Unit 2 Flashcards
1
Q
Medieval Rhetoric: apologist for Christianity and rhetoric
A
Augustine
2
Q
Medieval Rhetoric: the beginning of the division between rhetoric and dialectic, substance and style
A
Boethius
3
Q
Medieval Rhetoric: Augustine
A
apologist for Christianity and rhetoric
4
Q
Medieval Rhetoric: looking for female exemplars
A
Christine de Pizan
5
Q
Medieval Rhetoric: Boethius
A
the beginning of the division between rhetoric and dialectic, substance and style
6
Q
Medieval Rhetoric: Christine de Pizan
A
looking for female exemplars
7
Q
Renaissance Rhetoric: emphasized eloquence
A
George of Trebizond
8
Q
Renaissance Rhetoric: Castiglione
A
advice for getting your way in court
9
Q
Renaissance Rhetoric: championed grammar and dialectic
A
Ramus
10
Q
Renaissance Rhetoric: developed ideas about how the various disciplines fit together
A
Bacon
11
Q
Renaissance Rhetoric: George of Trebizond
A
emphasized eloquence
12
Q
Renaissance Rhetoric: advice for getting your way in court
A
Castiglione
13
Q
Renaissance Rhetoric: Ramus
A
championed grammar and dialectic
14
Q
Renaissance Rhetoric: Bacon
A
developed ideas about how the various disciplines fit together
15
Q
The Middle Ages
A
400-1400 CE
16
Q
During this time rhetoric gets religion and goes underground
A
The Medieval Challenge
17
Q
What were the three key changes that occurred during the Medieval Challenge?
A
1. Religious and secular forces vied for power.
2. Grammar and dialectic increased in importance
3. Education expanded, especially during the 12th century.
18
Q
Religious and secular forces vied for power.
A
A key changes that occurred during the Medieval Challenge
19
Q
Grammar and dialectic increased in importance
A
A key changes that occurred during the Medieval Challenge
20
Q
1. Religious and secular forces vied for power.
2. Grammar and dialectic increased in importance
3. Education expanded, especially during the 12th century.
A
The three key changes that occurred during the Medieval Challenge.
21
Q
Education expanded, especially during the 12th century.
A
A key changes that occurred during the Medieval Challenge
22
Q
Constantine found a “________” empire, which began the rise of Christianity into the modern period (313 CE).
A
“Christian”
Religious and secular
23
Q
The increased power of the Church limited access to ________________________
A
Classical sources for the general public
Religious and secular
24
Q
__________ communities became centers for learning.
A
Monastic
Religious and secular
25
_____________ established the seven liberal arts (429 CE).
Martianus Capella
26
During the rise of grammar and dialectic in the Middle Ages _______ was subordinated to ________ in educational settings.
Rhetoric, dialectic
27
During the rise of grammar and dialectic in the Middle Ages _______ had no public outlet.
Rhetoric
28
-Constantine found a “Christian” empire, which began the rise of Christianity into the modern period (313 CE).
- The increased power of the Church limited access to classical sources for the general public.
- Monastic communities became centers for learning.
Religious and Secular forces
29
During the Expansion of education in the Middle Ages ___________ became the dominant approach to learning.
Scholasticism
30
During the Expansion of education in the Middle Ages Education followed a specific teaching method inspired by dialectic: _________ and _________.
Lectio and Disputatio.
31
During the Expansion of education in the Middle Ages ______ were formed.
Universities
32
Using Rhetoric to Serve the City of God
Augustine
33
Rhetorician and Christian Philosopher (354-430 CE)
Augustine
34
RHETORIC: a morally neutral art that can and should be used on behalf of truth; subordinate to wisdom
Augustine
35
LANGUAGE: only a means to contemplate divine truth; words are signs of things
Augustine
36
METHOD: “rules of eloquence” aren’t useful; imitation most effective
Augustine
37
Augustine RHETORIC:
a morally neutral art that can and should be used on behalf of truth; subordinate to wisdom
38
Augustine LANGUAGE:
only a means to contemplate divine truth; words are signs of things
39
Augustine METHOD:
“rules of eloquence” aren’t useful; imitation most effective
40
TRUTH: absolute truth accessible through divine revelation; distinct from "logic"
Augustine
41
EDUCATION: eloquence can be achieved without formal training in rhetoric
Augustine
42
ETHICS: truth depends not primarily on the character of the speaker but upon the will of God; even so, it is best if eloquence is accompanied by wisdom and faith.
