Comment l'étude des rhétoriques culturelles va-t-elle évoluer avec la numérisation et les médias sociaux ?
As a course of study

The study of rhetoric trains students to speak and/or write effectively, and to critically understand and analyze discourse. It is concerned with how people use symbols, especially language, to reach agreement that permits coordinated effort.

Rhetoric as a course of study has evolved since its ancient beginnings, and has adapted to the particular exigencies of various times, venues, and applications ranging from architecture to literature. Although the curriculum has transformed in a number of ways, it has generally emphasized the study of principles and rules of composition as a means for moving audiences.

Rhetoric began as a civic art in Ancient Greece where students were trained to develop tactics of oratorical persuasion, especially in legal disputes. Rhetoric originated in a school of pre-Socratic philosophers known as the Sophists c. 600 BCE. Demosthenes and Lysias emerged as major orators during this period, and Isocrates and Gorgias as prominent teachers. Modern teachings continue to reference these rhetoricians and their work in discussions of classical rhetoric and persuasion.

Rhetoric was taught in universities during the Middle Ages as one of the three original liberal arts or trivium (along with logic and grammar). During the medieval period, political rhetoric declined as republican oratory died out and the emperors of Rome garnered increasing authority. With the rise of European monarchs, rhetoric shifted into courtly and religious applications. Augustine exerted strong influence on Christian rhetoric in the Middle Ages, advocating the use of rhetoric to lead audiences to truth and understanding, especially in the church. The study of liberal arts, he believed, contributed to rhetorical study: "In the case of a keen and ardent nature, fine words will come more readily through reading and hearing the eloquent than by pursuing the rules of rhetoric." Poetry and letter writing became central to rhetorical study during the Middle Ages. After the fall of the Roman republic, poetry became a tool for rhetorical training since there were fewer opportunities for political speech. Letter writing was the primary way business was conducted both in state and church, so it became an important aspect of rhetorical education.

Rhetorical education became more restrained as style and substance separated in 16th-century France, and attention turned to the scientific method. Influential scholars like Peter Ramus argued that the processes of invention and arrangement should be elevated to the domain of philosophy, while rhetorical instruction should be chiefly concerned with the use of figures and other forms of the ornamentation of language. Scholars such as Francis Bacon developed the study of "scientific rhetoric" which rejected the elaborate style characteristic of classical oration. This plain language carried over to John Locke 's teaching, which emphasized concrete knowledge and steered away from ornamentation in speech, further alienating rhetorical instruction—which was identified wholly with such ornamentation—from the pursuit of knowledge.

In the 18th century, rhetoric assumed a more social role, leading to the creation of new education systems (predominantly in England): " Elocution schools" in which girls and women analyzed classic literature, most notably the works of William Shakespeare, and discussed pronunciation tactics.

The study of rhetoric underwent a revival with the rise of democratic institutions during the late 18th and early 19th centuries. Hugh Blair was a key early leader of this movement. In his most famous work, Lectures on Rhetoric and Belles Lettres, he advocates rhetorical study for common citizens as a resource for social success. Many American colleges and secondary schools used Blair's text throughout the 19th century to train students of rhetoric.

Political rhetoric also underwent renewal in the wake of the U.S. and French revolutions. The rhetorical studies of ancient Greece and Rome were resurrected as speakers and teachers looked to Cicero and others to inspire defenses of the new republics. Leading rhetorical theorists included John Quincy Adams of Harvard, who advocated the democratic advancement of rhetorical art. Harvard's founding of the Boylston Professorship of Rhetoric and Oratory sparked the growth of the study of rhetoric in colleges across the United States. Harvard's rhetoric program drew inspiration from literary sources to guide organization and style, and studies the rhetoric used in political communication to illustrate how political figures persuade audiences. William G. Allen became the first American college professor of rhetoric, at New-York Central College, 1850–1853.

Debate clubs and lyceums also developed as forums in which common citizens could hear speakers and sharpen debate skills. The American lyceum in particular was seen as both an educational and social institution, featuring group discussions and guest lecturers. These programs cultivated democratic values and promoted active participation in political analysis.

Throughout the 20th century, rhetoric developed as a concentrated field of study, with the establishment of rhetorical courses in high schools and universities. Courses such as public speaking and speech analysis apply fundamental Greek theories (such as the modes of persuasion: ethos, pathos, and logos) and trace rhetorical development through history. Rhetoric earned a more esteemed reputation as a field of study with the emergence of Communication Studies departments and of Rhetoric and Composition programs within English departments in universities, and in conjunction with the linguistic turn in Western philosophy. Rhetorical study has broadened in scope, and is especially used by the fields of marketing, politics, and literature.

