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COM 409 > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

Medieval Rhetoric: apologist for Christianity and rhetoric

A

Augustine

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2
Q

Medieval Rhetoric: the beginning of the division between rhetoric and dialectic, substance and style

A

Boethius

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3
Q

Medieval Rhetoric: Augustine

A

apologist for Christianity and rhetoric

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4
Q

Medieval Rhetoric: looking for female exemplars

A

Christine de Pizan

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5
Q

Medieval Rhetoric: Boethius

A

the beginning of the division between rhetoric and dialectic, substance and style

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6
Q

Medieval Rhetoric: Christine de Pizan

A

looking for female exemplars

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7
Q

Renaissance Rhetoric: emphasized eloquence

A

George of Trebizond

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8
Q

Renaissance Rhetoric: Castiglione

A

advice for getting your way in court

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9
Q

Renaissance Rhetoric: championed grammar and dialectic

A

Ramus

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10
Q

Renaissance Rhetoric: developed ideas about how the various disciplines fit together

A

Bacon

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11
Q

Renaissance Rhetoric: George of Trebizond

A

emphasized eloquence

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12
Q

Renaissance Rhetoric: advice for getting your way in court

A

Castiglione

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13
Q

Renaissance Rhetoric: Ramus

A

championed grammar and dialectic

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14
Q

Renaissance Rhetoric: Bacon

A

developed ideas about how the various disciplines fit together

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15
Q

The Middle Ages

A

400-1400 CE

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16
Q

During this time rhetoric gets religion and goes underground

A

The Medieval Challenge

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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.

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18
Q

Religious and secular forces vied for power.

A

A key changes that occurred during the Medieval Challenge

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19
Q

Grammar and dialectic increased in importance

A

A key changes that occurred during the Medieval Challenge

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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.

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21
Q

Education expanded, especially during the 12th century.

A

A key changes that occurred during the Medieval Challenge

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22
Q

Constantine found a “________” empire, which began the rise of Christianity into the modern period (313 CE).

A

“Christian”

Religious and secular

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23
Q

The increased power of the Church limited access to ________________________

A

Classical sources for the general public

Religious and secular

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24
Q

__________ communities became centers for learning.

A

Monastic

Religious and secular

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25
Q

_____________ established the seven liberal arts (429 CE).

A

Martianus Capella

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26
Q

During the rise of grammar and dialectic in the Middle Ages _______ was subordinated to ________ in educational settings.

A

Rhetoric, dialectic

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27
Q

During the rise of grammar and dialectic in the Middle Ages _______ had no public outlet.

A

Rhetoric

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28
Q

􏰀-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.
A

Religious and Secular forces

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29
Q

During the Expansion of education in the Middle Ages ___________ became the dominant approach to learning.

A

Scholasticism

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30
Q

During the Expansion of education in the Middle Ages Education followed a specific teaching method inspired by dialectic: _________ and _________.

A

Lectio and Disputatio.

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31
Q

During the Expansion of education in the Middle Ages ______ were formed.

A

Universities

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32
Q

Using Rhetoric to Serve the City of God

A

Augustine

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33
Q

Rhetorician and Christian Philosopher (354-430 CE)

A

Augustine

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34
Q

RHETORIC: a morally neutral art that can and should be used on behalf of truth; subordinate to wisdom

A

Augustine

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35
Q

LANGUAGE: only a means to contemplate divine truth; words are signs of things

A

Augustine

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36
Q

METHOD: “rules of eloquence” aren’t useful; imitation most effective

A

Augustine

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37
Q

Augustine RHETORIC:

A

a morally neutral art that can and should be used on behalf of truth; subordinate to wisdom

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38
Q

Augustine LANGUAGE:

A

only a means to contemplate divine truth; words are signs of things

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39
Q

Augustine METHOD:

A

“rules of eloquence” aren’t useful; imitation most effective

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40
Q

TRUTH: absolute truth accessible through divine revelation; distinct from “logic”

A

Augustine

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41
Q

EDUCATION: eloquence can be achieved without formal training in rhetoric

A

Augustine

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42
Q

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.

