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COM 409 > Unit 3 > Flashcards

Unit 3 Flashcards

1
Q

When does the Enlightenment begin?

A

Around mid-17th century (eg. Royal Society of London, 1660)

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2
Q

When does the Enlightenment end?

A

Around turn to 19th century (after French Revolution and before the Industrial Revolution)

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3
Q

Revolutionizing worldviews and general changes

A
  1. People were no longer defined by the “great chain of being”
  2. Western civilization underwent process of “disenchantment” wherein people were removed from communities of belief
  3. tradition was replaced by reason and “originality”
    educational process shifted from tradition and imitation to generation of “new” thought
  4. “reason” became a value and cultural value
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4
Q

People were no longer defined by the “great chain of being”

A

Revolutionizing worldviews and general changes

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5
Q

Western civilization underwent process of “disenchantment” wherein people were removed from communities of belief

A

Revolutionizing worldviews and general changes

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6
Q

tradition was replaced by reason and “originality”

educational process shifted from tradition and imitation to generation of “new” thought

A

Revolutionizing worldviews and general changes

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7
Q

“reason” became a value and cultural value

A

Revolutionizing worldviews and general changes

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8
Q

Revolutionary Events

A
  1. European empires expanded geographically
  2. US became first “new world” colony to break from its monarchy (1776)
  3. middle classes seized control of gov’t in French Rev. (1789)
  4. the “public sphere” increasingly became a space of political discussion and action
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9
Q

European empires expanded geographically

A

Revolutionary Events

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10
Q

US became first “new world” colony to break from its monarchy (1776)

A

Revolutionary Events

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11
Q

middle classes seized control of gov’t in French Rev. (1789)

A

Revolutionary Events

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12
Q

the “public sphere” increasingly became a space of political discussion and action

A

Revolutionary Events

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13
Q

What is perspicuity of the ~mind~?

A
  • the idea came from Descarte’s Discourse on Method the idea of a “method” that could achieve certainty
  • Proponents of the “new science” argued that language could and should be completely transparent
  • Bacon’s take on invention ultimately triumphed over Ramism
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14
Q

the idea came from Descarte’s Discourse on Method the idea of a “method” that could achieve certainty

A

perspicuity of the ~mind~?

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15
Q

Proponents of the “new science” argued that language could and should be completely transparent

A

perspicuity of the ~mind~?

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16
Q

Bacon’s take on invention ultimately triumphed over Ramism

A

perspicuity of the ~mind~?

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17
Q

What is perspicuity of ~language~?

A
  • Locke argued that words were supposed to be identical to thoughts
  • Individuals and groups tried to establish a “universal grammar” in order to clarify language
  • Vico defended rhetoric from the incursions of the “new science”
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18
Q

Locke argued that words were supposed to be identical to thoughts

A

perspicuity of ~language~

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19
Q

Individuals and groups tried to establish a “universal grammar” in order to clarify language

A

perspicuity of ~language~

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20
Q

Vico defended rhetoric from the incursions of the “new science

A

perspicuity of ~language~

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21
Q

What is perspicuity of ~style~?

A
  • as public discussions of aesthetics increased, people searched for a way to mediate “good taste” examples: plays, paintings, music
  • the french and british returned to the relationship between rhetoric and literature to develop the “belle lettres” movement
  • the study of elocution brought together the interest in method and the recognition of the importance of style in expression.
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22
Q

as public discussions of aesthetics increased, people searched for a way to mediate “good taste” examples: plays, paintings, music

A

perspicuity of ~style~

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23
Q

the french and british returned to the relationship between rhetoric and literature to develop the “belle lettres” movement

A

perspicuity of ~style~

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24
Q

the study of elocution brought together the interest in method and the recognition of the importance of style in expression.

A

perspicuity of ~style~

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25
Q

countered Hume’s criticisms and advanced a revised Aristotelian notion of the relationship between rhetoric and philosophy

A

George Campbell’s, Philosophy of Rhetoric (1776)-

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26
Q

takes up Hume’s ideas on taste, but ends up emphasizing style

A

Hugh Blair’s, Lectures on Rhetoric and Belles Lettres (1783)

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27
Q

the two text that synthesized all three of these “perspicuity”

A

George Campbell’s, Philosophy of Rhetoric (1776)

Hugh Blair’s, Lectures on Rhetoric and Belles Lettres (1783)

