Unit 3 Flashcards
When does the Enlightenment begin?
Around mid-17th century (eg. Royal Society of London, 1660)
When does the Enlightenment end?
Around turn to 19th century (after French Revolution and before the Industrial Revolution)
Revolutionizing worldviews and general changes
- People were no longer defined by the “great chain of being”
- Western civilization underwent process of “disenchantment” wherein people were removed from communities of belief
- tradition was replaced by reason and “originality”
educational process shifted from tradition and imitation to generation of “new” thought - “reason” became a value and cultural value
People were no longer defined by the “great chain of being”
Revolutionizing worldviews and general changes
Western civilization underwent process of “disenchantment” wherein people were removed from communities of belief
Revolutionizing worldviews and general changes
tradition was replaced by reason and “originality”
educational process shifted from tradition and imitation to generation of “new” thought
Revolutionizing worldviews and general changes
“reason” became a value and cultural value
Revolutionizing worldviews and general changes
Revolutionary Events
- European empires expanded geographically
- US became first “new world” colony to break from its monarchy (1776)
- middle classes seized control of gov’t in French Rev. (1789)
- the “public sphere” increasingly became a space of political discussion and action
European empires expanded geographically
Revolutionary Events
US became first “new world” colony to break from its monarchy (1776)
Revolutionary Events
middle classes seized control of gov’t in French Rev. (1789)
Revolutionary Events
the “public sphere” increasingly became a space of political discussion and action
Revolutionary Events
What is perspicuity of the ~mind~?
- 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
the idea came from Descarte’s Discourse on Method the idea of a “method” that could achieve certainty
perspicuity of the ~mind~?
Proponents of the “new science” argued that language could and should be completely transparent
perspicuity of the ~mind~?
Bacon’s take on invention ultimately triumphed over Ramism
perspicuity of the ~mind~?
What is perspicuity of ~language~?
- 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”
Locke argued that words were supposed to be identical to thoughts
perspicuity of ~language~
Individuals and groups tried to establish a “universal grammar” in order to clarify language
perspicuity of ~language~
Vico defended rhetoric from the incursions of the “new science
perspicuity of ~language~
What is perspicuity of ~style~?
- 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.
as public discussions of aesthetics increased, people searched for a way to mediate “good taste” examples: plays, paintings, music
perspicuity of ~style~
the french and british returned to the relationship between rhetoric and literature to develop the “belle lettres” movement
perspicuity of ~style~
the study of elocution brought together the interest in method and the recognition of the importance of style in expression.
perspicuity of ~style~
countered Hume’s criticisms and advanced a revised Aristotelian notion of the relationship between rhetoric and philosophy
George Campbell’s, Philosophy of Rhetoric (1776)-
takes up Hume’s ideas on taste, but ends up emphasizing style
Hugh Blair’s, Lectures on Rhetoric and Belles Lettres (1783)
the two text that synthesized all three of these “perspicuity”
George Campbell’s, Philosophy of Rhetoric (1776)
Hugh Blair’s, Lectures on Rhetoric and Belles Lettres (1783)
Discounted rhetoric bc it muddied com and mislead the understanding
Locke
Enlightenment defender of rhetoric
Vico
Treated delivery as a critical, “natural” component of lang and rhetoric
Sheridan
Chironomia developed a system of notations for delivery that exemplified a mechanical, scientific approach
Austin
What was the Elocution Movement
the elocutionists integrated rhetoric into the pursuit of science and focused on delivery as a means of achieving clairty and projecting authority
what does elocution mean
an art of public speaking so far as it regards delivery, pronunciation, tones, and gestures
delivery was neglected bc of its association with falseness
Believed rhetoric was a powerful instrument of error and deceit
Locke
Believed rhetoric was the study of eloquence, which is wisdom, ornately and copiously delivered in words appropriate to the common opinion of humankind.
Vico
Believed public speech in performance; delivery is a crucial part of rhetoric
Sheridan & Austin
language is imperfect; words are the signs of our ideas
Locke
Believes the purpose of language is to serves eloquence; essential for knowledge
Vico
Language comprises both verbal elements (language of intellect/ideas) and nonverbal elements (“natural language of the passions”).
Sheridan & Austin
advocated an empirical, scientific method
Locke
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.
Vico
Their method believed that language (verbal and nonverbal) should be studied, systematized, and taught.
Sheridan
Their method developed systematic method for noting and teaching gesture
Austin
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.
Locke
TRUTH: We cannot know what God has made, but only what humans have made
Vico
TRUTH: Good delivery can accurately communicate the ideas and passions of the mind.
Sheridan & Austin
EDUCATION: because the human mind is a tabula rasa, education should focus on using reason to produce correct thought
Locke
EDUCATION: All three faculties must be engaged: first imagination, then memory, then reason; education should focus on developing common sense.
Vico
EDUCATION: human beings can “perfect” their nature through instruction and practice.
Sheridan & Austin
ETHICS: God-given reason enables all human beings to recognize and respond to natural law, which is the basis of morality.
Locke
ETHICS: Prudence should be the primary ethical guide; ethical standards must be flexible, not rigid and abstract.
Vico
ETHICS: little overt commentary; little recognition that rhetoric can be used for bad ends
Sheridan & Austin
Saw Rhetoric as a tool to be used to improve society and one’s place within it
Stewart
he returned to ARISTOTLE in order to develop a system of rules for the art of rhetoric
Whately
“all lang, and even truth is rhetorical”
Nietzsche
Believed rhetoric was an “offshoot of logic” that enables us to argue for truths discovered through science or religion
Whately
Believed rhetoric was the deliberate use of artificial language or “trope”
Nietzsche
LANGUAGE: an instrument of thought and system of general signs
Whately
LANGUAGE: all language is rhetorical
Nietzsche
Their method advocates a limited, systematic method of rules for the art of rhetoric
Whately
Their method believes intuition favored over reason
Nietzsche
TRUTH: rhetoric does not produce truth but only conveys it
Whately
TRUTH: truth is determined by social agreement and rhetorical usage; no such thing as absolute truth
Nietzsche
EDUCATION: rhetoric was an essential component of a well-rounded education
Stewart
EDUCATION: rhetoric can be taught and practiced but the rules must be systematic and flexible; no rules can make up for natural talent
Whately
EDUCATION: (not a central concern) like this class
Nietzsche
ETHICS: rhetoric can and should be used to advocate for the ending of oppression
Stewart
assessing evidence and arguments is a moral undertaking, but rhetoric itself is amoral
Whately
traditional morals should be rejected in favor of the “will to power”
Nietzsche
the ___________ increasingly became a space of political discussion and action
“public sphere”