A

Augustine

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43
Q

Augustine EDUCATION:

A

eloquence can be achieved without formal training in rhetoric

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44
Q

Augustine TRUTH:

A

absolute truth accessible through divine revelation; distinct from “logic”

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45
Q

Augustine ETHICS:

A

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.

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46
Q

Rhetoric Serving Philosophy

A

Boethius

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47
Q

Thinker from (480-524 CE)

A

Boethius

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48
Q

Led a life similar to Cicero, but came to very different conclusions about rhetoric.

A

Boethius

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49
Q

Wrote about rhetoric and read many ancient thinkers but considered himself primarily a philosopher.

A

Boethius

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50
Q

Addressed head-on the issue of the relationship between philosophy and rhetoric.

A

Boethius

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51
Q

Deeply Aristotelian—EXCEPT in his view that rhetorical practice did not generate probable truth.

A

Boethius

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52
Q

RHETORIC: a faculty of applying the general rules of argumentation to specific case; subordinated to dialectic

A

Boethius

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53
Q

Boethius RHETORIC:

A

a faculty of applying the general rules of argumentation to specific case; subordinated to dialectic

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54
Q

METHOD: speakers should apply the general principles to specific cases in order to teach or move

A

Boethius

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55
Q

TRUTH: rhetoric cannot produce knowledge or truth

A

Boethius

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56
Q

Boethius METHOD:

A

speakers should apply the general principles to specific cases in order to teach or move

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57
Q

EDUCATION: emphasized general principles and systems of classification handed down from classical thinkers as an important source

A

Boethius

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58
Q

Boethius TRUTH:

A

rhetoric cannot produce knowledge or truth

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59
Q

Boethius EDUCATION:

A

emphasized general principles and systems of classification handed down from classical thinkers as an important source

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60
Q

Rhetoric as a Social Tool

A

Christine de Pizan

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61
Q

Thinker (1364-1430 CE)

A

Christine de Pizan

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62
Q

The kind of exemplary woman she praises in her writings.

A

Christine de Pizan

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63
Q

Received nearly the best education that any woman could have during the period.

A

Christine de Pizan

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64
Q

Turned to rhetorical practice as a means of supporting herself.

A

Christine de Pizan

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65
Q

Christine de Pizan RHETORIC:

A

a tool for exercising worldly prudence

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66
Q

ETHICS: developing good character depends on following virtuous exemplars

A

Christine de Pizan

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67
Q

Christine de Pizan EDUCATION:

A

women should be educated in rhetoric and other arts

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68
Q

EDUCATION: women should be educated in rhetoric and other arts

A

Christine de Pizan

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69
Q

Christine de Pizan ETHICS:

A

developing good character depends on following virtuous exemplars

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70
Q

RHETORIC: a tool for exercising worldly prudence

A

Christine de Pizan

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71
Q

The Rise and Fall of Rhetorics across Europe

A

THE RENAISSANCE

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72
Q

Italian city-states became prominent.

A

Key changes affecting rhetoric during the Renaissance

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73
Q

Monarchs consolidated land.

A

Key changes affecting rhetoric during the Renaissance

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74
Q

Merchant and professional classes gained power.

A

Key changes affecting rhetoric during the Renaissance

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75
Q

Church lost power to secular institutions

A

Key changes affecting rhetoric during the Renaissance

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76
Q

Latin died; vernaculars thrived.

A

Key changes affecting rhetoric during the Renaissance

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77
Q

Gutenberg designed the first European printing press (ca. 1450 CE).

A

Key changes affecting rhetoric during the Renaissance

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78
Q

Key changes affecting rhetoric during the Renaissance

A
  • 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).
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79
Q

What were the Multiple rhetorics that came from the Renaissance?

A
  • 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)
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80
Q

Common thread: pursuit of eloquence (Hannah Gray)

A

Multiple rhetorics that came from the Renaissance

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81
Q

Type of rhetoric emphasized depended on political and social context.

