rhetoric in classical education
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Rhetoric in Classical Education. Three divisions of education in Athens. Three divisions of education in Athens. Industrial Arts. Three divisions of education in Athens. Industrial Arts Productive Arts. Three divisions of education in Athens. - PowerPoint PPT PresentationTRANSCRIPT
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Rhetoric Rhetoric in in
Classical EducationClassical Education
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Three divisions of educationThree divisions of educationin in
AthensAthens
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Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts
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Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
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Three divisions of educationThree divisions of educationin in
AthensAthens
Industrial Arts Productive Arts
Liberal Arts
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The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
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The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
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The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
-or-
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The Question at the Heart of The Question at the Heart of Liberal Education:Liberal Education:
What knowledge must one have to be fully human?
-or-
What is the knowledge most worth having?
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It’s about
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It’s aboutExcellence!
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John Henry Cardinal Newman
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John Henry Cardinal Newman
the man who has learned to think and to reason and to compare and to discriminate and to analyze, who has refined his taste, and formed his judgment, and sharpened his mental vision, will not indeed at once be a lawyer, or a pleader, or an orator, or a statesman, or a physician, . . . but he will be placed in that state of intellect in which he can take up any one of the sciences or callings I have referred to, or any other for which he has a taste or special talent, with an ease, a grace, a versatility, and a success, to which another is a stranger. . . .
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John Henry Cardinal Newman
I say that a cultivated intellect, because it is a good in itself, brings with it a power and a grace to every work and occupation which it undertakes, and enables us to be more useful, and to a
greater number (The Idea of the University. U Notre Dame Press,1982, pp. 124 & 6).
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The Seven Classical Liberal Arts
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The Seven Classical Liberal Arts
Trivium
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The Seven Classical Liberal Arts
Trivium Quadrivium
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
Dialectic
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar
DialecticRhetoric
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
DialecticRhetoric
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric Arithmetic
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The Seven Classical Liberal Arts
Trivium QuadriviumGrammar Astronomy
Dialectic GeometryRhetoric Arithmetic
Music
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The Art of Rhetoric
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Techne
"The kind of knowledge possessed by an expert maker; it gives him a clear conception of the why and wherefore, the how and the with what of the making process and enables him, through the capacity to offer a rational account of it, to preside over his activity with secure mastery" (1993, p. 9).
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Art vs. Intuition
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Art vs. Intuition
To master any body of knowledge as an art, one must:
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
“Laying a theoretical
foundation”
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Art vs. Intuition
To master any body of knowledge as an art, one must:
1. Define it.
2. Break it into parts
3. Study the parts
4. Practice
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Hexis
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Hexis
Habit; habitude
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Hexis
Second nature!
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The Most Humane of the The Most Humane of the HumanitiesHumanities
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
Psychology
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics Religion
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The Most Humane of the The Most Humane of the HumanitiesHumanities
Rhetoric
Dialectic Ethics
PsychologyPolitics
Law
Poetics Religion
History
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Aristotle defines rhetoricrhetoric
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Aristotle defines rhetoricrhetoricas
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Aristotle defines rhetoricrhetoricas
"The faculty of discovering in any given case the available means of persuasion."
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Aristotle on RhetoricRhetoric
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Aristotle on RhetoricRhetoric
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Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
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Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
Ethos
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Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
EthosPathos
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Aristotle on RhetoricRhetoric
Artistic & Inartistic Proofs
EthosPathosLogos
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Aristotle on RhetoricRhetoric
Species of rhetoric
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Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic
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Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic Deliberative
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Aristotle on RhetoricRhetoric
Species of rhetoric
Forensic Deliberative Epideictic
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Aristotle on RhetoricRhetoric
Topoi
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Aristotle on RhetoricRhetoric
Topoi
Common topics
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Aristotle on RhetoricRhetoric
Topoi
Common topics
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Aristotle on RhetoricRhetoric
Topoi
Common topics Special topics
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Aristotle on RhetoricRhetoric
Aristotle’s aim:
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Aristotle on RhetoricRhetoric
Aristotle’s aim:That his students “gain skill in enthymemes”
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Aristotle on RhetoricRhetoric
Aristotle’s aim:That his students have a well supplied
storehouse of materials with which to build persuasive arguments!
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Aristotle on RhetoricRhetoric
Visit the “Speech Builders Emporium”!!
http://www.phc.edu/rr_emporium_d.php
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The Five Classical CanonsThe Five Classical Canons
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The Five Classical CanonsThe Five Classical Canons
Invention
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
Style
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
ornamentation
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
ornamentation
orchestration
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery vocal
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The Five Classical CanonsThe Five Classical Canons
Invention
Disposition
StyleMemory
Delivery vocal
physical
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Rhetoric Rhetoric and and
Human ExcellenceHuman Excellence
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Rhetoric and EthicsRhetoric and Ethics
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Phronesis in in
rhetorical reasonrhetorical reason
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Rhetoric and DialecticRhetoric and Dialectic
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Rhetoric and ImaginationRhetoric and Imagination
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Rhetoric is not mere techne . . .
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Rhetoric is not mere techne . . .
Classical rhetoric, in its most ethical and ancient manifestation, is a way of discussing the truth with
one's fellows in a manner that respects their freedom and dignity, and attempts to move them
toward the Good.
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http://www.phc.edu/rr_ring_d.php