This book is a critically informed challenge to the traditional histories of rhetoric and to the current emphasis on Aristotle and Plato as the most significant classical voices in rhetoric. In it, Susan C. Jarratt argues that the first sophists—a diverse group of traveling intellectuals in the fifth century B.C.—should be given a more prominent place in the study of rhetoric and composition. Rereading the ancient sophists, she creates a new lens through which to see contemporary (...) social issues, including the orality/literacy debate, feminist writing, deconstruction, and writing pedagogy. The sophists’ pleasure in the play of language, their focus on historical contin-gency, and the centrality of their teaching for democratic practice were sufficiently threatening to their successors Plato and Aristotle that both sought to bury the sophists under philosophical theories of language. The censure of Plato and Aris-totle set a pattern for historical views of the sophists for centuries. Following Hegel and Nietzsche, Jarratt breaks the pattern, finding in the sophists a more progressive charter for teachers and scholars of reading and writing, as well as for those in the adjacent disciplines of literary criticism and theory, education, speech communication, and ancient history. In tracing the historical interpretations of sophistic rhetoric, Jarratt suggests that the sophists themselves provide the outlines of an alternative to history-writing as the discovery and recounting of a set of stable facts. She sees sophistic use of narrative in argument as a challenge to a simple division between orality and literacy, current discussions of which virtually ignore the sophists. Outlining similarities between _écriture féminine _and sophistic style, Jarratt shows that contemporary feminisms have more in common with sophists than just a style; they share a rhetorical basis for deployment of theory in political action. In her final chapter, Jarratt takes issue with accounts of sophistic pedagogy focusing on technique and the development of the individual. She argues that, despite its employment by powerful demagogues, sophistic pedagogy offers a resource for today’s teachers interested in encouraging minority voices of resistance through language study as the practice of democracy. (shrink)

This paper suggests a specific contribution of contemporary history and philosophy of science to the theory of history. The “pragmatic” in the technical sense of analysis of use and user aspects of scientific discourse, and the “pragmatist”, in the sense of a focus on utility as canon, dimensions of modern philosophy of science illumine the structure of historical inquiry. Simply put, the structure of writing produced by the historical discipline is argumentative. Further, the nature of the historical argumentative strategies is (...) best described by reference to classical rhetorical, to topical modes of argument. (shrink)

