Late-Humanism and Revolutionary Eloquence: James Lovell and His 1771 Boston Massacre Oration

This article reconstructs the context of the first Boston Massacre Oration delivered by James Lovell. It argues that Lovell's rhetorical education and oratorical practice were primarily an offshoot of a classicizing renaissance tradition transmitted by the colonial colleges that faded, blurred and was repurposed in the eighteenth century.

Slavery and Freedom in Christianity

This chapter discusses the use of freedom and slavery in the writings of Paul. Dale Martin starts by outlining what we can say, from the perspective of a critical historian, about the life of Paul. The discussion covers his education, background, and conversion experience. The core of the chapter is about Paul’s use of the language of slavery and freedom. Martin argues that Paul is incorporating into his religious vision many common tropes developed in the Greek democracies. These tropes he would have picked up through his rhetorical education in Greek and used in his letter writing to his churches. The chapter closes by looking at Paul’s vision of freedom, which Martin argues is quite different from a modern individualist, conception of freedom as absolute nonconstraint. Freedom for Paul only exists within a closed system, constrained by the being of god.

STUDING THE ORAL GENRES OF I.ANDRONIKOV AS A METHOD OF RHETORICAL EDUCATION IN DISTANT LEARNING

В статье затрагивается вопрос эффективности образовательных механизмов в условиях дистанционного обучения. Для преодоления коммуникативных барьеров предлагается использовать метод изучения эталонов ораторской речи на примере исследования студентами устного выступления И. Андроникова «Первый раз на эстраде». Статья доказывает эффективность приема в освоении риторических умений. The article touches upon the issue of the effectiveness of educational mechanisms in the context of distant learning. To overcome the communication barriers, it is proposed to use the method of studying the standards of oral speech. On the example, of the students’ research of I. Andronikov’s oral speech «First time on the stage». This work shows the effectiveness of the method in the development of rhetorical skills.

A Rhetorical Genre(?)

The chapter is a case study of Byzantine learned rhetoric in action, and some of the complications that one faces when one applies the concept of “genre” to Byzantine rhetoric. The test case is the invective, in Greek ψόγος, from the perspective of Byzantine rhetorical education and practice. After a series of general observations on rhetorical definitions of the “invective,” as well as on the fact that the invective resembles more a rhetorical “mode,” which is present in a variety of “genres,” than a “genre” per se, the chapter reviews a few representative related texts from the middle and late Byzantine period.

Paideia

This chapter elucidates how the fabricated images of Demades helped to affirm the importance of paideia—as education and moral instruction—for the socially privileged position of the pepaideumenoi. The figure of Demades accentuated the ethical and professional rewards of paideia, and especially rhetorical education, in more than one way. He became an example of a persuasive orator who was always able to come up with a witty retort, quickly capture and deftly manage the attention of the audience, and speak effortlessly on the spur of the moment. Many more excerpts, however, employ Demades as a negative example: a poor commoner who lacked paideia and moral integrity, he was the opposite of the students whose education entitled them to membership in the intellectual, social, and political élite of the city. Although they seem to be mutually exclusive, these images served the same educational purpose and coexisted within the context of rhetorical schooling.

Movimento dos secundaristas brasileiros e o momento sofístico: uma nova história começa a ser contada

O movimento dos secundaristas brasileiros e o momento sofístico: uma nova história começa a ser contada 1 Resumo: A partir das proposições de Arendt delineamos o momento sofístico como um instante no qual a intersecção entre os termos riqueza, liberdade e poder possibilita aos indivíduos se engajarem na esfera política permitindo assim que influenciem nas decisões. O objetivo deste trabalho é argumentar que o momento orquestrado pelos estudantes brasileiros pode ser considerado também um momento sofístico tal qual o vimos acontecer no século de Péricles, evidenciando assim a necessidade de uma formação que abarque uma pedagogia retórica para que esse momento seja aproveitado em sua plenitude. As ações do movimento secundarista evidenciaram o peso da comunicação demandando assim uma educação retórica, a qual inclui não só a formação na palavra em seu sentido dialógico e persuasivo, mas também raciocínio e deliberação, capacidades tão caras ao desenvolvimento do ethos democrático, por sua vez imprescindível para a edificação plena de um modo democrático de vida.Palavras-chave: Momento sofista. Educação. Movimento secundarista. Retórica. Kairós 1 A pesquisa contou com apoio da Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP). Brazilian high school students’ movement and the sophistical moment: a new story begins to be told1 Abstract: Drawing from the propositions of Arendt this work delineates the sophistical moment as an instant in which the intersection between the terms wealth, freedom and power enables individuals to engage in the political sphere thus allowing them to influence decisions. The aim of this work is to argue that the moment orchestrated by the Brazilian students can also be considered a sophistical moment as we have seen it happen in the century of Pericles, thus evidencing the necessity of a formation that embraces a rhetorical pedagogy. The actions of the high school movement evidenced the significance of communication, thus demanding a rhetorical education, which includes not only the formation of the word in its dialogical and persuasive sense, but also reasoning and deliberation. Those capacities are so important for the development of the democratic ethos which is indispensable for the full building of a democratic way of life.Keywords: Sophistical moment. Education. High school movement. Rhetoric. Kairos Movimiento de los secundarios brasileños y el momento sofístico: una nueva historia comienza a ser contada1 Resumen: A partir de las proposiciones de Arendt, delineamos el momento sofístico como un instante en el que la intersección entre los términos riqueza, libertad y poder permite a los individuos participar en la esfera política, lo que les permite influir en las decisiones. El objetivo de este trabajo es argumentar que el momento orquestado por los estudiantes brasileños también puede considerarse un momento sofístico como lo hemos visto en el siglo de Pericles, lo que evidencia la necesidad de una formación que abarque una pedagogía retórica. Las acciones del movimiento secundario evidenciaron el peso de la comunicación, exigiendo así una educación retórica, que incluye no solo la formación de la palabra en su sentido dialógico y persuasivo, sino también el razonamiento y la deliberación, así como las capacidades para el desarrollo del espíritu democrático, para su desarrollo. indispensable para la plena construcción de un modo de vida democrático.Palabras-clave: Momento sofista. Educacion. Movimiento de los secundaristas. Retórica. Kairos Data de registro: 08/08/2019Data de aceite: 24/04/2020