Another area of rhetoric is the study of cultural rhetorics, which is the communication that occurs between cultures and the study of the way members of a culture communicate with each other. These ideas can then be studied and understood by other cultures, in order to bridge gaps in modes of communication and help different cultures communicate effectively with each other. James Zappen defines cultural rhetorics as the idea that rhetoric is concerned with negotiation and listening, not persuasion, which differs from ancient definitions. Some ancient rhetoric was disparaged because its persuasive techniques could be used to teach falsehoods. Communication as studied in cultural rhetorics is focused on listening and negotiation, and has little to do with persuasion.
Moderne

Au tournant du XXe siècle, on a assisté à un regain d'intérêt pour l'étude de la rhétorique, se manifestant par la création de départements de rhétorique et d'éloquence dans les institutions académiques, ainsi que par la formation d'organisations professionnelles nationales et internationales. L'intérêt initial pour les études rhétoriques constituait un mouvement s'éloignant de l'élocution enseignée dans les départements d'anglais aux États-Unis, et une tentative de recentrer les études rhétoriques de la simple prestation à l'engagement civique et à une "richesse et complexité" de la nature de la rhétorique.

Dans les années 1930, les progrès de la technologie des médias de masse ont conduit à un renouveau de l'étude de la rhétorique, du langage, de la persuasion et de la rhétorique politique et de ses conséquences. Le tournant linguistique en philosophie a également contribué à ce renouveau. Le terme rhétorique a commencé à être appliqué à des formes médiatiques autres que le langage verbal, par exemple la rhétorique visuelle, les "rhétoriques temporelles", et le "tournant temporel" dans la théorie et la pratique rhétoriques.

L'essor de la publicité et des médias de masse tels que la photographie, le télégraphe, la radio et le cinéma ont fait entrer la rhétorique plus directement dans la vie des gens. La discipline de la rhétorique a été utilisée pour étudier comment la publicité persuade, et pour mieux comprendre la propagation de fausses nouvelles et de théories du complot sur les réseaux sociaux.
### Query ###
Comment l'étude des rhétoriques culturelles va-t-elle évoluer avec la numérisation et les médias sociaux ?

### Main Text ###
As a course of study

The study of rhetoric trains students to speak and/or write effectively, and to critically understand and analyze discourse. It is concerned with how people use symbols, especially language, to reach agreement that permits coordinated effort.

Rhetoric as a course of study has evolved since its ancient beginnings, and has adapted to the particular exigencies of various times, venues, and applications ranging from architecture to literature. Although the curriculum has transformed in a number of ways, it has generally emphasized the study of principles and rules of composition as a means for moving audiences.

Rhetoric began as a civic art in Ancient Greece where students were trained to develop tactics of oratorical persuasion, especially in legal disputes. Rhetoric originated in a school of pre-Socratic philosophers known as the Sophists c. 600 BCE. Demosthenes and Lysias emerged as major orators during this period, and Isocrates and Gorgias as prominent teachers. Modern teachings continue to reference these rhetoricians and their work in discussions of classical rhetoric and persuasion.

Rhetoric was taught in universities during the Middle Ages as one of the three original liberal arts or trivium (along with logic and grammar). During the medieval period, political rhetoric declined as republican oratory died out and the emperors of Rome garnered increasing authority. With the rise of European monarchs, rhetoric shifted into courtly and religious applications. Augustine exerted strong influence on Christian rhetoric in the Middle Ages, advocating the use of rhetoric to lead audiences to truth and understanding, especially in the church. The study of liberal arts, he believed, contributed to rhetorical study: "In the case of a keen and ardent nature, fine words will come more readily through reading and hearing the eloquent than by pursuing the rules of rhetoric." Poetry and letter writing became central to rhetorical study during the Middle Ages. After the fall of the Roman republic, poetry became a tool for rhetorical training since there were fewer opportunities for political speech. Letter writing was the primary way business was conducted both in state and church, so it became an important aspect of rhetorical education.

Rhetorical education became more restrained as style and substance separated in 16th-century France, and attention turned to the scientific method. Influential scholars like Peter Ramus argued that the processes of invention and arrangement should be elevated to the domain of philosophy, while rhetorical instruction should be chiefly concerned with the use of figures and other forms of the ornamentation of language. Scholars such as Francis Bacon developed the study of "scientific rhetoric" which rejected the elaborate style characteristic of classical oration. This plain language carried over to John Locke 's teaching, which emphasized concrete knowledge and steered away from ornamentation in speech, further alienating rhetorical instruction—which was identified wholly with such ornamentation—from the pursuit of knowledge.