Of the scholarly work that has been done in the last twenty years on the medieval French and German prologue, most falls into one of two classes. On the one hand are those studies that investigate a prologue for what it reveals of its author or of the work that follows. What, for instance, does Chrétien mean by “une molt bele conjointure,” and what does this imply about his Erec et Enide? What might Hartmann mean by “rehtiu güete,” and how (...) can our understanding of his meaning improve our understanding of Iwein? The second kind of study of medieval prologues pursues the opposite course, detaching the prologues from the works that follow and treating them separately, as members of an independent tradition, almost a genre. This second group, as it seeks to discover the poetics of the prologue, has not unreasonably turned to the poetic theory that might have been known to French and German authors of the twelfth and thirteenth centuries. What, scholars of this second group have asked, can the classical rhetorical treatises teach us about Chrétien's prologues? And what help might the medieval artes poetriae offer in studying the German prologues of the thirteenth century? The substantial body of work produced by scholars who ask these types of questions suggests that they have found the classical and medieval treatises of considerable use in sketching out the poetics of the medieval prologue. As far as I can see, however, they are mistaken. For, as I hope to show below, neither the classical rhetoricians nor the medieval poetic theorists wrote with the prologues to written narrative in mind, nor can the precepts they propose come close to accommodating the great variety of actual medieval prologues. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Classical Rhetoric and the Promotion of the New WorldAndrew FitzmauriceFor many years historians have characterized the relation between the Old World and the New as an encounter in which the New was assimilated to the Old. There is a striking uniformity in the reasons given for this process. It is argued that in their “discovery” the Europeans encountered a world which was radically different from their own (...) and for which they did not possess the concepts to provide a true account. The only available descriptive tools were the categories of European experience. I shall argue that this historical characterization is unsupported by the first English representations of the New World. While it is true that the New World was represented in terms familiar to English audiences, the reason for this translation was dramatically different from that given by historians. The process of conversion to Old World values arises not from an epistemic shock but from the psychology of persuasion found in classical and humanist rhetoric.The purpose of this essay is not to superimpose a new model for under-standing the interaction between Europe and the New World but rather to contribute to recent challenges to precisely the idea that there was a collective European “response” to the New World. Historians who have stressed that the translation of the new into the familiar was imposed by the limits of the European episteme have based these interpretations largely upon accounts of the Spanish conquest, ethnography, and natural history. It has recently been stressed that Europeans differed on the basis of their nationality in their understanding of the issues raised by the conquest of the New World. 1 In this paper I shall argue that the genre of intellectual engagement was equally important to that understanding. [End Page 221]In his seminal lectures The Old World and the New J. H. Elliott compares the Europeans’ discovery of the New World with the response of the Chinese of the T’ang dynasty to the conquest of Nam Viet. Like the Europeans, the “minds and imaginations” of the Chinese “were preconditioned, so that they saw what they expected to see, and ignored or rejected those features of life in the southern lands for which they were mentally unprepared.” 2 Elliott is careful to observe that “what Europeans saw” on the “far side of the Atlantic” inevitably would “depend on the kind of Europeans involved.” 3 From the example of the Chinese experience of Nam Viet, however, he suggests that Europeans shared in a process through which the New World was assimilated, and he argues that this was epistemic: “it may well be that the human mind has an inherent need to fall back on the familiar object and the standard image, in order to come to terms with the shock of the unfamiliar.” 4Stephen Greenblatt has described this process as rhetorical. He stresses that Europeans possessed “many different and conflicting ways of seeing and describing the world” but claims that “the variety is not infinite,” arguing that Europeans shared “a lumbering, jerry built, but immensely powerful mimetic machinery.” 5 “Wonder,” he argues, is “the central figure in the initial European response to the New World, the decisive emotional and intellectual experience in the presence of radical difference.” 6 For Greenblatt the rhetorical process by which wonder reifies and appropriates the alien arises from an epistemic crisis; that is, wonder is provoked by the “presence of radical difference.” 7 [End Page 222]Underlying many of these accounts, as Mary Fuller has recently observed, is the sense of a New World outside language, a sense that “there is something self-evident, unambiguous, unified on the other side of language.” 8 Fuller explores the rhetoric of New World narratives by demonstrating that this referent is always absent and that the “other” is inside language.For the majority of authors writing in English about the New World, however, it is not the presence or absence of the “other” that produces their conversion of the alien to the familiar. Most Elizabethan and Jacobean tracts concerning the New World were promotional: their mode was persuasion. The tracts were written in terms of the classical and humanist art... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Classical Rhetoric in the Hellenistic Period, 330 B.C.-A.D. 400Terry L. PapillonStanley E. Porter, ed. Handbook of Classical Rhetoric in the Hellenistic Period, 330 B.C.-A.D. 400. Leiden, New York, and Cologne: E. J. Brill, 1997. xvi 1 901 pp. Cloth, Gld. 430, US $253.This massive collection of essays by various authorities will serve as a good basic introduction to the nature and history (...) of classical rhetoric, even for those working outside the Hellenistic period.Its intentions are several: to provide (1) “a comprehensive and wide-ranging introduction to classical rhetoric as it was practiced in the Hellenistic period,” (2) “a thorough introduction to the standard categories of thought, terminology, and theoretical writing on the subject, along with its history and development,” (3) “an assessment of the use of classical rhetorical categories in a representative selection of literary genres and a number of specific writers of the Hellenistic period,” (4) “relevant examples of each term defined and analyzed,” and (5) “areas warranting further research” (xiii–xiv). It has four intended audiences: scholars working with the New Testament, and with Hellenistic classical, and patristic authors. It succeeds in attaining the five stated goals, and will be useful for the four stated audiences. This is especially true for the first audience, New Testament scholars. It will serve a fifth audience well too: it would be a useful book for graduate students, both in classical and in New Testament studies, since it offers clear presentations of issues and future work, points well to other bibliography, and is so broad in scope as to be a concise literary history of classical and biblical literatures.The book is broken into three larger parts. Part I, “Rhetoric Defined,” includes six chapters of introduction to and overview of the five parts of rhetoric. Kennedy’s two chapters (“Historical Survey of Rhetoric” and “The Genres of Rhetoric”) display his typically clear, magisterial, and thorough presentation of the background material. The next four chapters, on the five parts of rhetoric, serve as preparation for the rest of the book. They are of mixed quality. Wuellner’s chapter on arrangement (3), placed before the chapter on invention, is overly difficult, idiosyncratic, and less helpful than it could be, especially when it follows on Kennedy’s clear and controlled prose. Heath’s chapter on invention (4) is a stimulating change of pace. Rather than offering just a straight discussion of the history of invention (though the discussion of its history is thorough), he works through all aspects of the topic with an actual case before him, the response of Antenor during the Trojan War to the Greek request for the return of Helen. He discusses almost every aspect of invention, with thorough reference to the ancient theorists, as he grapples with the actual situation. This provides a good sense of what an orator would actually go through in the composition process. Rowe’s chapter on style (5) follows the four virtues with an emphasis on examples of ornamentation. He begins with the assertion that “at least three reasons account for its [the four virtues’] influence” (121): it provides a “rich nomenclature,” it offers precepts that “apply to any verbal expression,” [End Page 308] not only that used to persuade, and it provides “criteria for judging style that are sufficiently flexible to allow for changing tastes and requirements.”Part II, “Rhetoric in Practice,” treats various genres in ten chapters: the epistle (J. T. Reed), philosophical prose (D. M. Schenkeveld), historical prose (S. Rebenich), poetry and rhetoric (R. Webb), biography (R. A. Burridge), oratory and declamation (D. H. Berry and M. Heath), homily and panegyrical sermon (F. Siegert), the rhetoric of romance (R. F. Hock), apocalyptic and prophetic literature (J. M. Knight), and drama and rhetoric (R. Scodel). These serve as a useful, if uninspiring, survey of several genres in the Hellenistic period, with appropriate reference to important classical antecedents and post-Hellenistic developments. These essays are, in essence, a brief survey of classical and biblical literature. They are thorough and give the appropriate background information with abundant bibliography for further study.Their most useful function is to provide a backdrop for... (shrink)

