I wrapped up Scholes’ Rise
and Fall on Monday morning while I was waiting in the auto shop. 
Since then, I’ve been reconsidering it from a distance–the full displacement
brought on by a hearty paper load, full-time work, and other important
stuff-o-life.  I keep coming back to a few basic ideas set up by Scholes in
chapter four, "A Flock of Cultures."  Throughout, Scholes uses a
split chapter system, so, for example, chapter four has a postlude called
"assignment four" in which he details–in practical terms–an
application of much of the theorizing he summons in the early portion of the
chapter.  Before the "assignment" section, he proposes a
design  for a general education curriculum parsed into grammar,
dialectic and rhetoric. Scholes introduces this threesome under the
heading, "A Trivial Proposal."  He’s having fun with the
connotations of "trivial,"
enlisting it as something of lesser consequence (than the Western Civilization
and Great Books canonical approaches) and also as a modern resurrection of the
medieval model for foundational education–the basis preceding advanced
scholarship in "arithmetic, geometry, astronomy and music." He
explains the subtle differences between each of the course-types.  For grammar,
a course called "Language and Human Subjectivity" would comb over
pronoun usage and alienation in language structures.  A second grammar
course would concern "Representation and Objectivity." 
Anthropological perspective, ethnography, the objective discourses pervasive in
the observational sciences: these would be done up in this second grammar
course.  For rhetoric, he suggests a course on "Persuasion and
Mediation," which "would obviously include the traditional arts of
manipulation of audiences but would also point toward the capacities and limits
of the newer media, especially those that mix verbal and visual textuality to
generate effects of unprecedented power" (125).  To round this one
out–and because Scholes spends relatively little time on it–I would toss in technology. 

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