2L the Case Against Teaching Virtue for Pay Geoff Boute
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Teachers' Pay in Ancient Greece
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 5-1942 Teachers' Pay In Ancient Greece Clarence A. Forbes Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Teachers' Pay In Ancient Greece * * * * * CLARENCE A. FORBES UNIVERSITY OF NEBRASKA STUDIES Ma y 1942 STUDIES IN THE HUMANITIES NO.2 Note to Cataloger UNDER a new plan the volume number as well as the copy number of the University of Nebraska Studies was discontinued and only the numbering of the subseries carried on, distinguished by the month and the year of pu blica tion. Thus the present paper continues the subseries "Studies in the Humanities" begun with "University of Nebraska Studies, Volume 41, Number 2, August 1941." The other subseries of the University of Nebraska Studies, "Studies in Science and Technology," and "Studies in Social Science," are continued according to the above plan. Publications in all three subseries will be supplied to recipients of the "University Studies" series. Corre spondence and orders should be addressed to the Uni versity Editor, University of Nebraska, Lincoln. University of Nebraska Studies May 1942 TEACHERS' PAY IN ANCIENT GREECE * * * CLARENCE A. -
Chapter 3. the Power of the Sophist to Attack Plato, Turn to His Ancient Enemies for Advice
By way of an Introduction: These pages contain individual chapters from my 1990 book, Postmodern Sophistications. I have obtained the rights to the essays am making them available separately. The entire text of the book is also available on Research Gate. The underlying aim of this collection of essays was to question the opposition between the Sophists and Plato. That classic dispute has been the model for many discussions of tensions within our society:: on the one hand you have the clever manipulative salesmen who care nothing about truth. On the other hand the rigorous scientific investigation that never quite makes contact with politics. Rootless nihilism vs. naturally grounded values. Anarchy vs. Rules. In this book I developed a pragmatic middleground, using themes from Heidegger and Dewey; in later writings I rely more on Hegel. But the point remains the same: don't listen to the Straussians and others who try to force on our politics or art or philosophy a simple opposition between truth-loving traditionalists (Socrates) and flaky relativistic postmoderns (the Sophists). It was not so simple in Greece and it's not so simple today. Part of the book deals with postmodern critiques of rational knowledge, with Lyotard and Habermas on center stage. Their opposition between postmodern and modern views remains relevant, although post-1990 developments in deconstruction and critical theory have widened and deepened the debate. The points made in these essays remain useful, if not complete. The second part of the book deals with architecture. The word postmodern has gone out of fashion in architecture. -
020 7490 7300 Fax: 020 7490 0080 [email protected]
First published in 2008 by Gerald Duckworth & Co. Ltd. 90-93 Cowcross Street, London EC1M 6BF Tel: 020 7490 7300 Fax: 020 7490 0080 [email protected]. uk www.ducknet.co.uk Editorial arrangement @ 2008 by Patricia O'Grady The contributors retain copyright in their individual chapters. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher. A catalogue record for this book is available from the British Library ISBN 978 0 7156 3695 4 Typeset by Ray Davies Printed and bound in Great Britain by MPG Books, Bodmin Cornwall 12 Isocrates Contents Doug AI-Maini Contributors vii Acknowledgements viii Isocrates of Athens (436-338 BC) was a contemporary of Plato (429-347 BC), Introduction Patricia O'Grady 1 although Isocrates was both born earlier and lived longer than the famous 1. What is a Sophist? Patricia O'Grady 9 philosopher. Growing up in a wealthy family (his father Theodorus made a fortune 2. The Political Background of the Sophists at Athens 21 in flute production), Isocrates received a fine education, with reports coming down Steven R. Robinson to us of his studying with some of the famous intellectuals of the day, most 3. Protagoras Jonathan Lavery 30 probably with Gorgias, although Protagoras and Socrates are also mentioned as 4. Gorgias Colin Higgins 45 figures with whom Isocrates spent time. The family fortune was destroyed by 5. Hippias Patricia O'Grady 56 events following the Peloponnesian War, and Isocrates was forced to write 6. -
Plato's Denunciation of Rhetoric in the "Phaedrus" Author(S): Brad Mcadon Source: Rhetoric Review, Vol
