ABSTRACT
Our revised rhetorical pedagogy for the humanities turns on the efficacy of the exercises to increase learning in philosophy and literature. We believe, however, that the results have general implications for higher education. The project continues to evolve as we write. In this chapter the reader will find complete exercises from two small groups of students who were enrolled for the literature and philosophy degree of Middlesex Polytechnic, London, in 1990. The exercises are expressly designed to suit a first-year course on Plato and Aristotle and a second-year course on Schopenhauer. In addition, there is an end-of-term evaluation exercise which asked for comments from first-year students, anonymously, on the progress of the class and what, if any, benefit the students felt they received from the new format of classroom exercises.