A

Multiple rhetorics that came from the Renaissance

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82
Q

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).
A

Key changes affecting rhetoric during the Renaissance

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83
Q

Letter writing, handbooks, speeches, preaching, education, courtly performance.

A

Multiple rhetorics that came from the Renaissance

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84
Q

Definition: the intellectual movements in which the human being became the center of inquiry and the mover of history.

A

Humanism

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85
Q

Emerged when Western societies went through the “Great Disembedding” (Charles Taylor)

A

Humanism

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86
Q

_________ affected how people saw the self, knowledge, and an individual’s ability to affect the world around him/her.

A

Humanisms

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87
Q

Humanism

A

the intellectual movements in which the human being became the center of inquiry and the mover of history.

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88
Q

Rhetoric was viewed as a critical means to gaining power in society

A

Humanisms

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89
Q

The question of how humans come to know something became a central idea

A

Epistemology

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90
Q

Rhetoric served as a means to knowledge (e.g.,“rhetoric as epistemic”).

A

Epistemology

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91
Q

When studying ___________ Some northern European humanists separated rhetoric from logic and dialectic.

A

Epistemology

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92
Q

New epistemologies ->􏰄 new ________

A

methods

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93
Q

Peter Ramus pursued ___________ while denigrating rhetorical approaches.

A

dialectical method

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94
Q

_____________’ Discourse on Method (1637) led to the elevation of “reason” and signaled the beginning of the end of the rhetorical Renaissance.

A

Rene Descartes

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95
Q

____________ pursued dialectical method while denigrating rhetorical approaches.

A

Peter Ramus

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96
Q

During the Renaissance the desire for a “______” culminated in the beginning of the Enlightenment and the “new science.”

A

method

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97
Q

During the Renaissance the desire for a “method” culminated in the beginning of the Enlightenment and the “________.”

A

new science

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98
Q

What new methods emerged from the new epistemologies of the Renaissance era?

A
  • 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
Q

Roughly from the 15th century (1400s CE) to the middle of the 17th century (1600s CE)

A

the Renaissance

100
Q

During the _________ the desire for a “method” culminated in the beginning of the Enlightenment and the “new science.”

A

Renaissance

101
Q

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.”
A

New epistemologies ->􏰄 new methods

102
Q

Upsurge in rhetoric: began with _______ (1304-1374), ended with the ___________ and denunciation by the Royal Society of London in 1660.

A

Petrarch , English Civil War

103
Q

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.

A

The Renaissance

104
Q

Emerged in different ways, in different places, at different times.

A

The Renaissance

105
Q

An apologist for rhetoric and eloquence and a translator of the Greek

A

George of Trebizond

106
Q

RHETORIC: the means of achieving eloquence and the most distinguished of the liberal arts

A

George of Trebizond

107
Q

Baldassare Castiglione RHETORIC:

A

all “true” arts should conceal themselves; rhetoric begins with knowledge, includes both writing and speaking

108
Q

George of Trebizond RHETORIC:

A

the means of achieving eloquence and the most distinguished of the liberal arts

109
Q

RHETORIC: all “true” arts should conceal themselves; rhetoric begins with knowledge, includes both writing and speaking

A

Baldassare Castiglione

110
Q

George of Trebizond LANGUAGE:

A

The greatest gift of God to humans, more necessary than reason

111
Q

TRUTH: Rhetoricians cannot know everything, but ornamentation must be connected to knowledge.

A

George of Trebizond

112
Q

George of Trebizond TRUTH:

A

Rhetoricians cannot know everything, but ornamentation must be connected to knowledge.

113
Q

LANGUAGE: The greatest gift of God to humans, more necessary than reason

A

George of Trebizond

114
Q

Baldassare Castiglione LANGUAGE:

A

The function of language is “to express well and clearly what the mind conceives” (667); emphasizes vernacular

115
Q

Baldassare Castiglione TRUTH:

A

Worth attending to, but not as important as appearance.

116
Q

LANGUAGE: The function of language is “to express well and clearly what the mind conceives” (667); emphasizes vernacular

A

Baldassare Castiglione

117
Q

TRUTH: Worth attending to, but not as important as appearance.