Plato's Denunciation of Rhetoric in the "Phaedrus" Author(s): Brad McAdon Source: Rhetoric Review, Vol. 23, No. 1 (2004), pp. 21-39 Published by: Taylor & Francis, Ltd. Stable URL: http://www.jstor.org/stable/20176594 Accessed: 22/09/2010 21:38 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=taylorfrancis. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Taylor & Francis, Ltd. is collaborating with JSTOR to digitize, preserve and extend access to Rhetoric Review. http://www.jstor.org Brad McAdon University of Memphis Plato's Denunciation of Rhetoric in the Phaedrus Contrary to a prevailing view within rhetoric and composition circles thatfinds a positive view of rhetoric in the Phaedrus, / contend that Plato mockingly de nounces rhetoric in the Phaedrus. -
The Role of Doxa in the Philosophical Pedagogy of Isocrates and Plato
The Role of Doxa in the Philosophical Pedagogy of Isocrates and Plato This paper explores the function of doxa as a pedagogical and philosophical concept in the contemporary Greek authors Plato and Isocrates, with special attention to the relationship between epistēmē and doxa. The term doxa (‘notion, opinion, judgment’) derives from the verb dokew (‘to think, suppose, imagine’) (Held 117). By the time of Plato and Isocrates, doxa had acquired at least two different significations. In the political sphere it denoted an imprecise, secularized form of situational decision making, while in the philosophico-religious tradition it signified judgments about the world which could be true or false (Poulakos 2001: 66-67; Poulakos 2004: 44-48). To uncover the place of doxa in Isocrates’ thought and Plato’s, the paper begins with an examination of the different historical and theoretical associations of the term current at the time. Next, a comparison is made of the ways Isocrates and Plato use the concept of doxa within the broader context of their philosophy and pedagogy. Plato’s much-debated reference to Isocrates in the Phaedrus is examined briefly, with special attention to Howland 1937 and Brown and Coulter 1971. Plato’s understanding of doxa and its relation to epistēmē is elaborated through a close reading of The Republic Bk. 5, 471a-480a, with reference to several other dialogues (e.g. Theatetus 194b; Meno 97b-c; Gorgias 11-13). By drawing together Isocrates’ comments in the Antidosis (e.g. 183-84,271) and Against the Sophists (esp. 2-8,17-18), it is shown that Isocrates, unlike Plato, places doxa above epistēmē (cf. -
Hypatia of Alexandria and Her Communities Cara Minardi Georgia State University
Georgia State University ScholarWorks @ Georgia State University English Dissertations Department of English 5-7-2011 Re-Membering Ancient Women: Hypatia of Alexandria and her Communities Cara Minardi Georgia State University Follow this and additional works at: http://scholarworks.gsu.edu/english_diss Recommended Citation Minardi, Cara, "Re-Membering Ancient Women: Hypatia of Alexandria and her Communities." Dissertation, Georgia State University, 2011. http://scholarworks.gsu.edu/english_diss/67 This Dissertation is brought to you for free and open access by the Department of English at ScholarWorks @ Georgia State University. It has been accepted for inclusion in English Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RE-MEMBERING ANCIENT WOMEN: HYPATIA OF ALEXANDRIA AND HER COMMUNITIES by Cara A. Minardi Under the Direction of Lynée Lewis Gaillet ABSTRACT Re-Membering Ancient Women: Hypatia of Alexandria and Her Communities is a recovery of Hypatia of Alexandria (355-415 ACE) as a skilled rhetorician and instructor of note who taught in Alexandria, Egypt. This work addresses Hypatia as a missing female figure from the history of rhetoric and follows the work of feminist historiographers in the field of Rhetoric and Composition including Andrea Lunsford, Jan Swearingen, Susan Jarratt, and Cheryl Glenn (among others) who note the exclusion of women from ancient schools of rhetoric, yet assert their participation in rhetorical activities. In its recovery of Hypatia, the work recreates the historical milieu of Roman Alexandria including Alexandria‟s ethnically and religiously diverse population. As a woman of Greco-Egyptian decent, Hypatia‟s public work was supported by Egyptian, Greek, and Roman legal and social customs that enabled her to lecture in public and private, administer her own school, and advise high-level political leaders. -
Introduction
Cambridge University Press 978-0-521-87863-0 - Plato on the Rhetoric of Philosophers and Sophists Marina McCoy Excerpt More information 1 Introduction I. This book explores how Plato separates the philosopher from the sophist through the dramatic opposition of Socrates torhetoricians and sophists. In one way, its thesis is simple. Plato distinguishes Socrates from the sophistsbydifferences in character and moral intention. In the broadest terms, Plato might agree with Aristotle’s claim in the Rhetoric that what defines a sophist is “not his faculty, but his moral purpose” (1355b 17– 18). In another way, the problem is difficult, for the philosopher and the sophist share many characteristicsinhowthey speak and act; these simi- larities are not superficial but go to the very heart of