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28
Q

Discounted rhetoric bc it muddied com and mislead the understanding

A

Locke

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29
Q

Enlightenment defender of rhetoric

A

Vico

30
Q

Treated delivery as a critical, “natural” component of lang and rhetoric

A

Sheridan

31
Q

Chironomia developed a system of notations for delivery that exemplified a mechanical, scientific approach

A

Austin

32
Q

What was the Elocution Movement

A

the elocutionists integrated rhetoric into the pursuit of science and focused on delivery as a means of achieving clairty and projecting authority

33
Q

what does elocution mean

A

an art of public speaking so far as it regards delivery, pronunciation, tones, and gestures
delivery was neglected bc of its association with falseness

34
Q

Believed rhetoric was a powerful instrument of error and deceit

A

Locke

35
Q

Believed rhetoric was the study of eloquence, which is wisdom, ornately and copiously delivered in words appropriate to the common opinion of humankind.

A

Vico

36
Q

Believed public speech in performance; delivery is a crucial part of rhetoric

A

Sheridan & Austin

37
Q

language is imperfect; words are the signs of our ideas

A

Locke

38
Q

Believes the purpose of language is to serves eloquence; essential for knowledge

A

Vico

39
Q

Language comprises both verbal elements (language of intellect/ideas) and nonverbal elements (“natural language of the passions”).

A

Sheridan & Austin

40
Q

advocated an empirical, scientific method

A

Locke

41
Q

Believed the Cartesian method is good for abstract knowledge, but a historical-rhetorical approach is necessary for producing knowledge of human affairs and encouraging synthetic thinking.

A

Vico

42
Q

Their method believed that language (verbal and nonverbal) should be studied, systematized, and taught.

A

Sheridan

43
Q

Their method developed systematic method for noting and teaching gesture

A

Austin

44
Q

TRUTH: knowledge is primarily a psychological phenomenon; we cannot know essences of things but we can know about the world if we understand how we know.

A

Locke

45
Q

TRUTH: We cannot know what God has made, but only what humans have made

A

Vico

46
Q

TRUTH: Good delivery can accurately communicate the ideas and passions of the mind.

A

Sheridan & Austin

47
Q

EDUCATION: because the human mind is a tabula rasa, education should focus on using reason to produce correct thought

A

Locke

48
Q

EDUCATION: All three faculties must be engaged: first imagination, then memory, then reason; education should focus on developing common sense.

A

Vico

49
Q

EDUCATION: human beings can “perfect” their nature through instruction and practice.

A

Sheridan & Austin

50
Q

ETHICS: God-given reason enables all human beings to recognize and respond to natural law, which is the basis of morality.

A

Locke

51
Q

ETHICS: Prudence should be the primary ethical guide; ethical standards must be flexible, not rigid and abstract.

A

Vico

52
Q

ETHICS: little overt commentary; little recognition that rhetoric can be used for bad ends

A

Sheridan & Austin

53
Q

Saw Rhetoric as a tool to be used to improve society and one’s place within it

A

Stewart

54
Q

he returned to ARISTOTLE in order to develop a system of rules for the art of rhetoric

A

Whately

55
Q

“all lang, and even truth is rhetorical”

A

Nietzsche

56
Q

Believed rhetoric was an “offshoot of logic” that enables us to argue for truths discovered through science or religion

A

Whately

57
Q

Believed rhetoric was the deliberate use of artificial language or “trope”

A

Nietzsche

58
Q

LANGUAGE: an instrument of thought and system of general signs

A

Whately

59
Q

LANGUAGE: all language is rhetorical

A

Nietzsche

60
Q

Their method advocates a limited, systematic method of rules for the art of rhetoric

A

Whately

61
Q

Their method believes intuition favored over reason

A

Nietzsche

62
Q

TRUTH: rhetoric does not produce truth but only conveys it

A

Whately

63
Q

TRUTH: truth is determined by social agreement and rhetorical usage; no such thing as absolute truth

A

Nietzsche

64
Q

EDUCATION: rhetoric was an essential component of a well-rounded education

A

Stewart

65
Q

EDUCATION: rhetoric can be taught and practiced but the rules must be systematic and flexible; no rules can make up for natural talent

A

Whately

66
Q

EDUCATION: (not a central concern) like this class

A

Nietzsche

67
Q

ETHICS: rhetoric can and should be used to advocate for the ending of oppression

A

Stewart

68
Q

assessing evidence and arguments is a moral undertaking, but rhetoric itself is amoral

A

Whately

69
Q

traditional morals should be rejected in favor of the “will to power”

A

Nietzsche

70
Q

the ___________ increasingly became a space of political discussion and action

A

“public sphere”

COM 409 (4 decks)

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