The nature and scope of rhetoric Traditional and modern rhetoric The traditional rhetoric is limited to the insights and terms developed by rhetors, or rhetoricians, in the Classical period of ancient Greece, about the 5th century bc, to teach the art of public speaking to their fellow citizens in the Greek republics and, later, to the children of the wealthy under the Roman Empire. Public performance was regarded as the highest reach of education proper, and rhetoric was at the centre of the educational process in western Europe for some 2, years. Inevitably, there were minor shifts of emphasis in so long a tradition, and for a long time even letter writing fell within the purview of rhetoric; but it has consistently maintained its emphasis upon creation, upon instructing those wishing to initiate communication with other people.
However, the ways in which Cleopatra has been depicted over the centuries since her death are equally intriguing, and the course considers versions of Cleopatra from the Romans, who saw her as a foreign queen who tried to steal their empire, to Shakespeare, Shaw, film and television to explore how different societies have created their own image of this bewitching figure.
Two 75 minute meetings. Language, Style, and Meaning: We will begin with an introduction to the basic vocabulary, syntactical structures, and stylistic devices of Latin and Greek and will then consider how those features of the ancient languages that have shaped the English language affect our own modes of creating meaning in language.
No prior knowledge of Latin or Greek is required.
"The English word rhetoric is derived from Greek rhetorike, which apparently came into use in the circle of Socrates in the fifth century and first appears in Plato's dialogue Gorgias, probably written about B.C. The age of Alexander led to marked change in Greek society. Expansion increased interaction, enlarging old systems of thought and belief. The old systems were questioned, and people looked for a rule of life to restore a sense of security and stability. This chapter presumes that the history of Greek rhetoric is coterminous with the development of a specialized vocabulary deployed to describe and organize activities we recognize now as rhetorical theory, pedagogy, and practice.
While not neglecting traditional military topics such as arms and armor, organization, tactics, and strategy, we seek a wider cultural understanding of war by exploring its social ideology, the role of women and other non-combatants, and its depiction in art and literature.
It compares Greek and Roman myth with other mythic traditions and explores different versions of the same myth within Greek and Roman culture. We also consider transformations of ancient myths into modem versions. Literary, artistic, and archaeological evidence provide ways to understand the function of myth in ancient Greek and Roman society.
But how representative were such figures of the daily lives of women throughout Greek and Roman antiquity? This course investigates the images and realities of women in the ancient Greek and Roman world, from the Greek Late Bronze Age c.
CE by juxtaposing evidence from literature, historical sources, and archaeological material. Throughout, the course examines the complex ways in which ancient women interacted with the institutions of the state, the family, religion, and the arts.
We introduce archaeological methods, examine the history and developement of Greek archaelology from the origins of the field in the 's to the present, and trace the chronological development of Greek art and architecture across several major sites including Knossos, Mycenae, Olympia, Delphi, and Athens.
Particular emphasis is placed on understanding and interpreting monuments in terms of their political, social, and economic contexts.
This course tackles the question of how to read classical literature, with an understanding of the cultural conditions and assumptions that went into its making.
The topics focus on issues where a twenty-first century perspective may make it difficult for a reader to understand an ancient text. These include the roles of orality, literacy, tradition, and innovation in the composition of ancient literature; polytheism and the relationship of cult, ritual, and myth; ancient concepts of the community and its social constituents: Our aim is both to understand the complexities of Walcott's use of the Homeric models and to discover the new meanings that emerge in Homer when we read him through Walcott's eyes.
Any level GRST course or 1 unit of related work or special permission. This course examines the history and culture of the ancient Greeks from the emergence of the city-state in the eighth century BCE to the conquests of Alexander the Great in BCE.
In addition to an outline of the political and social history of the Greeks, the course examines several historical, cultural, and methodological topics in depth, including the emergence of writing, Greek colonialism and imperialism, ancient democracy, polytheism, the social structures of Athenian society, and the relationship between Greeks and other Mediterranean cultures.
Students both read primary sources for example, Sappho, Tyrtaios, Herodotus, Thucydides, Aristophanes, and Plato and examine sites and artifacts recovered through archaeology; the development of students' critical abilities to evaluate and use these sources for the study of history is a primary goal of the class.
This course examines the history of the ancient Romans from the foundation of their city around the eighth century BCE to the collapse of their Mediterranean Empire in the fifth century CE.
The course offers a broad historical outline of Roman history, but focuses on significant topics and moments in Roman history, including the Republican aristocracy, the civil and slave wars of the Late Republic, the foundation of the Empire by Caesar Augustus, urbanism, the place of public entertainments gladiatorial combats, Roman hunts, chariot races, and theater in society, the rise of Christianity, the processes of Romanization, and barbarization, and the political decline and fall of the Roman Empire.
Students read primary sources such as Plautus, Cicero, Livy, Tacitus, and Suetonius, and secondary accounts dealing with important issues such as slavery, religious persecution and multiculturalism.
Students also examine important archaeological sites and artifacts. The development of students' critical abilities to evaluate and use these sources for the study of history is a primary goal of the class.
Art, Economics, and Society. This course examines the connections between economy and culture in the ancient world from two different points of view: First it considers one particular kind of material artifact, coins stamped in bronze, silver and gold.
We investigate coins from economic, political, historical, and artistic points of view, proceeding historically from Archaic Greece to Imperial Rome, but focusing on the transition from Roman Republic to Roman Empire.Stoic ethics achieves a certain plausibility within the context of their physical theory and psychology, and within the framework of Greek ethical theory as that was handed down to them from Plato and Aristotle.
THE DEVIL'S DICTIONARY. AUTHOR'S PREFACE. The Devil's Dictionary was begun in a weekly paper in , and was continued in a desultory way at long intervals until In that year a large part of it was published in covers with the title The Cynic's Word Book, a name which the author had not the power to reject or happiness to approve.
But it was, to a large degree, to meet the everyday needs and respond to the practical problems of Greco-Roman society.
It came to dominate higher education and left its mark on many forms of literature. This chapter presumes that the history of Greek rhetoric is coterminous with the development of a specialized vocabulary deployed to describe and organize activities we recognize now as rhetorical theory, pedagogy, and practice.
Ethics - The history of Western ethics: The first ethical precepts must have been passed down by word of mouth from parents and elders, but as societies learned to use the written word, they began to set down their ethical beliefs.
These records constitute the first historical evidence of the origins of ethics. Greek society relied on oral expression, which also included the ability to inform and give speeches of praise, known then as epideictic (to praise or blame someone) speeches. The ability to practice rhetoric in a public forum was a direct result of generations of change in the governing structures of Attica (a peninsula jutting into the Aegean Sea), .