A

Baldassare Castiglione

118
Q

EDUCATION: Though invention is difficult to learn, the rules of ornamentation are accessible to anyone willing to study and practice them.

A

George of Trebizond

119
Q

EDUCATION: Learning to be a good courtier is the result of natural talent, practice, study, and imitation.

A

Baldassare Castiglione

120
Q

George of Trebizond EDUCATION:

A

Though invention is difficult to learn, the rules of ornamentation are accessible to anyone willing to study and practice them.

121
Q

Baldassare Castiglione EDUCATION:

A

Learning to be a good courtier is the result of natural talent, practice, study, and imitation.

122
Q

ETHICS: Blame the speaker, not the speech.

A

George of Trebizond

123
Q

ETHICS: Emphasizes the specific, narrow virtues of court rather than broader ethics; more important to appear good than to be good.

A

Baldassare Castiglione

124
Q

George of Trebizond ETHICS:

A

Blame the speaker, not the speech.

125
Q

Baldassare Castiglione ETHICS

A

Emphasizes the specific, narrow virtues of court rather than broader ethics; more important to appear good than to be good.

126
Q

How are Ramus and Plato related?

A

Ramos believes that dialectic is superior to rhetoric.

127
Q

The study of Knowledge.

A

Epistemology

128
Q

When and Where?

Movement of humanistic ideas from south to north.

A

Northern Europe in the 16th Century

129
Q

Protestant Reformation (Luther, 1517; Calvin, 1536)

A

Northern Europe in the 16th Century

130
Q

Epistemology

A

The study of Knowledge.

131
Q

What was the Protestant Reformation?

A

Luther said you can confess but give a payment on the side.

132
Q

What area was growing interest in natural science (e.g., Copernicus and Galileo)

A

Northern Europe in the 16th Century

133
Q

What is the Sprezzatura?

A

Naturalness/ not trying, highest level of skill

Castiglone

134
Q

Influenced Plato’s ideas on truth to conform to christianity.

135
Q

“Rhetoric is a morally neutral art that should be used to serve truth”

136
Q

What are Augustine’s 3 offices

A

Teaching, pleasing and moving

137
Q

Who was interested in both the active life and the contemplative life.

138
Q

A Cosmopolitan Roman Citizen

139
Q

Born in North Africa

140
Q

Educated in Carthage

141
Q

Taught in Milan

142
Q

Served as a monk in Hippo

143
Q

Born in North Africa
Educated in Carthage
Taught in Milan
Served as a monk in Hippo

144
Q

Who’s career focused on rhetorical training and faith

145
Q

Knew and valued the Greeks and Latins.

146
Q

Converted at age 32; became a monk.

147
Q

Influenced Christian theology and Western philosophy

148
Q

Engaging approach made his Christian commitments more accessible and relevant to his culture.

149
Q

On intellectual inquiry for Christians: faith seeking understanding.

150
Q

Emphasis on scripture became central to Protestant Reformation.

151
Q

Who wrote On Christian Doctrine (397, 427CE)

152
Q

Using Rhetoric to Serve the City of God

153
Q

The main focus of Augustine’s Christian Doctrine

A

To educate people about God.

154
Q

Christians should study and practice rhetoric

155
Q

Rhetoric is a morally neutral art that should be used to serve truth.

156
Q

Because Christian orators serve Truth, they are obligated to learn rhetoric.

157
Q

True eloquence serves wisdom.

158
Q

Wisdom comes from God, through Scripture and divine revelation.

159
Q

Wisdom without eloquence is preferable to eloquence without wisdom.

160
Q

Who said style must be suited to purpose.

161
Q

What are Augustine’s 3 styles?

A

Subdued, moderate and grand

162
Q

Believed there was a constant battle between good and evil.

163
Q

What office appeals to pathos?

164
Q

What office appeals to logos?

165
Q

What office appeals to ethos?

166
Q

Which one of Augustine’s styles are focused on facts?

167
Q

Which Augustine style falls under the category of beautiful language?