Review of Jonathan Powell , Logos: Rational Argument in Classical Rhetoric, BICS supplement 96, London, 2007.

In lieu of an abstract, here is a brief excerpt of the content:16~ BOOK REVIEWS There are fairly frequent typographical errors in the text; most of them harmless hut one of them reverses the meaning of the sentence- " institutionally prescribed means " for " institutionally proscribed means" (p. 279), and a couple of them are comical-" In a previous part of this discussion (pp. 000-000) ", (p. 265); see also p. 274. MICHAEL STOCK, O.P. St. Stephen Priory Dover, Massachusetts (...) Rhetoric and Praxis: The Contribution of Classical Rhetoric to Prac· tical Reasoning. Edited by JEAN DIETZ Moss. Washington, D.C.: The Catholic University of America Press, 1986. Pp. 168. $24.00 (cloth). The six essays on classical rhetoric which constitute this collection were first presented at a conference entitled Classical Rhetoric and the Teaching of Freshman Composition held October 6-8, 1983, at The Catholic University of America in Washington, D.C. In her excellent introduction, Jean Dietz Moss, the editor, indicates that the purpose of this collection of essays is " to retrieve from the classical age of rhetoric some methods of practical reasoning-methods of stimulating and ordering thought about matters of common concern-that might inform our teaching of writing today" (p. 1). This particular theme runs throughout all of the essays. Professor Moss informs us that the basis of these studies is the conviction that the act of reason has not changed since the time of the Sophists, Plato, and Aristotle, even though its forms have. The reasoning process is the same for us today as it was for those of the past. Armed with this conviction, the authors of these essays attempt to recover from classical rhetoric some means which will assist in the teaching of freshman composition. In the initial essay, Professor Schoeck gives the background and history of rhetoric, thus setting the stage for the essays which follow. These essays take up in turn five classical concepts: topoi, enthymeme, kairos, aitia and telos. The first two concepts are the more familiar and are derived from Aristotle's Rhetoric; the other three, while less familiar, are discovered throughout the writings of other philosophers and rhetoricians of the classical period. Professor Hairston focuses even more sharply on the cause of the present problem in writing among students. Hairston explains that early in the twentieth century rhetoric as an academic discipline was separated from the English BOOK REVIEWS 168 departments, and then, within a brief period of time, was dropped from the curriculum altogether. In the absence of rhetoric, the teaching of writing was left entirely to literature departments, and according to Hairston, this was a serious mistake. The romantic view held by most literature departments at that time led them to deal with writing as a nonrational activity. The papers in this collection put forward the view that composing is a cognitive task and training in rhetoric can assist in its development. Schoeck reflects the attitude of all the contributors when he proposes that what is needed now is a rhetoric for our times. " One of our purposes in these essays is to insure that there will be a renewed presentation that will keep pace with contemporary literary production" (p. 38). One must applaud the effort both to improve the writing of com· positions by students and to recover a part of classical rhetoric for our day. This particular effort to recover some of the riches of the past appears to be a part of a growing trend which the reviewer heartily endorses. By and large, this collection of essays is very good. However, a teacher of composition unfamiliar with rhetoric might find its usefulness limited. Although the terminology is defined within the context of the articles, it is my judgment that the essays would be found difficult to understand by one who had little or no previous familiarity with rhetoric. The usefulness of these essays would improve exponentially for someone who came to them equipped with some knowledge of classical rhetoric. None of the articles deals directly with the problem of teaching writing or communication. The participants at the con· ference at which these essays were originally presented had the advan· tage of ongoing discussions from which they were able to develop tactics to be implemented in the... (shrink)

