DOCSLIB.ORG

2L the Case Against Teaching Virtue for Pay Geoff Boute

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2L the Case Against Teaching Virtue for Pay Geoff Boute in The Sophists, ed. P.F. O’Grady (Duckworth, 2008) 21. The Caseagairust Teach.ing Virtue for pay purview of relativistic sophistry wherein virtue ought to be concervedas somethingartificial and subjective(a nomos).My stfigestion r. tt ut some_ thing natural 2l needstc.be acquiredorganicalv u"a'o"".; i;"g period time' whereas of somethingartificial might be constructe* ana conveyed much more easily.If the sophist seesviitue as artificial, he alsosees it as The Case against Teaching Virtue for Pay freely.and quickly distributabre for a fee. Finaily, I want to suggestthat there is a deeperphilosophicar argument that slggests,in a-way that GeoffBoute consistent is if not commensuratewith the foregoin!'corrrid"rutio.r.r,p..di- lections and prejudices, that forced attempts to suppry rhetorical skills to those not naturally disposeclto virtue, is seenby plato and lsocrates One point that scholars unfailingly make in talking about the sophists is have to monstrous results, resurts that harm both pupil and that they took pay for instruction.' Plato himself refers to the earnings of' sophistic teacheralike. The sophistwho must sacrificehis freeiom the sophists no less than thirty-one times (Harrison 1964, Ly accepting 191n.44). whoeverpays the fee also sacrificeshis soul. Xenophon and Aristotle also make frequent reference to the fact that tho sophists take pay. At his trial and elsewhere in Plato and Xenophon, it is emphasised that Socrates did not, and it would seem that the practice of' Culture, context and citizenship taking pay for teaching is regarded with a disdain meant to separate Somescholars have suggestedthat the invidiousremarks aboutteaching Socrates from the sophists. This is significant, for one may weII questiolr pay do not represent a successfulcritique of the .dh^; (see precisely how Socrates differs from the sophists, especially when we recall lor c)orey 2002). while such defencesmay serve to exculpate t"u"rri"g that both the sophists and Socrates are interested in questions of virtr-re. io. puy i., somecontexts, I think that they do not adequatelyaddress the"philosophi_ both have youthful followers, and that Socrates was tried and executed on cal opposition to the practice of sophistry in the ancient Greek charges that certainly associated him with the practice of sophistry. context. one of the things that I have in mind hereis Xenophon's,"po.ior Is there anything more to sophistry than merely teaching for pay? Long ^ socrates, claim that teaching for pay imposedupon one,sfreedom: ago the utilitarian philosopher Henry Sidgwick asked of the sophists most familiar to us from Plato: Nor again, did [Socrates]encourage love of money in his companions.For while he checkedtheir other desires,he would not make -o""f t i-""rr u.,t What is the commoncharacteristic of these persons,as presentedby Plato? of their desire for his companionship.He herd that this serfienying. orar- -besidesthat ofreceivingpay, which must surelybe consideredan accident nance insured his liberty. Those who charged a fee for their society he rather than a property of any classof teachers(Sidgwick \872,294). denounced for selling themselvesinto bondage;since they were bound to converse with all from whom they took the fee. He ma.veiled that anyone Despite the obvious motivation of people like Plato and Xenophon tcr gnoyla make money by the professionof virtue, and shourdnot reilect that his establish a distinction between Socrates and the sophists, the question highest reward would be the gain of a goodfriend (Xenophon, Memora 'what, remains: philosophicalLy, is wrong with the practice of teaching bilia L2.5-7). for pay?' what I take ,sel-ling In this chapter I will focus on several factors that have contributed tcr to be the philosophical import of the sophists them- selves-into the pejorative light that has been cast upon the sophists' practice of bondage' will be the focus oi th" last pari of this chapter, but initially, teaching for pay. These factors include certain cultural and contextual and in order to make sense of the contexlual implications of this remark, some prejudices regarding wage earning and citizenship, as well as moralistic background work is necessary. We may bfgin with a pas_ s_agethat arguments that levy the charge of charlatanism against the sophists. This overlaps to some degree with the one just quoted.In what follows Xenophon tells charge of charlatanism relies heavily on the claim that the sophists of Socrates' rejoinder to the sophist a.rlipnorr'" scoffing criticism that attempt to teach something that cannot be taught, namely virtue, but it is socrates does not take pay. socrat""' .""fi.rre bears out important to see why and in what context virtue is thought not to be several relevant cultural attitudes: teachable in the manner of the sophists; this context ultimately amounts Antiphon, to the philosophical systems of Plato and Aristotle, whereby virtue is seen it is commonopinion among us in regardto beautyand wisdom that there is as something natural and objective (a