168
Q

Describe beautiful language?

A

Rhythm, repetition, tone, anything that soothes the ear to make the language more memorable.

169
Q

Which Augustine style is used to be more direct and persuade an audience?

170
Q

In linking these elements, Augustine negotiates the tension between style and substance.

A

Styles and Offices

171
Q

Like Aristotle, he focuses on the ends (telos) of these offices.

A

Styles and Offices

172
Q

Augustine recommends looking at models of the styles and offices.

A

Styles and Offices

173
Q

In describing these styles, Augustine draws on concepts, methods and practices of rhetorical tradition.

A

Styles and Offices

174
Q

Who came up with Stasis theory?

175
Q

Thinker (1515-1572 CE)

A

Peter Ramus

176
Q

Believed that “reason” was innate in human beings.

A

Peter Ramus

177
Q

Advocated the pursuit of “general” over particular knowledge.

A

Peter Ramus

178
Q

Sought to separate dialectic from rhetoric.

A

Peter Ramus

179
Q

Sought to separate dialectic from rhetoric but rhetorical strategy is present in __________’s work

180
Q

An epistemology that elevated human reason

A

Peter Ramus

181
Q

Believed three distinct faculties as partners in knowledge

A

Francis Bacon

182
Q

Thinker (1561-1626 CE)

A

Francis Bacon

183
Q

What are Bacon’s three faculties:

A
  1. reason,
  2. memory,
  3. imagination
184
Q

What are Bacon’s four intellectual arts:

A
  1. inquiry and invention,
  2. judgment,
  3. memory,
  4. delivery.
185
Q

What thinker said the universe contains truth, but the human mind is limited in its capacity to know.

A

Francis Bacon

186
Q

Bacon’s Four Idols

A
  1. Idols of the Tribe
  2. Idols of the Cave
  3. Idols of the Marketplace
  4. Idols of the Theatre
187
Q

Idols of the Tribe:

A

the human belief in its own ability to know the world.

188
Q

Idols of the Cave:

A

limited by our own personal experiences and idiosyncracies.

189
Q

Idols of the Marketplace:

A

pertaining to language and its connotations.

190
Q

Idols of the Theatre:

A

stemming from philosophical systems or dogmas.

191
Q

Knowledge is most effectively sough through the inductive process.

A

Francis Bacon

192
Q

Criticized the methods of the Scholastics

A

Francis Bacon

193
Q

RHETORIC: The art that “should demonstrate the embellishment of speech first in tropes and figures, second in dignified delivery” (684); subordinate to dialectic.

194
Q

RHETORIC: Applies reason to imagination for the better moving of the will.

195
Q

LANGUAGE: Words can be misleading, ambiguous and imprecise; words are always imperfect; therefore we should seek dialectic as the solution.

196
Q

LANGUAGE: Ambiguity in language can be problematic, but this is not a reason to dismiss rhetoric.

197
Q

TRUTH: Universal truth is possible only through dialectic, not rhetoric.

198
Q

TRUTH: Knowledge comprises philosophy and theology; knowledge of truth is subjective, dependent on perspective; rhetoric helps to convey truth, but not to create it.

199
Q

METHOD: Dialectic is best. Any “true” method must be universal.

200
Q

METHOD: induction is the means by which to achieve knowledge.

201
Q

ETHICS: The teaching of virtue and moral philosophy are not part of rhetoric. Rhetoric, like all arts, is morally neutral.

202
Q

ETHICS: Rhetoric is an amoral tool that can assist the good.

203
Q

What thinkers were adapting Classical Rhetoric for the Italian City-State?

A

George of Trebizond and Baldassare Castiglione

204
Q

Had positions of power but had to seek “patronage” from wealthy families.

A

George of Trebizond and Baldassare Castiglione

similarities

205
Q

Strongly influenced by earlier rhetorical works, especially classical.

A

George of Trebizond and Baldassare Castiglione

similarities

206
Q

Consummate rhetoricians.

A

George of Trebizond and Baldassare Castiglione

similarities

207
Q

Advocated pursuit of eloquence, though in distinct ways.

