Rhetoric highlights the problem of how one reads texts. It even raises the question of whether historians are trained to read. I have already noted the tendency of professional historians to see texts as documents in the narrow sense of the word and, by the same token, to ignore the textual dimensions of documents themselves, that is, the manner in which documents “process” or rework material in ways intimately bound up with larger sociocultural and political processes.
American historian
Dominick LaCapra (born 1939) is an American-born historian of European intellectual history, best known for his work in intellectual history and trauma studies. He served as the Bryce and Edith M. Bowmar Professor of Humanistic Studies at Cornell University, where he is now a professor emeritus.
From: Wikiquote (CC BY-SA 4.0)
Rhetoric includes “performative” uses of language that make a difference in one’s relation to the object of study. This does not mean that the historian is obliged to resort to explicit moral judgments, overt didacticism in drawing lessons, or “show and tell” sessions in which one’s values or autobiographical propensities are bared to one’s audience. The more direct forms of public exposure generally serve a purgative function and rarely inform an account in a telling or transformative way.
Rhetoric involves a dialogical understanding of discourse and of “truth” itself in contrast to a monological idea of a unified authorial voice providing an ideally exhaustive and definitive (total) account of a fully mastered object of knowledge. Historiography is dialogical in that, through it, the historian enters into a “conversational” exchange with the past and with other inquirers seeking an understanding of it. The problem is the nature of the conversation.