Aristotle the Art of Rhetoric
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Penalties in Action in Classical Athens
Classica Cracoviensia XVII, 2014 DOI: 10.12797/CC.17.2014.17.07 JAN KUCHARSKI (UNIVERSITY OF SILESIA, KATOWICE) peNALtieS iN ActiON iN cLASSicAL AtHeNS A preLiMiNArY SURVEY1 SUMMARY: This paper attempts to look at the inner workings of the punitive system in ancient Athens. After a brief survey of the range of penalties avail- able in Classical Athens (capital punishment, exile and outlawry, disenfran- chisement, financial penalties, imprisonment, corporal penalties), it proceeds first to examine their nature (as they frequently fail to meet our criteria of punishment), and then to map them on the substance vs. procedure controversy regarding the Athenian legal system. The last two sections of the paper are devoted to the manner in which penalties were imposed (summary punish- ment, punishment by sentence, “automatic” punishment) and executed (private vs. public execution of court verdicts; coercive measures etc.). KEYWORD: Athenian law, enslavement, corporal penalties, capital punish- ment, exile, outlawry, disenfranchisement, financial penalties Afraid of what? That I suffer what Meletus has assessed (timatai) for me? That, I can’t even say to know for a fact whether it is good or evil. Should I then choose an assessment from what I know to be an evil? As imprison- ment? What good is living in prison, forever a slave to the ever‑present 1 This study is part of a project funded by the Polish National Science Centre (NN103 429640). 117 JAN KUCHARSKI command of the Eleven? Perhaps a fine then, with imprisonment until I pay? But it comes down to the same as before since I have no money from which I could pay. -
Who Freed Athens? J
Ancient Greek Democracy: Readings and Sources Edited by Eric W. Robinson Copyright © 2004 by Blackwell Publishing Ltd The Beginnings of the Athenian Democracv: Who Freed Athens? J Introduction Though the very earliest democracies lildy took shape elsewhere in Greece, Athens embraced it relatively early and would ultimately become the most famous and powerful democracy the ancient world ever hew. Democracy is usually thought to have taken hold among the Athenians with the constitutional reforms of Cleisthenes, ca. 508/7 BC. The tyrant Peisistratus and later his sons had ruled Athens for decades before they were overthrown; Cleisthenes, rallying the people to his cause, made sweeping changes. These included the creation of a representative council (bode)chosen from among the citizens, new public organizations that more closely tied citizens throughout Attica to the Athenian state, and the populist ostracism law that enabled citizens to exile danger- ous or undesirable politicians by vote. Beginning with these measures, and for the next two centuries or so with only the briefest of interruptions, democracy held sway at Athens. Such is the most common interpretation. But there is, in fact, much room for disagree- ment about when and how democracy came to Athens. Ancient authors sometimes refer to Solon, a lawgiver and mediator of the early sixth century, as the founder of the Athenian constitution. It was also a popular belief among the Athenians that two famous “tyrant-slayers,” Harmodius and Aristogeiton, inaugurated Athenian freedom by assas- sinating one of the sons of Peisistratus a few years before Cleisthenes’ reforms - though ancient writers take pains to point out that only the military intervention of Sparta truly ended the tyranny. -
The Olynthiacs and the Phillippics of Demosthenes
The Olynthiacs and the Phillippics of Demosthenes Charles Rann Kennedy The Olynthiacs and the Phillippics of Demosthenes Table of Contents The Olynthiacs and the Phillippics of Demosthenes..............................................................................................1 Charles Rann Kennedy...................................................................................................................................1 THE FIRST OLYNTHIAC............................................................................................................................1 THE SECOND OLYNTHIAC.......................................................................................................................6 THE THIRD OLYNTHIAC........................................................................................................................10 THE FIRST PHILIPPIC..............................................................................................................................14 THE SECOND PHILIPPIC.........................................................................................................................21 THE THIRD PHILIPPIC.............................................................................................................................25 THE FOURTH PHILIPPIC.........................................................................................................................34 i The Olynthiacs and the Phillippics of Demosthenes Charles Rann Kennedy This page copyright © 2002 Blackmask Online. -
