Potential Abstract: In this study, we investigate the influence of rhetorical perception and counterfactual thinking on the construction of borderless modes of address in educational settings. Drawing on theories from both artificial intelligence and education, our research examines how individuals perceive and process rhetorical strategies in educational discourse, particularly within the context of diverse and interconnected learning environments. We explore the ways in which counterfactual reasoning can shape teachers’ and students’ perceptions of educational experiences, and how these perceptions contribute to the development of inclusive pedagogical practices that transcend traditional boundaries.
By analyzing the interaction between rhetorical strategies, perception, and counterfactual thinking, we aim to uncover the underlying mechanisms that influence the construction of borderless modes of address in education. Through a combination of qualitative and quantitative methods, including natural language processing techniques and educational data analysis, we seek to identify patterns and trends in how different rhetorical devices are perceived and interpreted by individuals in educational contexts. Our findings have implications for educators, policymakers, and researchers seeking to promote diversity, equity, and inclusion in education through more effective communication strategies and pedagogical approaches.
Potential References:
- AUTHOR’S SYNTHESIS OF THE DISSERTATION
- When Less Is More: Towards A Theory without A Fixed Address
- Taking writing on-line: the intersections of rhetoric, technology, and community in the composition classroom
- Menippean Satire or Counter-Realism? Questions of Genre in Postcolonial Indian Fiction in English by Menen, Desani, Rushdie, and Sealy
- Hemispheric regionalism: border discourse and the boundaries of American studies