Augustine
43
Augustine EDUCATION:
eloquence can be achieved without formal training in rhetoric
44
Augustine TRUTH:
absolute truth accessible through divine revelation; distinct from "logic"
45
Augustine ETHICS:
truth depends not primarily on the character of the speaker but upon the will of God; even so, it is best if eloquence is accompanied by wisdom and faith.
46
Rhetoric Serving Philosophy
Boethius
47
Thinker from (480-524 CE)
Boethius
48
Led a life similar to Cicero, but came to very different conclusions about rhetoric.
Boethius
49
Wrote about rhetoric and read many ancient thinkers but considered himself primarily a philosopher.
Boethius
50
Addressed head-on the issue of the relationship between philosophy and rhetoric.
Boethius
51
Deeply Aristotelian—EXCEPT in his view that rhetorical practice did not generate probable truth.
Boethius
52
RHETORIC: a faculty of applying the general rules of argumentation to specific case; subordinated to dialectic
Boethius
53
Boethius RHETORIC:
a faculty of applying the general rules of argumentation to specific case; subordinated to dialectic
54
METHOD: speakers should apply the general principles to specific cases in order to teach or move
Boethius
55
TRUTH: rhetoric cannot produce knowledge or truth
Boethius
56
Boethius METHOD:
speakers should apply the general principles to specific cases in order to teach or move
57
EDUCATION: emphasized general principles and systems of classification handed down from classical thinkers as an important source
Boethius
58
Boethius TRUTH:
rhetoric cannot produce knowledge or truth
59
Boethius EDUCATION:
emphasized general principles and systems of classification handed down from classical thinkers as an important source
60
Rhetoric as a Social Tool
Christine de Pizan
61
Thinker (1364-1430 CE)
Christine de Pizan
62
The kind of exemplary woman she praises in her writings.
Christine de Pizan
63
Received nearly the best education that any woman could have during the period.
Christine de Pizan
64
Turned to rhetorical practice as a means of supporting herself.
Christine de Pizan
65
Christine de Pizan RHETORIC:
a tool for exercising worldly prudence
66
ETHICS: developing good character depends on following virtuous exemplars
Christine de Pizan
67
Christine de Pizan EDUCATION:
women should be educated in rhetoric and other arts
68
EDUCATION: women should be educated in rhetoric and other arts
Christine de Pizan
69
Christine de Pizan ETHICS:
developing good character depends on following virtuous exemplars
70
RHETORIC: a tool for exercising worldly prudence
Christine de Pizan
71
The Rise and Fall of Rhetorics across Europe
THE RENAISSANCE
72
Italian city-states became prominent.
Key changes affecting rhetoric during the Renaissance
73
Monarchs consolidated land.
Key changes affecting rhetoric during the Renaissance
74
Merchant and professional classes gained power.
Key changes affecting rhetoric during the Renaissance
75
Church lost power to secular institutions
Key changes affecting rhetoric during the Renaissance
76
Latin died; vernaculars thrived.
Key changes affecting rhetoric during the Renaissance
77
Gutenberg designed the first European printing press (ca. 1450 CE).
Key changes affecting rhetoric during the Renaissance
78
Key changes affecting rhetoric during the Renaissance
- Italian city-states became prominent.
- Monarchs consolidated land.
- Merchant and professional classes gained power.
- Church lost power to secular institutions
- Latin died; vernaculars thrived.
- Gutenberg designed the first European printing press (ca. 1450 CE).
79
What were the Multiple rhetorics that came from the Renaissance?
- Letter writing, handbooks, speeches, preaching, education, courtly performance.
- Type of rhetoric emphasized depended on political and social context.