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. -
Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V. -
Middle Comedy: Not Only Mythology and Food
Acta Ant. Hung. 56, 2016, 421–433 DOI: 10.1556/068.2016.56.4.2 VIRGINIA MASTELLARI MIDDLE COMEDY: NOT ONLY MYTHOLOGY AND FOOD View metadata, citation and similar papersTHE at core.ac.ukPOLITICAL AND CONTEMPORARY DIMENSION brought to you by CORE provided by Repository of the Academy's Library Summary: The disappearance of the political and contemporary dimension in the production after Aris- tophanes is a false belief that has been shared for a long time, together with the assumption that Middle Comedy – the transitional period between archaia and nea – was only about mythological burlesque and food. The misleading idea has surely risen because of the main source of the comic fragments: Athenaeus, The Learned Banqueters. However, the contemporary and political aspect emerges again in the 4th c. BC in the creations of a small group of dramatists, among whom Timocles, Mnesimachus and Heniochus stand out (significantly, most of them are concentrated in the time of the Macedonian expansion). Firstly Timocles, in whose fragments the personal mockery, the onomasti komodein, is still present and sharp, often against contemporary political leaders (cf. frr. 17, 19, 27 K.–A.). Then, Mnesimachus (Φίλιππος, frr. 7–10 K.–A.) and Heniochus (fr. 5 K.–A.), who show an anti- and a pro-Macedonian attitude, respec- tively. The present paper analyses the use of the political and contemporary element in Middle Comedy and the main differences between the poets named and Aristophanes, trying to sketch the evolution of the genre, the points of contact and the new tendencies. Key words: Middle Comedy, Politics, Onomasti komodein For many years, what is known as the “food fallacy”1 has been widespread among scholars of Comedy. -
Plato's Euthydemus
PLATO’S EUTHYDEMUS: A STUDY ON THE RELATIONS BETWEEN LOGIC AND EDUCATION Plato’s Euthydemus is an unlucky dialogue. Few dealt with it in its own right, not just as part of a wider discussion of Plato, and fewer still saw in it more than a topic of sophistic fallacies. Some, of course, paid attention to the constructive sections of the dialogue, but only rarely do we come across a real attempt to unify its different aspects.1 In this paper I propose to show how, in the Euthydemus, Plato tries to distinguish between the Socratic and the Sophistic conceptions of education, by tracing them to their roots in the opposing views of the Sophists — and especially those of the second generation — and of Socrates about truth and about the role of logic. And although the eristic techniques of Euthydemus and Dionysodorus are obviously fallacious, they turn out to be developments of Protagoras’ views and follow from philosophical positions worthy of serious examination. The Euthydemus is a caricature, to be sure. But, as all good caricature, it has a serious intent. It sketches the degeneration of the Sophistic approach to education, in some of its aspects. More important ly, it distinguishes Socratic education from the methods and effects of its Sophistic counterpart. Euthydemus and Dionysodorus, the two sophist brothers, are reminis cent of the great Sophists of the Protagoras in more than one way. They are polymaths like Hippias, and at one time or another have taught a variety of arts, from forensic rhetoric to armed combat. Also, they have Prodicus’ penchant for linguistic analysis. -
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City of Praise: The Politics of Encomium in Classical Athens By Mitchell H. Parks B.A., Grinnell College, 2008 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Department of Classics at Brown University PROVIDENCE, RHODE ISLAND MAY 2014 © Copyright 2014 by Mitchell H. Parks This dissertation by Mitchell H. Parks is accepted in its present form by the Department of Classics as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date Adele Scafuro, Adviser Recommended to the Graduate Council Date Johanna Hanink, Reader Date Joseph D. Reed, Reader Approved by the Graduate Council Date Peter M. Weber, Dean of the Graduate School iii Curriculum Vitae Mitchell H. Parks was born on February 16, 1987, in Kearney, NE, and spent his childhood and adolescence in Selma, CA, Glenside, PA, and Kearney, MO (sic). In 2004 he began studying at Grinnell College in Grinnell, IA, and in 2007 he spent a semester in Greece through the College Year in Athens program. He received his B.A. in Classics with honors in 2008, at which time he was also inducted into Phi Beta Kappa and was awarded the Grinnell Classics Department’s Seneca Prize. During his graduate work at Brown University in Providence, RI, he delivered papers at the annual meetings of the Classical Association of the Middle West and South (2012) and the American Philological Association (2014), and in the summer of 2011 he taught ancient Greek for the Hellenic Education & Research Center program in Thouria, Greece, in addition to attending the British School at Athens epigraphy course. -
Rhetoric and Law: How Do Lawyers Persuade Judges? How Do Lawyers Deal with Bias in Judges and Judging?