In the 18th century, rhetoric assumed a more social role, leading to the creation of new education systems (predominantly in England): " Elocution schools" in which girls and women analyzed classic literature, most notably the works of William Shakespeare, and discussed pronunciation tactics.

The study of rhetoric underwent a revival with the rise of democratic institutions during the late 18th and early 19th centuries. Hugh Blair was a key early leader of this movement. In his most famous work, Lectures on Rhetoric and Belles Lettres, he advocates rhetorical study for common citizens as a resource for social success. Many American colleges and secondary schools used Blair's text throughout the 19th century to train students of rhetoric.

Political rhetoric also underwent renewal in the wake of the U.S. and French revolutions. The rhetorical studies of ancient Greece and Rome were resurrected as speakers and teachers looked to Cicero and others to inspire defenses of the new republics. Leading rhetorical theorists included John Quincy Adams of Harvard, who advocated the democratic advancement of rhetorical art. Harvard's founding of the Boylston Professorship of Rhetoric and Oratory sparked the growth of the study of rhetoric in colleges across the United States. Harvard's rhetoric program drew inspiration from literary sources to guide organization and style, and studies the rhetoric used in political communication to illustrate how political figures persuade audiences. William G. Allen became the first American college professor of rhetoric, at New-York Central College, 1850–1853.

Debate clubs and lyceums also developed as forums in which common citizens could hear speakers and sharpen debate skills. The American lyceum in particular was seen as both an educational and social institution, featuring group discussions and guest lecturers. These programs cultivated democratic values and promoted active participation in political analysis.

Throughout the 20th century, rhetoric developed as a concentrated field of study, with the establishment of rhetorical courses in high schools and universities. Courses such as public speaking and speech analysis apply fundamental Greek theories (such as the modes of persuasion: ethos, pathos, and logos) and trace rhetorical development through history. Rhetoric earned a more esteemed reputation as a field of study with the emergence of Communication Studies departments and of Rhetoric and Composition programs within English departments in universities, and in conjunction with the linguistic turn in Western philosophy. Rhetorical study has broadened in scope, and is especially used by the fields of marketing, politics, and literature.

Another area of rhetoric is the study of cultural rhetorics, which is the communication that occurs between cultures and the study of the way members of a culture communicate with each other. These ideas can then be studied and understood by other cultures, in order to bridge gaps in modes of communication and help different cultures communicate effectively with each other. James Zappen defines cultural rhetorics as the idea that rhetoric is concerned with negotiation and listening, not persuasion, which differs from ancient definitions. Some ancient rhetoric was disparaged because its persuasive techniques could be used to teach falsehoods. Communication as studied in cultural rhetorics is focused on listening and negotiation, and has little to do with persuasion.

### Supplementary Text ###
Moderne

Au tournant du XXe siècle, on a assisté à un regain d'intérêt pour l'étude de la rhétorique, se manifestant par la création de départements de rhétorique et d'éloquence dans les institutions académiques, ainsi que par la formation d'organisations professionnelles nationales et internationales. L'intérêt initial pour les études rhétoriques constituait un mouvement s'éloignant de l'élocution enseignée dans les départements d'anglais aux États-Unis, et une tentative de recentrer les études rhétoriques de la simple prestation à l'engagement civique et à une "richesse et complexité" de la nature de la rhétorique.

Dans les années 1930, les progrès de la technologie des médias de masse ont conduit à un renouveau de l'étude de la rhétorique, du langage, de la persuasion et de la rhétorique politique et de ses conséquences. Le tournant linguistique en philosophie a également contribué à ce renouveau. Le terme rhétorique a commencé à être appliqué à des formes médiatiques autres que le langage verbal, par exemple la rhétorique visuelle, les "rhétoriques temporelles", et le "tournant temporel" dans la théorie et la pratique rhétoriques.

L'essor de la publicité et des médias de masse tels que la photographie, le télégraphe, la radio et le cinéma ont fait entrer la rhétorique plus directement dans la vie des gens. La discipline de la rhétorique a été utilisée pour étudier comment la publicité persuade, et pour mieux comprendre la propagation de fausses nouvelles et de théories du complot sur les réseaux sociaux.

