so much more. There is the traditional definition of pathos, and how it's understood and used today. Our two cultures, both of which use pathos, have different views on pathos and how it can be used in the classroom, although both agree that it is effective. From our interviews we've gathered that pathos is inherently linked to logos and ethos, and it is being used inside and outside of the classroom.
Traditionally pathos is one of Aristotle's three appeals, and has been used for thousands of years. Pathos was originally meant to mean something close to "experience," but later in Greece when tragic plays were popular, pathos became associated with suffering. "Pathos is still used in English to refer to any quality in an experience that arouses emotions, and many English words are borrowed from the Greek term, including sympathy and empathy" (Crowley and Hawhee 246). Although pathos is and old concept, it is still being used today in modern culture, because it has proved to be an effective appeal.
Although, we use pathos in the English language, the term seems to have lost its effect in everyday language. As Crowley and Hawhee mention in their book, "In our culture, if you're emotional, you're irrational. Reason is associated with mind, and connotes a calm, studied approach to issues. Emotions are associated with the body and are thought to be superficial and dangerous. People tend to think of emotions as belonging to individuals, like opinions" (247). Graduate student Allegra Smith supports this saying, "I think that instructors, as well as students, are discouraged from using pathos because it’s been devalued as a resource for argument in society. We value logical or factual reasoning, and emotion is seen as unnecessary sentiment." Today, in modern culture, pathos does not seem to be getting the recognition Aristotle, and our interviewed cultures, thought it deserves, outside of the world of academia.
Now that the traditional definition and the current definition of pathos have been defined, let's take a look at how our two cultures view pathos. Professors of Writing and Rhetoric believe pathos plays a key role in many aspects of daily life, although most people aren't aware of it when they use it. They also feel it helps students to learn, connect, and take greater interest in the classroom. Instructors of Elementary Education feel pathos is useful in the classroom and that it should be understood by all educators. The elementary educators agree with our first culture, that most instructors/professors, aren't aware, at times, when they use pathos.
When a teacher addresses their classroom it is important they connect with their students and engage them in learning. If a student isn't engaged or interested, they will be bored, and that can make learning hard. Graduate student Rebecca Zantjer agrees with that saying, “I think you have to use pathos in the classroom because you have to get students to care. If you can’t be emotionally invested in your own work, students won’t care either, the best work comes from when you’re emotionally invested.” Instructor of Elementary Education, Sakeena Everett, agreed with this saying it's "important to use emotion in the classroom and be authentic with your students," as she believes that people are emotional creatures. Zantjer and Everett both feel that pathos is important to use in the classroom, as humans, we rely heavily on our emotions.
Another important aspect that is very important is for a speaker to know their audience, or in this case for a teacher to know their class. No class is exactly the same, as each student will have their own opinions, ideals, and things that affect them. A teacher should do their best to gauge their audience and know what kind of tactics to use to appeal to them. As Elementary Education Instructor, Amanda Baumann, feels that each student reacts differently to her use of pathos, because they all have different learning techniques, for each student is unique.
When it comes to derogatory and complimentary language, an aspect of pathos, all of our interviewees had different views on how they should be used. As Zantjer said when asked on derogatory and complimentary language, “telling someone they suck is never helpful. Not everything is going to be good, but complimentary language, when something is not that good, is not helpful either….Both are necessary in the classroom, but they need to have justification.” On the other hand, Baumann prefers using complimentary language. Baumann says, "I try for more compliments than derogatory language. Honestly, I think that kind of language is always or nearly always effective on people, period, in and out of the classroom. Of course I try not to use derogatory language in teaching, but I think I probably fall short of this regularly, because again, it is difficult to discuss matters of importance without conveying value judgments." Here are two views on the use of derogatory and complimentary language in the classroom that are vastly different, and our other interviewees had some similar and different views as well. These discrepancies show that pathos, although thought of as a strong technique in the classroom, it can be used in many versatile ways depending on the professor or instructor.
In our cultural artifacts we chose for this site to support our cultures and their views on pathos, it's apparent that each speaker is using pathos to appeal to their audience. They each give examples to help connect to their audience, which contain emotion emotion. This results in an engaged audience that is eager to hear what they have to say. Whether the story was about a student they had taught or about something that had made a mark in history, it was a pathetic appeal meant to move the audience. The speakers achieve their goal, but this wasn't accomplished by captivating their audience's brains (logos), but by their hearts (pathos).