Georgia State University ScholarWorks @ Georgia State University English Honors Theses Department of English 5-9-2015 Rhetoric And Law: How Do Lawyers Persuade Judges? How Do Lawyers Deal With Bias In Judges And Judging? Danielle Barnwell Follow this and additional works at: https://scholarworks.gsu.edu/english_hontheses Recommended Citation Barnwell, Danielle, "Rhetoric And Law: How Do Lawyers Persuade Judges? How Do Lawyers Deal With Bias In Judges And Judging?." Thesis, Georgia State University, 2015. https://scholarworks.gsu.edu/english_hontheses/10 This Thesis 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 Honors Theses by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. RHETORIC AND LAW: HOW DO LAWYERS PERSUADE JUDGES? HOW DO LAWYERS DEAL WITH BIAS IN JUDGES AND JUDGING? By: Danielle Barnwell Under the Direction of Dr. Beth Burmester An Honors Thesis Submitted in Partial Fulfillment of the Requirements for Graduation with Undergraduate Research Honors in the Department of English Georgia State University 2014 ______________________________________ Honors Thesis Advisor ______________________________________ Honors Program Associate Dean ______________________________________ Date RHETORIC AND LAW: HOW DO LAWYERS PERSUADE JUDGES? HOW DO LAWYERS DEAL WITH BIAS IN JUDGES AND JUDGING? BY: DANIELLE BARNWELL Under the Direction of Dr. Beth Burmester ABSTRACT Judges strive to achieve both balance and fairness in their rulings and courtrooms. When either of these is compromised, or when judicial discretion appears to be handed down or enforced in random or capricious ways, then bias is present. -
Persuasion in the Art of Preaching for the Church
Concordia Seminary - Saint Louis Scholarly Resources from Concordia Seminary Doctor of Ministry Major Applied Project Concordia Seminary Scholarship 5-1-1991 Persuasion in the Art of Preaching for the Church William Matzat Concordia Seminary, St. Louis, [email protected] Follow this and additional works at: https://scholar.csl.edu/dmin Part of the Practical Theology Commons Recommended Citation Matzat, William, "Persuasion in the Art of Preaching for the Church" (1991). Doctor of Ministry Major Applied Project. 88. https://scholar.csl.edu/dmin/88 This Major Applied Project is brought to you for free and open access by the Concordia Seminary Scholarship at Scholarly Resources from Concordia Seminary. It has been accepted for inclusion in Doctor of Ministry Major Applied Project by an authorized administrator of Scholarly Resources from Concordia Seminary. For more information, please contact [email protected]. TABLE OF CONTENTS Page PROLOGUE INTRODUCTION iii SECTION ONE CHAPTER 1 PROCLAIMING THE WORD OF GOD FOR THE CHURCH 2 CHAPTER 2 CONNECTING THE PROCLAMATION WITH THE LIFE OF THE HEARER 22 CHAPTER 3 APPLYING LAW AND GOSPEL TO THE HEARER 41 SECTION TWO 54 CHAPTER 4 PERSUASION UNDERSTOOD BY THE ANCIENT AND CONTEMPORARY WORLD 55 CHAPTER 5 PERSUASION IS BASED ON THE TRANSACTION OF THE PROCLAINDE WITH THE HEARER 68 CHAPTER 6 PERSUASION IS IMPLEMENTED BY THE SPIRIT OF GOD 88 SECTION THREE 105 CHAPTER 7 ANALYZING THE PREACHING TASK TODAY 106 CHAPTER 8 EVALUATING THE PREACHING TASK FOR THE CHURCH 122 CHAPTER 9 THE SHARED RESPONSIBILITY OF PREACHING 139 THE CONCLUSION 146 BIBLIOGRAPHY 147 APPENDIX A 151 APPENDIX B 153 APPENDIX C 154 APPENDIX D 155 PROLOGUE THE SOWER REVISITED: A PARABLE As the sun brightened the field and warmed the face of the farmer, he sowed the good seed with rhythmic motion and head held high. -
Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech
Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech David Supp-Montgomerie A dissertation submitted to the faculty at the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Communication Studies in the College of Arts and Sciences. Chapel Hill 2013 Approved by: Christian Lundberg V. William Balthrop Carole Blair Lawrence Grossberg William Keith © 2013 David Supp-Montgomerie ALL RIGHTS RESERVED ii ABSTRACT David Supp-Montgomerie: Speaking from the Heart: Mediation and Sincerity in U.S. Political Speech (Under the direction of Christian Lundberg) This dissertation is a critique of the idea that the artifice of public speech is a problem to be solved. This idea is shown to entail the privilege attributed to purportedly direct or unmediated speech in U.S. public culture. I propose that we attend to the ēthos producing effects of rhetorical concealment by asserting that all public speech is constituted through rhetorical artifice. Wherever an alternative to rhetoric is offered, one finds a rhetoric of non-rhetoric at work. A primary strategy in such rhetoric is the performance of sincerity. In this dissertation, I analyze the function of sincerity in contexts of public deliberation. I seek to show how claims to sincerity are strategic, demonstrate how claims that a speaker employs artifice have been employed to imply a lack of sincerity, and disabuse communication, rhetoric, and deliberative theory of the notion that sincere expression occurs without technology. In Chapter Two I begin with the original problem of artifice for rhetoric in classical Athens in the writings of Plato and Isocrates. -
1 Argumentation in the Framework of Deliberation
1 ARGUMENTATION IN THE FRAMEWORK OF DELIBERATION DIALOGUE Douglas Walton, Katie Atkinson, Trevor Bench-Capon, Adam Wyner and Dan Cartwright According to argumentation theory, reasoning takes place in different types of dialogue: persuasion dialogue, negotiation, deliberation, information-seeking dialogue, inquiry, and eristic dialogue. These different dialogue types may be nested within one another. Current research in artificial intelligence is building formal models corresponding to each of these types of dialogue and showing how they can be implemented in, for example, multi-agent communications systems. In this paper, we (1) clarify the distinction between deliberation dialogue and persuasion dialogue, (2) survey some recent research in artificial intelligence studying formal properties of deliberation dialogue, (3) present a model of argumentation in deliberation dialogue that has proved to be useful in electronic democracy, and (4) argue that this model provides an attractive alternative to the dominant cost-benefit model of rational argumentation traditionally accepted in economics and other fields as the basis for evaluating argumentation of the kind used in policy decision making. One of the most important lessons of argumentation theory has been that arguments need to be analyzed and evaluated not only by identifying the logical form of an argument in abstraction from its context of use, but also by paying attention to the purpose for which an argument was supposedly used in a conversational setting. In particular, as we will show in this paper, it is vitally important to distinguish between two different types of conversational frameworks called persuasion dialogue and deliberation dialogue. As we will show, logical fallacies can easily be committed in the most common kinds of everyday reasoning by failing to take this distinction into account.