A

George of Trebizond and Baldassare Castiglione

similarities

208
Q

An apologist for rhetoric and eloquence and a translator of the Greek

A

George of Trebizond

209
Q

Born in Crete and moved to Vicenza as a young man.

A

George of Trebizond

210
Q

Spent many years moving throughout Italian city- states such as Venice, Bologna, and Rome (John Monfasani).

A

George of Trebizond

211
Q

Strongly advocated the study of “ornamentation.”

A

George of Trebizond

212
Q

Viewed politics as a part of rhetoric.

A

George of Trebizond

213
Q

Diplomat and author of “courtesy books”

A

Baldassare Castiglione

214
Q

Served prominent families and moved throughout the Italian city-states.

A

Baldassare Castiglione

215
Q

Widely recognized as the source of the notion of the “Renaissance man.”

A

Baldassare Castiglione

216
Q

Emphasized the idea of sprezzatura.

A

Baldassare Castiglione

217
Q

Rhetoric is a faculty (its genus).

A

“Overview of the Structure of Rhetoric” From Topica Boetii (522 CE) Boethius

218
Q

Species of rhetoric (judicial, demonstrative,deliberative)

A

“Overview of the Structure of Rhetoric” From Topica Boetii (522 CE) Boethius

219
Q

Species of rhetoric according to Boethius

A
  1. judicial
  2. demonstrative
  3. deliberative
220
Q

Compares rhetoric and dialectic.

221
Q

Rhetoric’s primary tool: the oration.

222
Q

What medieval thinker reiterates the five canons (invention, disposition, style, memory, delivery)?

223
Q

“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.”

A

Boethius On dialectic and rhetoric

224
Q

What are the six parts of a rhetorical oration according to Boethius?

A
  1. Introduction,
  2. argument,
  3. partition,
  4. proof,
  5. refutation,
  6. peroration.
225
Q

What thinker believes the duty of rhetoric is to teach and to move (omits pleasing).

226
Q

Develops status and constitutio to continue the focus on stasis theory.

227
Q

Stasis theory deals with what?

A

Fact
Definition
Quality
Objection

228
Q

What function of the Stasis theory is the question below:

Do NFL players develop traumatic brain injuries disproportionately with the broader population?

229
Q

What function of the Stasis theory is the question below:

What constitutes a “brain injury”?

A

Definition

230
Q

What function of the Stasis theory is the question below:

How bad are these injuries and how widespread among former players?

231
Q

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?

232
Q

The Book of the City of Ladies The Treasure of the City of Ladies (1405 CE)

A

Christine de Pizan

233
Q

Thinker who addressed questions not discussed in other courtly advice texts for women.

A

Christine de Pizan

234
Q

Hybrid text: written just between the medieval and Renaissance periods.

A

The Book of the City of Ladies The Treasure of the City of Ladies (1405 CE)
Christine de Pizan

235
Q

The Book of the City of Ladies:

A

Descriptions of exemplary women from history, couched in anti- misogynistic discussion.

236
Q

The Treasure of the City of Ladies:

A

Advice for her contemporaries who hope to join the ranks of exemplary women.

237
Q

Descriptions of exemplary women from history, couched in anti- misogynistic discussion.

A

The Book of the City of Ladies

238
Q

Advice for her contemporaries who hope to join the ranks of exemplary women.

A

The Treasure of the City of Ladies

239
Q

Exposes mistreatment of women, sees gender as socially conditioned rather than biologically determined, values personal experience as a means of teaching others.

A

Protofeminist elements

240
Q

Despite these features, the text still supports many aspects of the existing social order.

A

Protofeminist elements

241
Q

Protofeminist elements:

A

Exposes mistreatment of women, sees gender as socially conditioned rather than biologically determined, values personal experience as a means of teaching others.

242
Q

Implicit argument that women should strive for eloquence.

A

Christine de Pizan

243
Q

Blurs the lines between public (male) and private (female) spaces.

A

Christine de Pizan

COM 409 (4 decks)

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