what Plato presentsas philosophy, sophistry, and rhetoric. The tendencyofcontemporary schol- arship has been to emphasize the distinctiveness of Socratic or Platonic philosophy in terms of a technical method separable from rhetoric.1 1 Commentators who have emphasized a technical method in Socrates’ or Plato’s thought in distinction from sophistry include Gregory Vlastos, Socratic Studies (Cambridge: Cam- bridge University Press, 1994); Terence Irwin, Plato’s Gorgias, translated withnotes (Oxford: Clarendon Press, 1979); Jacques Bailly, “What You Say, What You Believe, and What You Mean,” Ancient Philosophy 19 (1999): 65–76;Richard Robinson, Plato’s Earlier Dialectic (Oxford: Clarendon Press, 1953); and W. K. C. Guthrie, A History of Greek Phi- losophy, Volume IV: Plato the Man and His Dialogues, Earlier Period (Cambridge: Cambridge University Press, 1986). Guthrie emphasizes the differencebetween eristic and dialectic in Socrates’ thought but admits that Socrates often uses eristics to best his opponents. -
A Cross-Disciplinary Study of Ancient Greek Kairos, Circa 3000–146 Bce
FROM NATURE TO THE IDEAL: A CROSS-DISCIPLINARY STUDY OF ANCIENT GREEK KAIROS, CIRCA 3000–146 BCE A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF PHILOSOPHY BY NICOLE RUTH CARDASSILARIS DISSERTATION ADVISOR: DR. PAUL W. RANIERI BALL STATE UNIVERSITY MUNCIE, INDIANA MAY 2019 To my intellectual DNA, and to my biological DNA, but especially to my son, Nicholas 2 CONTENTS PAGE Acknowledgements ………………………………………………………………… 4 List of Figures …………………………………………………………………….. 7 Chapter 1. Introduction …………………………………………………………….. 10 Chapter 2. Denotations and Connotations of Ancient Greek Kairos: A Review of Literature in Three Academic Disciplines ……………. 36 Chapter 3. Towards a Prehistory of Ancient Greek Kairos: What Constituted the Greeks’ Understanding of “a Moment in Time” between 3000-600 BCE? …………………………………………… 81 Chapter 4. The Expansion and Organization of Expression: Kairos in Transition, 800-400 BCE ………………………………… 124 Chapter 5. From Nature to Humankind: Framing the Conventional and Ideal Kairos, 400-146 BCE ……………………………………... 181 Chapter 6. Conclusion ……………………………………………………………….. 231 Bibliography …………………………………………………………………………. 245 3 ACKNOWLEDGEMENTS First I would like to thank the professors who sat on my dissertation committee. Thank you Professors Paul Ranieri (Rhetoric and Writing), Robert Habich (American Literature), Christine Shea (Classical Studies), and Richard King (Classical Studies). Robert Habich advised the approach and structure of my research, while providing expert feedback and expert advice for revisions. Christine Shea and Richard King advised on the sociocultural aspects of ancient Greece, Greek mythology, and various philological corrections and recommendations on translations of ancient Greek. I thank each one of you for your encouragement to complete this project. For my cross-disciplinary study of ancient Greek kairos, I feel fortunate for the cross- disciplinary make-up of my committee. -
Of the Sophist in the Time After Plato. the Impact of Form Typology in Sophistic Teaching and Writing on Interdisciplinary Scholarly Work Ágora
Ágora. Estudos Clássicos em debate ISSN: 0874-5498 [email protected] Universidade de Aveiro Portugal HAASE, FEE-ALEXANDRA Style and the ‘Idea’ of the Sophist in the Time after Plato. The Impact of Form Typology in Sophistic Teaching and Writing on Interdisciplinary Scholarly Work Ágora. Estudos Clássicos em debate, núm. 11, 2009, pp. 33-54 Universidade de Aveiro Aveiro, Portugal Available in: http://www.redalyc.org/articulo.oa?id=321027642003 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Style and the ‘Idea’ of the Sophist in the Time after Plato. The Impact of Form Typology in Sophistic Teaching and Writing on Interdisciplinary Scholarly Work 1 FEE-ALEXANDRA HAASE University of Balamand Abstract: Sophists acted among the educated persons and scholars in the Mediterranean after the 1st Sophistic in many regards as a special and distinct group. Since many examples show that they acted not only as sophists, but also performed other activities, we will examine here several cases were we see similarities and differences between them and other groups of scholars. Our three basic questions ‘what, how and why did the sophists teach and write?’ we answer examining diachronically the major forms and genres of writings they produced (‘What’), the ‘How’ will be answered looking at their performance as a communicative activity beyond borders of contemporary disciplines, and the ‘Why’ we try to answer emphasizing the necessity of sophistical activity in the contemporary socialization and education of late antiquity. -
Feminist Rhetorical Pedagogies for a Deliberative Democracy