physi.s) and hence outside the an honourableand a shamefurway of bestowingthem. For to offer one's bcauty for moneyto all comersis calledprostitutio;; but we think 226 227 GeoffBoute 21. The Case against Teaching Virtu,efor pay virtr,rouslo becomefriendly with a lover who is kuown lo be a tttatt of it thing that one would charge for, instead of being obligated to distribute is it with wisdom. Thosewho offer it to ali comersfor mouey are honour. So freely as a well-meaning citizen, must have been highly problematic known as sophists,prostitutors of wisdom,but we think that he who makes to Socrates. one suspects that there is a significant rhetorical move a friend of one whom he knows to be gifted by nature. and teacheshim ail being made here by stating the home states of these famous the goodlre can, fulfils the duty of a citizenand a gentlerllan... (Memorabili,a sophists. They are not Athenian citizens, 1.6.13). and as sr.rchhave neither the same investment in nor obligation to Athenian citizens as Socrat.eshas. Soclates'own refusal to leave his prison cell to - It is important to remember that Athenians of the late fifth and early roister up in Thessaly as he puts it tn crito - shows his deep respect for his fourth centuries did calry a prejudice against wage-earning in general, Athenian citizenship; he will not prostitute himself by living out his and as such the sophist would immediately be regarded with some disdain remaining days in a foreign land (plato, crtto 53d-54a).when, at his trial, as a wage-earner. The words of Gomperz are appropriate here: socrates asks Meretus who it is that instructs the young in virtue. one must assume that Meletus'answer is the one that Soclates The Greekview of life was at timesaristocratic. Their respectfor wage-earn- expects. and most likely agrees with: ing stoodeven lower than in other slave-owningcomntunities ... An especial reproachattached to the employmentof intellectual labour for the benefit of Tell me, my goodsir, who improvesour youngmen? - The laws. That someonewho paid for it; this was regarded as degradation. as a yoke of is not what I am asking,but what personwho has knowledgeof the laws to begin - jurl'men, servitudethat was voluntarily assumed(Gomperz 1901, 417). with? These Socrates. How do you meanMeietus? Are tl.reseable to educatethe youngand inprove 'a them?- Ce.rtninly. quite regarding yoke of Now it is likelv that Gomperz's observation All of them, or somebut not others?- All of then.r. verl' servitude that was voluntarily assulned' finds its impetus in the very good,by Helrl. You mention a great abundanceof benefactors.But what evidence that Xenophon here and elsewhere provides us with, that Socra- about the audience?Do they improve the young or not? - They do too. tes criticised the sophists as selling their freedom mLrch like a prostitute. What aboutthe membersof Council?- The Councillors.also. This however has the ring of sneer more than philosophical argument. But NIeietus,what about the assernbly?Do the rnembersof therassemblv corrupt the or do they - What I want to suggest later is that there is a deeper implicit philosophical ;.oung, all improve thern? They impi.ovethem. All the Athenians,it seems,make the younginto fine good*url ... orientation and rationale at work in Xenophon's observations, one that (Plato,Apology 24e-25a) takes on an important philosophical significance in light of the ethical approaches of Plato and Socrates. Before that, however, it is useful to The answers that Socrates expects and elicits imply that good citizens reflect a little more carefully on the last part of the Xenophon passage 'we imprclve the youth. Socrates is a citizen, not an itinerant for.eignerwho quoted above: think that he who makes a friend of one whom he knows takes money for teaching. At the same tirne we cannot ignore Socrates' to be gifted by nature, and teaches him all the good he can, fulfils the dutl' frequent critiques of Athens in the Apologj, and elsewhere despite his of a citizen and a gentleman ....' remarks in the same text as an appeal to the virtues of citizenship. In the The sophists, for the most part, were itinerant teachers - foreigners - same vain, despite his remarks on obligation to the laws of Athens in crllo, who did not hold citizenship in the cities where they taught. Xenophon's there is no doubt that Socrateswas as much a critic of Athens as plato was. comment about citizenship is borne out by the subtext of Socrates'relnalk Yet we must remember that while Plato may have been highly critical of in the Apology that young men will of their own choice ignore the free Athens and all of her institutions,' the fact remains that the rleepcultural company of their own citizens in order to interact with sophists: connections between virtue and citizenship are pointedly made by setting aside discussionswith foreigners in Book lof the Repubiicto set tie quesi Yet I think it is a fine thing to be able to teach peopleas Gorgiasof Leontini for justice on a new course with Plato's Athenian brothers, Glaucon and does,and Prodicusof Ceos,and Hippiasof Elis.
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]
  • 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.
    [Show full text]