- Common thread: pursuit of eloquence (Hannah Gray)
80
Common thread: pursuit of eloquence (Hannah Gray)
Multiple rhetorics that came from the Renaissance
81
Type of rhetoric emphasized depended on political and social context.
Multiple rhetorics that came from the Renaissance
82
How are the following related?
- Italian city-states became prominent.
- Monarchs consolidated land.
- Merchant and professional classes gained power.
- Church lost power to secular institutions
- Latin died; vernaculars thrived.
- Gutenberg designed the first European printing press (ca. 1450 CE).
Key changes affecting rhetoric during the Renaissance
83
Letter writing, handbooks, speeches, preaching, education, courtly performance.
Multiple rhetorics that came from the Renaissance
84
Definition: the intellectual movements in which the human being became the center of inquiry and the mover of history.
Humanism
85
Emerged when Western societies went through the “Great Disembedding” (Charles Taylor)
Humanism
86
_________ affected how people saw the self, knowledge, and an individual’s ability to affect the world around him/her.
Humanisms
87
Humanism
the intellectual movements in which the human being became the center of inquiry and the mover of history.
88
Rhetoric was viewed as a critical means to gaining power in society
Humanisms
89
The question of how humans come to know something became a central idea
Epistemology
90
Rhetoric served as a means to knowledge (e.g.,“rhetoric as epistemic”).
Epistemology
91
When studying ___________ Some northern European humanists separated rhetoric from logic and dialectic.
Epistemology
92
New epistemologies -> new ________
methods
93
Peter Ramus pursued ___________ while denigrating rhetorical approaches.
dialectical method
94
_____________’ Discourse on Method (1637) led to the elevation of “reason” and signaled the beginning of the end of the rhetorical Renaissance.
Rene Descartes
95
____________ pursued dialectical method while denigrating rhetorical approaches.
Peter Ramus
96
During the Renaissance the desire for a “______” culminated in the beginning of the Enlightenment and the “new science.”
method
97
During the Renaissance the desire for a “method” culminated in the beginning of the Enlightenment and the “________.”
new science
98
What new methods emerged from the new epistemologies of the Renaissance era?
- Peter Ramus pursued dialectical method while denigrating rhetorical approaches.
- Rene Descartes’ Discourse on Method (1637) led to the elevation of “reason” and signaled the beginning of the end of the rhetorical Renaissance.
- The desire for a “method” culminated in the beginning of the Enlightenment and the “new science.”
99
Roughly from the 15th century (1400s CE) to the middle of the 17th century (1600s CE)
the Renaissance
100
During the _________ the desire for a “method” culminated in the beginning of the Enlightenment and the “new science.”
Renaissance
101
How are the following related?
- Peter Ramus pursued dialectical method while denigrating rhetorical approaches.
- Rene Descartes’ Discourse on Method (1637) led to the elevation of “reason” and signaled the beginning of the end of the rhetorical Renaissance.
- The desire for a “method” culminated in the beginning of the Enlightenment and the “new science.”
New epistemologies -> new methods
102
Upsurge in rhetoric: began with _______ (1304-1374), ended with the ___________ and denunciation by the Royal Society of London in 1660.
Petrarch , English Civil War
103
What time did the following occur:
Upsurge in rhetoric: began with Petrarch (1304-1374), ended with the English Civil War and denunciation by the Royal Society of London in 1660.
The Renaissance
104
Emerged in different ways, in different places, at different times.
The Renaissance
105
An apologist for rhetoric and eloquence and a translator of the Greek
George of Trebizond
106
RHETORIC: the means of achieving eloquence and the most distinguished of the liberal arts
George of Trebizond
107
Baldassare Castiglione RHETORIC:
all “true” arts should conceal themselves; rhetoric begins with knowledge, includes both writing and speaking
108
George of Trebizond RHETORIC:
the means of achieving eloquence and the most distinguished of the liberal arts
109
RHETORIC: all “true” arts should conceal themselves; rhetoric begins with knowledge, includes both writing and speaking
Baldassare Castiglione
110
George of Trebizond LANGUAGE:
The greatest gift of God to humans, more necessary than reason
111
TRUTH: Rhetoricians cannot know everything, but ornamentation must be connected to knowledge.