Overall, pathos is the ability to move someone emotionally. It can be done by anyone, anywhere, inside or outside of the classroom.
Traditionally pathos is one of Aristotle's three appeals, and has been used for thousands of years. Pathos was originally meant to mean something close to "experience," but later in Greece when tragic plays were popular, pathos became associated with suffering. "Pathos is still used in English to refer to any quality in an experience that arouses emotions, and many English words are borrowed from the Greek term, including sympathy and empathy" (Crowley and Hawhee 246). Although pathos is and old concept, it is still being used today in modern culture, because it has proved to be an effective appeal.
Although, we use pathos in the English language, the term seems to have lost its effect in everyday language. As Crowley and Hawhee mention in their book, "In our culture, if you're emotional, you're irrational. Reason is associated with mind, and connotes a calm, studied approach to issues. Emotions are associated with the body and are thought to be superficial and dangerous. People tend to think of emotions as belonging to individuals, like opinions" (247). Graduate student Allegra Smith supports this saying, "I think that instructors, as well as students, are discouraged from using pathos because it’s been devalued as a resource for argument in society. We value logical or factual reasoning, and emotion is seen as unnecessary sentiment." Today, in modern culture, pathos does not seem to be getting the recognition Aristotle, and our interviewed cultures, thought it deserves, outside of the world of academia.
Now that the traditional definition and the current definition of pathos have been defined, let's take a look at how our two cultures view pathos. Professors of Writing and Rhetoric believe pathos plays a key role in many aspects of daily life, although most people aren't aware of it when they use it. They also feel it helps students to learn, connect, and take greater interest in the classroom. Instructors of Elementary Education feel pathos is useful in the classroom and that it should be understood by all educators. The elementary educators agree with our first culture, that most instructors/professors, aren't aware, at times, when they use pathos.
When a teacher addresses their classroom it is important they connect with their students and engage them in learning. If a student isn't engaged or interested, they will be bored, and that can make learning hard. Graduate student Rebecca Zantjer agrees with that saying, “I think you have to use pathos in the classroom because you have to get students to care. If you can’t be emotionally invested in your own work, students won’t care either, the best work comes from when you’re emotionally invested.” Instructor of Elementary Education, Sakeena Everett, agreed with this saying it's "important to use emotion in the classroom and be authentic with your students," as she believes that people are emotional creatures. Zantjer and Everett both feel that pathos is important to use in the classroom, as humans, we rely heavily on our emotions.
Another important aspect that is very important is for a speaker to know their audience, or in this case for a teacher to know their class. No class is exactly the same, as each student will have their own opinions, ideals, and things that affect them. A teacher should do their best to gauge their audience and know what kind of tactics to use to appeal to them. As Elementary Education Instructor, Amanda Baumann, feels that each student reacts differently to her use of pathos, because they all have different learning techniques, for each student is unique.
When it comes to derogatory and complimentary language, an aspect of pathos, all of our interviewees had different views on how they should be used. As Zantjer said when asked on derogatory and complimentary language, “telling someone they suck is never helpful. Not everything is going to be good, but complimentary language, when something is not that good, is not helpful either….Both are necessary in the classroom, but they need to have justification.” On the other hand, Baumann prefers using complimentary language. Baumann says, "I try for more compliments than derogatory language. Honestly, I think that kind of language is always or nearly always effective on people, period, in and out of the classroom. Of course I try not to use derogatory language in teaching, but I think I probably fall short of this regularly, because again, it is difficult to discuss matters of importance without conveying value judgments." Here are two views on the use of derogatory and complimentary language in the classroom that are vastly different, and our other interviewees had some similar and different views as well. These discrepancies show that pathos, although thought of as a strong technique in the classroom, it can be used in many versatile ways depending on the professor or instructor.
In our cultural artifacts we chose for this site to support our cultures and their views on pathos, it's apparent that each speaker is using pathos to appeal to their audience. They each give examples to help connect to their audience, which contain emotion emotion. This results in an engaged audience that is eager to hear what they have to say. Whether the story was about a student they had taught or about something that had made a mark in history, it was a pathetic appeal meant to move the audience. The speakers achieve their goal, but this wasn't accomplished by captivating their audience's brains (logos), but by their hearts (pathos).
Overall, pathos is the ability to move someone emotionally. It can be done by anyone, anywhere, inside or outside of the classroom.