This article revisits Jeffrey Tulis’s The Rhetorical Presidency in the age of Trump, discussing the debates to which it originally responded, its core thesis and empirical evidence, as well as its impact on political science in the last three decades. The article’s second half turns to a recent critique of Tulis’s thesis by Ann C. Pluta, which manifests many of the misunderstandings that have persisted since The Rhetorical Presidency’s original publication. Habits of thought revealed in Pluta’s misunderstandings, I argue, are (...) emblematic of the political culture that is amenable to the simplistic yet politically effective appeals characteristic of rhetorical presidents like Donald Trump. Elements of the broader political-science world that are on display in Pluta’s article are symptomatic of political pathologies sustained and aggravated by the culture of the polity that political scientists inhabit and purport to study—the culture of the rhetorical presidency. (shrink)

This essay argues that in overlooking the assault on the autonomy, unity, and tenacity of the classical world underway in Europe after 1880, historians have failed to appreciate an important element of historiographical reorientation at the fin de siècle. This second "revolution" in humanistic scholarship challenged the conviction of the educated elite that European culture was rooted exclusively in classical antiquity in part by introducing as evidence non-textual forms of evidence; the testimony of artifacts allowed writers to reach (...) beyond romantic-nationalist histories toward the identification of cultural areas, defined by morphological similarities, and to disrupt the traditional categories of the civilized and the barbaric. The essay focuses on a relatively obscure Austrian art historian, Josef Strzygowski, whose insistence upon Europe's dependence on Oriental forms and upon the superior historical value of material, over textual, evidence provided critics of philologically-based humanism with two important argumentative avenues. Strzygowski also represents a para-academic type, whose rise to power and prestige contributed to the so-called "decline of the German mandarins." In sketching his career, the essay attempts to show how this "decline" is bound up with the waning institutional and popular status of Renaissance humanism--and a corresponding rise of biologistic Germanophilia--in the two intellectual milieux Strzygowski inhabited . A final section suggests that this antihumanist crusade contributed not only to the articulation of racist historiography, but also to the eventual transference of politico-moral legitimacy to a non-elitist, anthropological definition of culture. (shrink)

In this provocative book, Edward Schiappa argues that rhetorical theory did not originate with the Sophists in the fifth century B.C.E, as is commonly believed, but came into being a century later. Schiappa examines closely the terminology of the Sophists—such as Gorgias and Protagoras—and of their reporters and opponents—especially Plato and Aristotle—and contends that the terms and problems that make up what we think of as rhetorical theory had not yet formed in the era of the early Sophists. His revision (...) of rhetoric’s early history enables him to change the way we read both the Sophists and Aristotle and Plato. Schiappa contends, for example, that Plato probably coined the Greek word for rhetoric; that Gorgias is a “prose rhapsode” whose style does not deserve the criticism it has received; that Isocrates deliberately never uses the Greek work for "rhetoric" and that our habit of pitting him versus Plato as “rhetoric versus philosophy” is problematic; and that Aristotle "disciplined" the genre of epideictic in a way that robs the genre of its political importance. His book will be of great interest to students of classics, communications, philosophy, and rhetoric. (shrink)