George of Trebizond
112
George of Trebizond TRUTH:
Rhetoricians cannot know everything, but ornamentation must be connected to knowledge.
113
LANGUAGE: The greatest gift of God to humans, more necessary than reason
George of Trebizond
114
Baldassare Castiglione LANGUAGE:
The function of language is “to express well and clearly what the mind conceives” (667); emphasizes vernacular
115
Baldassare Castiglione TRUTH:
Worth attending to, but not as important as appearance.
116
LANGUAGE: The function of language is “to express well and clearly what the mind conceives” (667); emphasizes vernacular
Baldassare Castiglione
117
TRUTH: Worth attending to, but not as important as appearance.
Baldassare Castiglione
118
EDUCATION: Though invention is difficult to learn, the rules of ornamentation are accessible to anyone willing to study and practice them.
George of Trebizond
119
EDUCATION: Learning to be a good courtier is the result of natural talent, practice, study, and imitation.
Baldassare Castiglione
120
George of Trebizond EDUCATION:
Though invention is difficult to learn, the rules of ornamentation are accessible to anyone willing to study and practice them.
121
Baldassare Castiglione EDUCATION:
Learning to be a good courtier is the result of natural talent, practice, study, and imitation.
122
ETHICS: Blame the speaker, not the speech.
George of Trebizond
123
ETHICS: Emphasizes the specific, narrow virtues of court rather than broader ethics; more important to appear good than to be good.
Baldassare Castiglione
124
George of Trebizond ETHICS:
Blame the speaker, not the speech.
125
Baldassare Castiglione ETHICS
Emphasizes the specific, narrow virtues of court rather than broader ethics; more important to appear good than to be good.
126
How are Ramus and Plato related?
Ramos believes that dialectic is superior to rhetoric.
127
The study of Knowledge.
Epistemology
128
When and Where?
| Movement of humanistic ideas from south to north.
Northern Europe in the 16th Century
129
Protestant Reformation (Luther, 1517; Calvin, 1536)
Northern Europe in the 16th Century
130
Epistemology
The study of Knowledge.
131
What was the Protestant Reformation?
Luther said you can confess but give a payment on the side.
132
What area was growing interest in natural science (e.g., Copernicus and Galileo)
Northern Europe in the 16th Century
133
What is the Sprezzatura?
Naturalness/ not trying, highest level of skill
| Castiglone
134
Influenced Plato's ideas on truth to conform to christianity.
Augustine
135
"Rhetoric is a morally neutral art that should be used to serve truth"
Augustine
136
What are Augustine's 3 offices
Teaching, pleasing and moving
137
Who was interested in both the active life and the contemplative life.
Augustine
138
A Cosmopolitan Roman Citizen
Augustine
139
Born in North Africa
Augustine
140
Educated in Carthage
Augustine
141
Taught in Milan
Augustine
142
Served as a monk in Hippo
Augustine
143
Born in North Africa
Educated in Carthage
Taught in Milan
Served as a monk in Hippo
Augustine
144
Who's career focused on rhetorical training and faith
Augustine
145
Knew and valued the Greeks and Latins.
Augustine
146
Converted at age 32; became a monk.
Augustine
147
Influenced Christian theology and Western philosophy
Augustine
148
Engaging approach made his Christian commitments more accessible and relevant to his culture.
Augustine
149
On intellectual inquiry for Christians: faith seeking understanding.
Augustine
150
Emphasis on scripture became central to Protestant Reformation.
Augustine
151
Who wrote On Christian Doctrine (397, 427CE)
Augustine
152
Using Rhetoric to Serve the City of God
Augustine
153
The main focus of Augustine's Christian Doctrine
To educate people about God.
154
Christians should study and practice rhetoric
Augustine
155
Rhetoric is a morally neutral art that should be used to serve truth.
Augustine
156
Because Christian orators serve Truth, they are obligated to learn rhetoric.
Augustine
157
True eloquence serves wisdom.
Augustine
158
Wisdom comes from God, through Scripture and divine revelation.
Augustine
159
Wisdom without eloquence is preferable to eloquence without wisdom.