University of South Carolina Scholar Commons Theses and Dissertations Summer 2020 Reviving Rhetoric Through Conversation: Feminist Rhetorical Pedagogies for a Deliberative Democracy Sadie Suzanne Carr Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the English Language and Literature Commons Recommended Citation Carr, S. S.(2020). Reviving Rhetoric Through Conversation: Feminist Rhetorical Pedagogies for a Deliberative Democracy. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/6076 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. REVIVING RHETORIC THROUGH CONVERSATION: FEMINIST RHETORICAL PEDAGOGIES FOR A DELIBERATIVE DEMOCRACY by Sadie Suzanne Carr Bachelor of Arts Christopher Newport University, 2017 Submitted in Partial Fulfillment of the Requirements For the Degree of Master of Arts in English College of Arts and Sciences University of South Carolina 2020 Accepted by: Gina L. Ercolini, Director of Thesis Hannah J. Rule, Reader Cheryl L. Addy, Vice Provost and Dean of the Graduate School © Copyright by Sadie Carr, 2020 All Rights Reserved. ii ACKNOWLEDGEMENTS I would first like to thank my thesis advisor, Dr. Gina Ercolini of the English Department at the University of South Carolina. Dr. Ercolini’s patience, kindness, keen listening skills, and knowledge of rhetorical theory and practice were instrumental to the completion of this project. Her course on “medieval to modern rhetoric” helped me tie many of the loose ends of this project together, and I am so glad I was able to complete this journey under her guidance. -
Of the Sophist in the Time After Plato. the Impact of Form Typology in Sophistic Teaching and Writing on Interdisciplinary Scholarly Work
Style and the ‘Idea’ of the Sophist in the Time after Plato. The Impact of Form Typology in Sophistic Teaching and Writing on Interdisciplinary Scholarly Work 1 FEE-ALEXANDRA HAASE University of Balamand Abstract: Sophists acted among the educated persons and scholars in the Mediterranean after the 1st Sophistic in many regards as a special and distinct group. Since many examples show that they acted not only as sophists, but also performed other activities, we will examine here several cases were we see similarities and differences between them and other groups of scholars. Our three basic questions ‘what, how and why did the sophists teach and write?’ we answer examining diachronically the major forms and genres of writings they produced (‘What’), the ‘How’ will be answered looking at their performance as a communicative activity beyond borders of contemporary disciplines, and the ‘Why’ we try to answer emphasizing the necessity of sophistical activity in the contemporary socialization and education of late antiquity. Claiming that style was the idea of the sophists, we put Plato’s concept of ideas critically in the context of the concept of ideas derived from contemporary and later sophists focusing on the function of visuality from early sophistic works to the late antique era represented by Philostatus’ Imagines. Keywords: Rhetoric; Sophistry; Late Antiquity; Mediterranean; Style; Idea. Introduction: Idea and the Melting of Philosophy, Rhetoric, and Sophistry in Historical Examples Idea and form, even though occurring in literal context, belong to visual and theoretical phenomena. Recently, in studies of visual culture, also ancient cultures have become objects of interest in this relatively new branch. -
Research and Experiment in Early Greek Thought by Tyler Mayo A
Research and Experiment in Early Greek Thought by Tyler Mayo A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Classical Studies) in the University of Michigan 2019 Doctoral Committee: Professor Francesca Schironi, Chair Professor Sara Ahbel-Rappe Professor Richard Janko Associate Professor Ian Moyer Tyler Edward Mayo [email protected] ORCID iD: 0000-0002-2442-7127 To my mother and father ii ACKNOWLEDGMENTS First, ad consuetudinem maiorum, I would like to begin by acknowledging and expressing my gratitude to the members of my committee: Professors Richard Janko, Ian Moyer, and Sara Abhel-Rappe. Their suggestions and criticisms helped me to rethink some, and alter other, points within this dissertation to its improvement, and saved me from numerous errors within the text, many of which surely still lurk within these pages and are my responsibility alone. However, I owe a special debt to my chair, Francesca Schironi, whose support not only made this dissertation possible, but who acted as a mentor throughout my entire time at Michigan. Her honesty and counsel were always welcome, and her careful philology can be seen within these pages, although I fear only as an imperfect reflection. Outside Angell Hall, others made my studies in Ann Arbor possible. The Posch family— John, Dyanna, Isabel, and most recently, Jude—acted as a family away from home, not least for their generous hospitality in boarding me. I shall always remember and cherish their ξενία. My wife Liz is certainly owed a place of honor in the beginning of this dissertation. Her support was essential in its creation as in all other things.