Donald Russell, Emeritus Professor of Classical Literature at the University of Oxford, has been a leading figure in several fields of classical scholarship over the last few decades. The present volume collects essays written in his honour by scholars who have all worked closely with him. They fall into three sections, corresponding to Donald Russell's main work: Latin literature, Greek imperial literature, and ancient literary criticism. They are unified by two of Russell's own pervasive concerns: ethics, the concern (...) of classical literature with moral conduct, and rhetoric, the techniques of effective persuasion. (shrink)

The aim of this article is both to make a contribution towards a fuller understanding of the use of the perfect in Classical Greek, and to show how this understanding can yield new insights into how a speaker uses language to adapt his presentation of past events to his present rhetorical concerns. First, the semantic value of the perfect and its different basic uses are described. Second, four principles that help accounting for the variation between the perfect and aorist (...) are outlined. Third, a number of typical uses of the perfect in Attic forensic oratory are distinguished. Finally, a textual analysis of De Corona 57-60, 79-121 is given in order to show how Demosthenes uses the perfect to accomplish his rhetorical ends. (shrink)

Aristotle's Organon provides an ingeniously systematic way to identify the discrete nature of disciplines that concern human thought and expression. While such an approach helps to understand the unique properties that warrant the recognition of disciplines as discrete, Aristotle's system of classification does not capture well the dynamics, synergy, and symbiotic relationships that appear when disciplines intersect. Perhaps, in fairness to Aristotle, his task was not to explore such relationships, but that does not mean that we should not try to (...) better understand the nature and impact of disciplines such as rhetoric by examining their interplay within the dynamics of social interaction. It is this dynamism of... (shrink)

Examines interrelated topics in Medieval and Renaissance Latin literature: the status of women as writers, the status of women as rhetorical figures, and the status of women in society from the fifth to the early seventeenth century.

The essays in this collection demonstrate American philosopher John Dewey's wide-ranging influence on rhetoric in an intellectual tradition that addresses the national culture's fundamental conflicts between self and society, freedom and responsibility, and individual advancement and the common good. Editors Brian Jackson and Gregory Clark propose that this influence is at work both in theoretical foundations, such as science, pragmatism, and religion, and in Dewey's debates with other public intellectuals, such as Jane Addams, Walter Lippmann, James Baldwin, and W.E.B. (...) Du Bois. Jackson and Clark seek to establish Dewey as an essential source for those engaged in teaching others how to compose timely, appropriate, useful, and eloquent responses to the diverse and often-contentious rhetorical situations that develop in a democratic culture. What prepares people to intervene constructively in such situations is instruction in those rhetorical practices of democratic interaction that is implicit throughout Dewey's work. Dewey's writing provides a rich framework on which a distincly American tradition of a democratic rhetorical practice can be built - a tradition that combines the most useful concepts of classical rhetoric with those of modern progressive civic engagement. Jackson and Clark believe Dewey's practice takes rhetoric beyond the traditional emphasis on political democracy to provide connections to rich veins of American thought such as individualism, liberalism, progressive education, collectivism, pragmatism, and postindustrial science and communication. They frame Dewey's work as constituting a modern expression of continuing education for the "trained capacities" required to participate in democratic culture. -- from back cover. (shrink)

Classical rhetorical theory distinguished three kinds of genera of oratory - the judicial, the deliberative, and the demonstrative- and there are features of each in Francis Bacon's History of the Reign of King Henry VII. The demonstrative genus provided the basic shape of classical and humanist rhetorical history, while the deliberative and judicial methods also contributed significantly. The judicial method in particular may be very important for modern standards of history-writing. The fact that Bacon employed rhetorical strategies to (...) shape his history suggests that the development of historiography is not as free from "literary" techniques as many historians might like to believe. The inadequacies, by modern standards, of Bacon's classicized historiographical methods and understanding do not condemn the art of rhetoric itself. Small shifts in rhetorical technique or emphasis could reflect significant changes of literary perception and philosophical approach, and different historical periods encourage the use of new and different rhetorical topoi. (shrink)