Augustine
160
Who said style must be suited to purpose.
Augustine
161
What are Augustine's 3 styles?
Subdued, moderate and grand
162
Believed there was a constant battle between good and evil.
Augustine
163
What office appeals to pathos?
Pleasing
164
What office appeals to logos?
Teaching
165
What office appeals to ethos?
Moving
166
Which one of Augustine's styles are focused on facts?
Subdued
167
Which Augustine style falls under the category of beautiful language?
Moderate
168
Describe beautiful language?
Rhythm, repetition, tone, anything that soothes the ear to make the language more memorable.
169
Which Augustine style is used to be more direct and persuade an audience?
Grand
170
In linking these elements, Augustine negotiates the tension between style and substance.
Styles and Offices
171
Like Aristotle, he focuses on the ends (telos) of these offices.
Styles and Offices
172
Augustine recommends looking at models of the styles and offices.
Styles and Offices
173
In describing these styles, Augustine draws on concepts, methods and practices of rhetorical tradition.
Styles and Offices
174
Who came up with Stasis theory?
Boethius
175
Thinker (1515-1572 CE)
Peter Ramus
176
Believed that “reason” was innate in human beings.
Peter Ramus
177
Advocated the pursuit of “general” over particular knowledge.
Peter Ramus
178
Sought to separate dialectic from rhetoric.
Peter Ramus
179
Sought to separate dialectic from rhetoric but rhetorical strategy is present in __________'s work
Ramus
180
An epistemology that elevated human reason
Peter Ramus
181
Believed three distinct faculties as partners in knowledge
Francis Bacon
182
Thinker (1561-1626 CE)
Francis Bacon
183
What are Bacon's three faculties:
1. reason,
2. memory,
3. imagination
184
What are Bacon's four intellectual arts:
1. inquiry and invention,
2. judgment,
3. memory,
4. delivery.
185
What thinker said the universe contains truth, but the human mind is limited in its capacity to know.
Francis Bacon
186
Bacon’s Four Idols
1. Idols of the Tribe
2. Idols of the Cave
3. Idols of the Marketplace
4. Idols of the Theatre
187
Idols of the Tribe:
the human belief in its own ability to know the world.
188
Idols of the Cave:
limited by our own personal experiences and idiosyncracies.
189
Idols of the Marketplace:
pertaining to language and its connotations.
190
Idols of the Theatre:
stemming from philosophical systems or dogmas.
191
Knowledge is most effectively sough through the inductive process.
Francis Bacon
192
Criticized the methods of the Scholastics
Francis Bacon
193
RHETORIC: The art that “should demonstrate the embellishment of speech first in tropes and figures, second in dignified delivery” (684); subordinate to dialectic.
Ramus
194
RHETORIC: Applies reason to imagination for the better moving of the will.
Bacon
195
LANGUAGE: Words can be misleading, ambiguous and imprecise; words are always imperfect; therefore we should seek dialectic as the solution.
Ramus
196
LANGUAGE: Ambiguity in language can be problematic, but this is not a reason to dismiss rhetoric.
Bacon
197
TRUTH: Universal truth is possible only through dialectic, not rhetoric.
Ramus
198
TRUTH: Knowledge comprises philosophy and theology; knowledge of truth is subjective, dependent on perspective; rhetoric helps to convey truth, but not to create it.
Bacon
199
METHOD: Dialectic is best. Any “true” method must be universal.
Ramus
200
METHOD: induction is the means by which to achieve knowledge.
Bacon
201
ETHICS: The teaching of virtue and moral philosophy are not part of rhetoric. Rhetoric, like all arts, is morally neutral.
Ramus
202
ETHICS: Rhetoric is an amoral tool that can assist the good.
Bacon
203
What thinkers were adapting Classical Rhetoric for the Italian City-State?
George of Trebizond and Baldassare Castiglione
204
Had positions of power but had to seek “patronage” from wealthy families.
George of Trebizond and Baldassare Castiglione
| similarities
205
Strongly influenced by earlier rhetorical works, especially classical.
George of Trebizond and Baldassare Castiglione
| similarities
206
Consummate rhetoricians.
