Reading Response
I think that the writer is addressing the students. The reason for stating this is because the author indicates that the aim of using kariotic pedagogy was to create conditions within which the learners as members of various and overlapping publics and counter-publics can theorize their decisions regarding public participations (Sheridan, Ridolfo, & Michel, 2012). In addition to the students, the authors uses public to refer to the private citizens, such as recognized state actors who have come together to address the issues of common concerns. This is because the author says that the public sphere in this context, mediates between the private’s lives and ordinary citizens and the state. I also think that the author has used the term is writing to those individuals who are self-completing and self-regulating entities in the aim of expressing social practices that are complex, multifaceted, dynamic and which are occasionally chaotic and inelegant (Sheridan, Ridolfo, & Michel, 2012). The public also means the subordinate group that uses their style stress on the dominant culture and too broad assimilation which will result in the death of multi-culturalism.
These audiences can be reached through education which is consistency to the Kairotic approach. The rhetorical education means that the readers are well prepared and to enhance its effectiveness, the school is started early where the infants are exposed to various practices and tools are demonstrated. As these children grow older, they get the knowledge, and they can practice different activities taught (Sheridan, Ridolfo, & Michel, 2012). School environment encourages several kinds of rhetorical practices from drawing pictures to writing essays to giving oral presentations. As the students get to college level, the rhetoric education is distributed across the entire curriculum, and they are motivated to read books. Another way of reaching the audience is by the use of networks which helps in understanding the way agencies are distributed between human and non-human factors (Sheridan, Ridolfo, & Michel, 2012).
I agree with the author that these discussions are important to understanding multimodal public rhetoric and it also helps in connecting to the technology ad space material. Another way is by practicing what they have learned about Kairos as a mean of understanding the ethics which are consistency to the postmodern model that put more emphasizes on the situational nature of ethics. I think by using the term ethic the author referred to a set of an implicit understanding between writer and audience about their relationship (Sheridan, Ridolfo, & Michel, 2012). Principles in this case not as answer, but a critical inquiry into how the author determines what is right and desirable; this question may lead to standpoint concerning what is suitable or desirable for a given situation.
The public sphere theorists have outlined a broad range of practices which can be accessed, the Kariotic approach to public rhetoric means to be aware of available options, the conscious possibilities, and constraints that operate at any given moment of action (Sheridan, Ridolfo, & Michel, 2012). I think to exploit the potentials of multimodal public rhetoric; it is important to move beyond small models of single, universals public spheres. I also believe that public domain is an approach of avoiding the repeated awkwardness of describing something such a set of contested and complementary practical (Sheridan, Ridolfo, & Michel, 2012). And desire laden imaginary social phenomena that are brought through several rhetorical posts which may be addressed to strangers and occurring several times and in a different place at the same time in culture and material.
In conclusion, I like this reading because it gives an extended definition of two terms Kairos and the Public Sphere. The readers are given historical and important context for each of these terms and the reason behind their use. Using a social constructivist standpoint, the writers first define a kairotic method to public bombast as an approach that pursues to determine in each condition what kind of stylistic action is suitable. Within this account, they include features of struggle, agency, and morals.
References
Sheridan, D. M., Ridolfo, J., & Michel, A. J. (2012). The available means of persuasion: Mapping a theory and pedagogy of multimodal public rhetoric. Anderson, SC: Parlor Press.