This dissertation represents a rhetorical analysis of the Tao Te Ching, one of the two primary sources of philosophical Taoism. The text is analyzed from the perspective of a communication educator. It is argued that scholars in communication education research rely too heavily on Western, linear-minded pedagogy. This can be limiting to those interested in a more holistic approach. Thus, the basic tenets within philosophical Taoism, namely Self-Cultivation, Humility, Flexibility, Non-Confrontation, and Non-Action are identified and then suggested as complementary bases for communication education research.;Chapter One is an overview, including a discussion of the need to expand the research base for contemporary communication education. Chapter Two provides a review of the relevant literature, including philosophical Taoism, communication education, education philosophy, and critical pedagogy. Chapter Three describes the eclectic methodology, comprised of several rhetorical criticism theories. Chapter Four contains the rhetorical analysis of the Tao Te Ching, arguing that tenets within philosophical Taoism can be applied to communication education research. Finally, Chapter Five includes the author's conclusions regarding pragmatic applications of Taoism into communication classroom, as well as the most glaring objections to the notion and suggestions for future research.
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