A series of posts on the relationship between vocation and rhetoric, focusing on how ethos, logos, pathos, and mythos offer a fresh perspective for creatives, educators, and scholars to conceptualize their professional and personal callings.
As one of the three classical rhetorical appeals, logos often takes a backseat to ethos and pathos in discussions of vocation, but it is no less critical in shaping how we understand and teach vocational exploration and discernment. Logos refers not only to the logical structure of an argument; it also represents the reasoning that underpins our actions, the ethical implications embedded within that reasoning, and the ways we encourage others to think critically about the world. In vocational exploration, logos plays a distinctive role as the intellectual backbone that helps us discern our callings and align them with both reason and purpose.
Rhetorician Edwin Black offers a useful framework to understand how persuasive discourse creates identities and worldviews. In his 1970 landmark essay, “The Second Persona,” he argues that a rhetor’s discourse appeals to an ideal audience—one that embodies the values, beliefs, and habits conveyed through the discourse itself. For Black, logos’s appeal draws on more than the intrinsic logic of its arguments; it constructs a particular kind of reasoning that shapes how people think, act, and engage with the world.
As part of my dissertation research, I used Black’s second persona theory to analyze Joel Osteen’s discourse and examined hundreds of his sermons and books, interviews with him spanning decades, and his extensive social media presence. Through this lens, I identified the characteristics of the “ideal” audience Osteen envisions—individuals whose consciousness centers on wealth, health, and relationships. Osteen’s rhetoric constructs a worldview that prioritizes personal success in these areas while deliberately avoiding engagement with racial justice movements like Black Lives Matter or diversity, equity, and inclusion initiatives within higher education—a tension that both readers and writers of this blog care about in terms of its impact on vocation.
Reflecting on this analysis, I am struck by Black’s insight that the rhetorical dimensions of an argument can actually produce an audience—shaping not only identities but also actions. This principle resonates in the classroom, where the logos of my teaching inevitably influences the type of people my students become. The reasoning I present in my courses—whether through discussions of ethical communication or explorations of social justice—serves as a model for how students might engage with the world. In this way, appeals to logos help us do more than just craft compelling arguments; logos allows us to construct and use reasoning that aligns with communal values and inspires action.
For educators, the challenge lies in examining how our appeals to logos—and our systems and frameworks for reasoning—shape the way students think about vocation. Are we teaching them to prioritize personal gain, or are we guiding them to consider how their skills and knowledge can serve others? I often open class discussions by posing questions that encourage self-reflection: “What logic drives your decisions? Is it rooted in love, compassion, and justice, or does it reflect the values of a society that often prioritizes material success over the well-being of others?” These conversations help students explore the reasoning behind their aspirations and consider how their vocational goals align with a broader sense of purpose.
When I think about my role as an educator within the classroom, I consider how the logic I present shapes my students’ vocational journeys. In my public speaking course, for instance, I encourage students to think critically about the arguments they construct and the reasoning that drives their presentations. I ask them to engage with real-world issues, such as climate change or income inequality, and to develop speeches that not only inform but also propose actionable solutions. These assignments challenge students to connect the logic of their ethical reasoning to their emerging vocations, asking them, “What kind of impact do you want your words and actions to have on the world?”
In my public relations courses, I guide students through campaigns where logos becomes the foundation of their strategies. I often task them with designing a public awareness campaign for a nonprofit organization. This requires them to research the issue, analyze the needs of their audience, and craft a clear, compelling argument that inspires action. For example, one group designed a campaign for a local food bank, combining statistics about food insecurity with emotionally resonant stories from community members. This exercise teaches students that logos is not merely about data or facts, but involves constructing a coherent and ethical argument that responds to the world’s hunger and aligns with their values and contributes to the common good.
Students also benefit from exercises that explicitly connect logos to vocation. In one activity, I ask my students to write a “vocational argument,” where they articulate their career goals and the reasoning behind them. I require them to identify the values that underpin their aspirations and explain how their chosen path contributes to the common good. One student, for example, shared that her experiences volunteering at a domestic violence shelter inspired her to pursue a career in law. Her argument was grounded in a clear and logical connection between her empathy, values, and advocacy—her sense of justice—and her vocational goals. This kind of exercise not only sharpens students’ reasoning skills but also deepens their understanding of how logos can guide their decision-making.
As educators, we also have a responsibility to model logos in our own vocational practices. The logic of our teaching—that is, the arguments we make, the reasoning we employ, and the values we prioritize—shapes the kinds of vocations our students pursue. I often reflect on the metaphor of the shepherd, guiding those who follow. Just as a shepherd’s actions determine the path of the flock, our logos has a profound impact on the ethical and intellectual paths our students take. This awareness reminds me to approach my teaching with intentionality, ensuring that the reasoning I present is aligned with an ethos of love and transformation.
When combined with ethos, logos has the power to create a profound and lasting impact. While ethos represents the character and credibility of the speaker—what we might think of as vocational identity—logos provides the framework that allows us to articulate our values and translate them into action—or our vocational pursuits. Together, these appeals form the foundation of our vocational work, shaping not only what we teach but also how we teach it.
In my experience, fostering a strong sense of logos in the classroom means encouraging students to think critically about the reasoning that drives their decisions and to align that reasoning with their values. It also means providing opportunities for students to connect their logic to real-world applications, whether through speeches, campaigns, or reflective writing. By doing so, we equip them to navigate the complexities of the modern world with clarity, purpose, and integrity.
Ultimately, logos not only involves the arguments we make; it also represents values and assumptions that underpin those arguments and the kind of individuals they inspire. Our vocational journeys as educators require us to do more than transmit knowledge; we also shape the reasoning and values of those we teach. By aligning our logos with an ethos of love and justice, we can guide our students toward becoming thoughtful, ethical agents of positive change in a world that desperately needs them.
Reginald Bell, Jr., is an assistant professor of strategic communication and public relations at Monmouth College in Monmouth, Illinois. A third-generation clergyman, he was honored and humbled to deliver a TED Talk at Knox College in March 2024 titled “The Money is in the Hogs.” He first learned about NetVUE after attending seminars on vocation on his campus in 2024. For other posts by Reginald, click here.