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For the ancient Greeks and Romans, eloquence was essential to public life and identity, perpetuating class status and power. The three-tiered study of rhetoric was thus designed to produce sons worthy of and equipped for public service. Rhetorical competency enabled the elite to occupy their proper place in society. The oracular and literary techniques represented in Greco-Roman education proved to be equally central to the formation of the New Testament. Detailed comparisons of the sophisticated rhetorical conventions, as cataloged in the ancient rhetorical handbooks (e.g., Quintilian), reveal to what degree and frequency the New Testament was shaped by ancient rhetoric's invention, argument, and style. But Ancient Rhetoric and the New Testament breaks new ground. Instead of focusing on more advanced rhetorical lessons that elite students received in their school rooms, Michael Martin and Mikeal Parsons examine the influence of the progymnasmata--the preliminary compositional exercises that bridge the gap between grammar and rhetoric proper--and their influence on the New Testament. Martin and Parsons use Theon's (50-100 CE) compendium as a baseline to measure the way primary exercises shed light on the form and style of the New Testament's composition. Each chapter examines a specific rhetorical exercise and its unique hortatory or instructional function, and offers examples from ancient literature before exploring the use of these techniques in the New Testament. --
This book offers an assessment of the content, structures and significance of education in Greek and Roman society. Drawing on a wide range of evidence, including the first systematic comparison of literary sources with the papyri from Graeco-Roman Egypt, Teresa Morgan shows how education developed from a loose repertoire of practices in classical Greece into a coherent system spanning the Hellenistic and Roman worlds. She examines the teaching of literature, grammar and rhetoric across a range of social groups and proposes a model of how the system was able both to maintain its coherence and to accommodate pupils' widely different backgrounds, needs and expectations. In addition Dr Morgan explores Hellenistic and Roman theories of cognitive development, showing how educationalists claimed to turn the raw material of humanity into good citizens and leaders of society.
Greek and Roman traditions dominate classical rhetoric. Conventional historical accounts characterize Roman rhetoric as an appropriation and modification of Greek rhetoric, particularly the rhetoric that flourished in fifth and fourth centuries BCE Athens. However, the origins, nature and endurance of this Greco-Roman relationship have not been thoroughly explained. Roman Rhetoric: Revolution and the Greek Influence reveals that while Romans did benefit from Athenian rhetoric, their own rhetoric was also influenced by later Greek and non-Hellenic cultures, particularly the Etruscan civilization that held hegemony over all of Italy for hundreds of years before Rome came to power.
This handbook offers a global view of the historical development of educational institutions, systems of schooling, ideas about education, and educational experiences. Its 36 chapters consider changing scholarship in the field, examine nationally-oriented works by comparing themes and approaches, lend international perspective on a range of issues in education, and provide suggestions for further research and analysis. Like many other subfields of historical analysis, the history of education has been deeply affected by global processes of social and political change, especially since the 1960s. The handbook weighs the influence of various interpretive perspectives, including revisionist viewpoints, taking particular note of changes in the past half century. Contributors consider how schooling and other educational experiences have been shaped by the larger social and political context, and how these influences have affected the experiences of students, their families and the educators who have worked with them. The Handbook provides insight and perspective on a wide range of topics, including pre-modern education, colonialism and anti-colonial struggles, indigenous education, minority issues in education, comparative, international, and transnational education, childhood education, non-formal and informal education, and a range of other issues. Each contribution includes endnotes and a bibliography for readers interested in further study.
In The Genres of Rhetorical Speeches in Greek and Roman Antiquity, Cristina Pepe offers a complete overview of the concept of speech genre within ancient rhetoric. By analyzing sources dating from the 5th-4th century BC, the author proves that the well-known classification in three rhetorical genres (deliberative, judicial, epideictic), introduced by Aristotle, was rooted in the debate concerning the forms and functions of the art of persuasion in classical Athens. Genres play a leading role in Aristotle’s Rhetoric, and the analysis of considerable sections of the treatise shows profound links between the characterization of the rhetorical genres and Aristotelian philosophy as a whole. Finally, the volume explores the developments of the theory of genres in Hellenistic and Imperial rhetoric.
This book is at once a thorough study of the educational system for the Greeks of Hellenistic and Roman Egypt, and a window to the vast panorama of educational practices in the Greco-Roman world. It describes how people learned, taught, and practiced literate skills, how schools functioned, and what the curriculum comprised. Raffaella Cribiore draws on over 400 papyri, ostraca (sherds of pottery or slices of limestone), and tablets that feature everything from exercises involving letters of the alphabet through rhetorical compositions that represented the work of advanced students. The exceptional wealth of surviving source material renders Egypt an ideal space of reference. The book makes excursions beyond Egypt as well, particularly in the Greek East, by examining the letters of the Antiochene Libanius that are concerned with education. The first part explores the conditions for teaching and learning, and the roles of teachers, parents, and students in education; the second vividly describes the progression from elementary to advanced education. Cribiore examines not only school exercises but also books and commentaries employed in education--an uncharted area of research. This allows the most comprehensive evaluation thus far of the three main stages of a liberal education, from the elementary teacher to the grammarian to the rhetorician. Also addressed, in unprecedented detail, are female education and the role of families in education. Gymnastics of the Mind will be an indispensable resource to students and scholars of the ancient world and of the history of education.
The Apostle Paul lived and breathed in a Hellenistic culture that placed high value on the art of rhetoric, and recent advances in rhetorical criticism of the New Testament have resulted in a new emphasis on the rhetorical aspect of his letters. As many scholars have pointed out, however, it is not clear to what extent ancient rhetoric actually influenced Paul and his writing or how important rhetoric is for interpreting the Pauline corpus. This volume, containing contributions from major figures in the field, provides a nuanced examination of how ancient rhetoric should inform our understanding of Paul and his letters. The essays discuss Paul's historical context, present innovative advances in and trenchant critiques of rhetorical theory, and offer fresh readings of key Pauline texts. Outlining the strengths and weaknesses of a widely used approach, Paul and Ancient Rhetoric will be a valuable resource for New Testament and Classics scholars.
This volume examines the idea of ancient education in a series of essays which span the archaic period to late antiquity. It calls into question the idea that education in antiquity is a disinterested process, arguing that teaching and learning were activities that occurred in the context of society. Education in Greek and Roman Antiquity brings together the scholarship of fourteen classicists who from their distinctive perspectives pluralize our understanding of what it meant to teach and learn in antiquity. These scholars together show that ancient education was a process of socialization that occurred through a variety of discourses and activities including poetry, rhetoric, law, philosophy, art and religion.