rhetoric in classical education
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Rhetoric in Classical Education. Three divisions of education in Athens. Three divisions of education in Athens. Industrial Arts. Three divisions of education in Athens. Industrial Arts Productive Arts. Three divisions of education in Athens. - PowerPoint PPT PresentationTRANSCRIPT
Rhetoric Rhetoric in in
Classical EducationClassical Education
Three divisions of educationThree divisions of educationin in
AthensAthens
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
Liberal Arts
The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
-or-
The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
-or-
What is the knowledge most worth having?
It’s about
It’s aboutExcellence!
John Henry Cardinal Newman
John Henry Cardinal Newman
the man who has learned to think and to reason and to compare and to discriminate and to analyze, who has refined his taste, and formed his judgment, and sharpened his mental vision, will not indeed at once be a lawyer, or a pleader, or an orator, or a statesman, or a physician, . . . but he will be placed in that state of intellect in which he can take up any one of the sciences or callings I have referred to, or any other for which he has a taste or special talent, with an ease, a grace, a versatility, and a success, to which another is a stranger. . . .
John Henry Cardinal Newman
I say that a cultivated intellect, because it is a good in itself, brings with it a power and a grace to every work and occupation which it undertakes, and enables us to be more useful, and to a
greater number (The Idea of the University. U Notre Dame Press,1982, pp. 124 & 6).
The Seven Classical Liberal Arts
The Seven Classical Liberal Arts
Trivium
The Seven Classical Liberal Arts
Trivium Quadrivium
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
Dialectic
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
DialecticRhetoric
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
DialecticRhetoric
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric Arithmetic
The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric Arithmetic
Music
The Art of Rhetoric
Techne
"The kind of knowledge possessed by an expert maker; it gives him a clear conception of the why and wherefore, the how and the with what of the making process and enables him, through the capacity to offer a rational account of it, to preside over his activity with secure mastery" (1993, p. 9).
Art vs. Intuition
Art vs. Intuition
To master any body of knowledge as an art, one must:
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
“Laying a theoretical
foundation”
Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
4. Practice
Hexis
Hexis
Habit; habitude
Hexis
Second nature!
The Most Humane of the The Most Humane of the HumanitiesHumanities
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
Psychology
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics Religion
The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics Religion
History
Aristotle defines rhetoricrhetoric
Aristotle defines rhetoricrhetoricas
Aristotle defines rhetoricrhetoricas
"The faculty of discovering in any given case the available means of persuasion."
Aristotle on RhetoricRhetoric
Aristotle on RhetoricRhetoric
Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
Ethos
Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
EthosPathos
Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
EthosPathosLogos
Aristotle on RhetoricRhetoric
Species of rhetoric
Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic
Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic Deliberative
Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic Deliberative Epideictic
Aristotle on RhetoricRhetoric
Topoi
Aristotle on RhetoricRhetoric
Topoi
Common topics
Aristotle on RhetoricRhetoric
Topoi
Common topics
Aristotle on RhetoricRhetoric
Topoi
Common topics Special topics
Aristotle on RhetoricRhetoric
Aristotle’s aim:
Aristotle on RhetoricRhetoric
Aristotle’s aim:That his students “gain skill in enthymemes”
Aristotle on RhetoricRhetoric
Aristotle’s aim:That his students have a well supplied
storehouse of materials with which to build persuasive arguments!
Aristotle on RhetoricRhetoric
Visit the “Speech Builders Emporium”!!
http://www.phc.edu/rr_emporium_d.php
The Five Classical CanonsThe Five Classical Canons
The Five Classical CanonsThe Five Classical Canons
Invention
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
Style
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
ornamentation
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
ornamentation
orchestration
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery vocal
The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery vocal
physical
Rhetoric Rhetoric and and
Human ExcellenceHuman Excellence
Rhetoric and EthicsRhetoric and Ethics
Phronesis in in
rhetorical reasonrhetorical reason
Rhetoric and DialecticRhetoric and Dialectic
Rhetoric and ImaginationRhetoric and Imagination
Rhetoric is not mere techne . . .
Rhetoric is not mere techne . . .
Classical rhetoric, in its most ethical and ancient manifestation, is a way of discussing the truth with
one's fellows in a manner that respects their freedom and dignity, and attempts to move them
toward the Good.
http://www.phc.edu/rr_ring_d.php