George of Trebizond and Baldassare Castiglione
| similarities
207
Advocated pursuit of eloquence, though in distinct ways.
George of Trebizond and Baldassare Castiglione
| similarities
208
An apologist for rhetoric and eloquence and a translator of the Greek
George of Trebizond
209
Born in Crete and moved to Vicenza as a young man.
George of Trebizond
210
Spent many years moving throughout Italian city- states such as Venice, Bologna, and Rome (John Monfasani).
George of Trebizond
211
Strongly advocated the study of “ornamentation.”
George of Trebizond
212
Viewed politics as a part of rhetoric.
George of Trebizond
213
Diplomat and author of “courtesy books”
Baldassare Castiglione
214
Served prominent families and moved throughout the Italian city-states.
Baldassare Castiglione
215
Widely recognized as the source of the notion of the “Renaissance man.”
Baldassare Castiglione
216
Emphasized the idea of sprezzatura.
Baldassare Castiglione
217
Rhetoric is a faculty (its genus).
“Overview of the Structure of Rhetoric” From Topica Boetii (522 CE) Boethius
218
Species of rhetoric (judicial, demonstrative,deliberative)
“Overview of the Structure of Rhetoric” From Topica Boetii (522 CE) Boethius
219
Species of rhetoric according to Boethius
1. judicial
2. demonstrative
3. deliberative
220
Compares rhetoric and dialectic.
Boethius
221
Rhetoric’s primary tool: the oration.
Boethius
222
What medieval thinker reiterates the five canons (invention, disposition, style, memory, delivery)?
Boethius
223
“They differ because the former [rhetoric] treats of civil hypotheses, the latter [dialectic] of theses; the former is an unbroken oration, the latter is interrupted; the former needs both an adversary and a judge, the latter has for a judge the same person who acts as adversary.”
Boethius On dialectic and rhetoric
224
What are the six parts of a rhetorical oration according to Boethius?
1. Introduction,
2. argument,
3. partition,
4. proof,
5. refutation,
6. peroration.
225
What thinker believes the duty of rhetoric is to teach and to move (omits pleasing).
Boethius
226
Develops status and constitutio to continue the focus on stasis theory.
Boethius
227
Stasis theory deals with what?
Fact
Definition
Quality
Objection
228
What function of the Stasis theory is the question below:
Do NFL players develop traumatic brain injuries disproportionately with the broader population?
Fact
229
What function of the Stasis theory is the question below:
What constitutes a “brain injury”?
Definition
230
What function of the Stasis theory is the question below:
How bad are these injuries and how widespread among former players?
Quality
231
What function of the Stasis theory is the question below:
Does Roger Goodell have the authority or even the ability to prevent such injuries in the future?
Objection
232
The Book of the City of Ladies The Treasure of the City of Ladies (1405 CE)
Christine de Pizan
233
Thinker who addressed questions not discussed in other courtly advice texts for women.
Christine de Pizan
234
Hybrid text: written just between the medieval and Renaissance periods.
The Book of the City of Ladies The Treasure of the City of Ladies (1405 CE)
Christine de Pizan
235
The Book of the City of Ladies:
Descriptions of exemplary women from history, couched in anti- misogynistic discussion.
236
The Treasure of the City of Ladies:
Advice for her contemporaries who hope to join the ranks of exemplary women.
237
Descriptions of exemplary women from history, couched in anti- misogynistic discussion.
The Book of the City of Ladies
238
Advice for her contemporaries who hope to join the ranks of exemplary women.
The Treasure of the City of Ladies
239
Exposes mistreatment of women, sees gender as socially conditioned rather than biologically determined, values personal experience as a means of teaching others.
Protofeminist elements
240
Despite these features, the text still supports many aspects of the existing social order.
Protofeminist elements
241
Protofeminist elements:
Exposes mistreatment of women, sees gender as socially conditioned rather than biologically determined, values personal experience as a means of teaching others.
242
Implicit argument that women should strive for eloquence.
Christine de Pizan
243
Blurs the lines between public (male) and private (female) spaces.
Christine de Pizan