### Draft ###

Query: "Comment l'étude des rhétoriques culturelles va-t-elle évoluer avec la numérisation et les médias sociaux ?"

Translation check: "cultural rhetorics" = rhetoriques culturelles. Standard terminology. ✓
"numérisation et médias sociaux" = digitization + social media. Contemporary focus. ✓

→ Future projection query. Not simple retrieval.

### 1. Domain Context

Cultural rhetorics = field studying cross-cultural communication, internal cultural discourse patterns.
Key concepts: negotiation, listening (vs. persuasion). Recent development.
Traditional focus: persuasion techniques, civic discourse.
Temporal shift: 20th century democratic revival → contemporary digital adaptation.

### 2. Digital Transformation Vectors

**Medium expansion:**
- Visual rhetoric (images, memes, infographics)
- Temporal rhetorics (video, micro-content formats)
- Spatial rhetorics (UI/UX design, AR/VR)

**Audience dynamics:**
- Network effects → fragmented audiences
- Algorithmic curation → echo chambers vs. cross-cultural exposure  
- Speed/volume → reduced attention spans

**Analytical complexity:**
- Multimodal analysis required
- Data literacy integration
- Cross-platform competence

### 3. Social Media Specifics

⟨H≈0.8⟩ Platforms as rhetorical spaces... Facebook walls become agorae, Twitter streams as democratic forums but filtered through algorithm-curation... cultural rhetorics must evolve from studying face-to-face negotiation to digital-native discourse patterns... emojis as persuasive tools, hashtag strategies, viral meme campaigns... 

Back to structured analysis:

**Key evolutions predicted:**

● **Analytical expansion:** Traditional verbal analysis → multimodal frameworks
● **Audience theory:** Mass persuasion → networked negotiation  
◐ **Methodological innovation:** Digital ethnography, computational analysis integration
◐ **Cultural adaptation:** Western democratic models → global digital communication patterns

### 4. Uncertainty Markers

! Major limitation: Rapid technological change makes precise predictions difficult
? Ethical implications (disinformation, deepfakes) could reshape field entirely
⚠ Potential bias: Western academic perspective on digital communication

### 5. Synthesis

∴ Cultural rhetorics will likely evolve toward:

**Expanded analytical scope:** Beyond verbal to multimodal discourse
**Adaptive audience theory:** Networked vs. mass communication frameworks  
**Technological competence:** Digital literacy as core skill
**Cross-cultural digital navigation:** Understanding platform-specific cultural patterns

**But:** Field's future depends heavily on technological developments, ethical frameworks, cultural adoption patterns.

NB: Traditional civic engagement values may persist despite digital transformation.

**Key insight:** Cultural rhetorics' strength (flexible adaptation) enables evolution rather than revolution.

≈ 70% confidence in major directional trends.
≈ 30% confidence in specific methodological developments.

### Answer###
L'étude des rhétoriques culturelles connaît déjà une transformation significative avec l'émergence des médias numériques et sociaux. Cette évolution s'inscrit dans une tendance historique de flexibilité et d'adaptation de la discipline rhétorique aux nouvelles technologies et contextes de communication.

Les médias numériques ont considérablement élargi le champ d'application de la rhétorique culturelle. Au-delà du langage verbal traditionnel, la discipline s'applique désormais à diverses formes médiatiques : la rhétorique visuelle, les "rhétoriques temporelles" et les "tournants temporels" dans la théorie et la pratique rhétorique. Cette expansion médiatique reflète la capacité de la rhétorique culturelle à s'adapter aux nouveaux moyens de communication.

L'essor des médias de masse, notamment la photographie, le télégraphe, la radio et le cinéma, a déjà démontré comment la rhétorique culturelle peut analyser l'influence persuasive de ces technologies sur les audiences. Cette analyse s'est révélée particulièrement pertinente avec l'étude de la propagation des fausses nouvelles et théories du complot sur les réseaux sociaux.

Les médias sociaux transforment également les patterns de communication culturelle. Traditionnellement centrée sur la négociation et l'écoute plutôt que sur la persuasion, la rhétorique culturelle doit maintenant intégrer les dynamiques spécifiques de ces plateformes digitales. Les réseaux sociaux créent de nouveaux contextes de discours où les cultures communiquent entre elles et où les membres d'une culture interagissent.

Cette évolution numérique s'accompagne d'une complexification de l'analyse rhétorique, nécessitant une compréhension approfondie des stratégies de persuasion dans les environnements digitaux et une capacité d'analyse des discours multimodaux.