The Philosophy of Rhetoric is widely regarded as the most important work of a theory of rhetoric produced in the 18th century. Campbell's work engages such themes in an attempt to formulate a universal theory of human communication. Campbell attempts to develop his theory by discovering deep principles in human nature that account for all instances and kinds of human communication. He seeks to derive all communication principles and processes empirically. In addition, all statements in discourse that have (...) to do with matters of fact and human affairs are likewise to be empirically derived. Thus, his theory of rhetoric is vastly wider than, and different from, such classical theories as those proposed by Aristotle, Cicero, and Quintilian, whose theories focused on discourse related to civic affairs. By attempting to elaborate a general theory of rhetoric through empirical procedures, Campbell's project reveals the limitations of his method. He cannot ground all statements empirically and it is at this point that his theological position comes into play. Inspection of his religious views shows that God's design of human nature, and God's revelations to humankind, make moral and spiritual truths known and quite secure to human beings, although not empirically. (shrink)

The "Notes of Dr. Smith's Rhetorick Lectures," discovered in 1958 by a University of Aberdeen professor, consists of lecture notes taken by two of Smith's students at the University of Glasgow in 1762-1763. There are thirty lectures in the collection, all on rhetoric and the different kinds or characteristics of style. The book is divided into "an examination of the several ways of communicating our thoughts by speech" and "an attention to the principles of those literary compositions which contribute (...) to persuasion or entertainment." The species of communication discussed include descriptive and narrative (or historical) composition, poetry, demonstrative oratory, panegyric, didactic or scientific language, deliberative oratory, and judicial or forensic oratory. The subjects addressed in his teachings include the style and genius of some of the best of the ancient writers and poets, especially the historians and the English classics. (shrink)

Considered the most original thinker in the Italian philosophical tradition, Giambattista Vico has been the object of much scholarly attention but little consensus. In this new interpretation, David L. Marshall examines the entirety of Vico's oeuvre and situates him in the political context of early modern Naples. He demonstrates Vico's significance as a theorist who adapted the discipline of rhetoric to modern conditions. Marshall presents Vico's work as an effort to resolve a contradiction. As a professor of rhetoric (...) at the University of Naples, Vico had a deep investment in the explanatory power of classical rhetorical thought, especially that of Aristotle, Cicero, and Quintilian. Yet as a historian of the failure of Naples as a self-determining political community, he had no illusions about the possibility or worth of democratic and republican systems of government in the post-classical world. As Marshall demonstrates, by jettisoning the assumption that rhetoric only illuminates direct, face-to-face interactions between orator and auditor, Vico reinvented rhetoric for a modern world in which the Greek polis and the Roman res publica are no longer paradigmatic for political thought. (shrink)

Alan Gross applies the principles of rhetoric to the interpretation of classical and contemporary scientific texts to show how they persuade both author and audience. This invigorating consideration of the ways in which scientists--from Copernicus to Darwin to Newton to James Watson--establish authority and convince one another and us of the truth they describe may very well lead to a remodeling of our understanding of science and its place in society.

Classical education includes an apprenticeship in the art of rhetoric. It also gives a central place to the study of major works of literature, philosophy, and theology. There is often, however, an assumed disconnection between the art of rhetoric and the study of great texts. This disconnection undermines students’ ability to hear the voices of these texts as conversation partners in ongoing debates. This article illustrates how historically-based rhetorical-poetic reading enables us to hear the voices in a (...) given text and to consider how they work together. The argument first outlines some modern assumptions about the relation between poetry and rhetoric. The second part explains what rhetorical-poetic reading involves when approaching John Milton’s epic, Paradise Lost. The final section focuses on the second book of Milton’s poem, establishing how layered persuasive purposes constitute the fabric of the work and what the poem reveals through its curious dramatization of demonic deliberation. (shrink)

A leading figure of the Scottish Enlightenment, George Campbell began to write what was to become his most famous work, The Philosophy of Rhetoric, soon after his ordination as a minister in 1748. Later, as a founder of the Aberdeen Philosophical Society, he was able to present his theories, and these discourses were eventually published in 1776. In the spirit of the Enlightenment, Campbell combined classical rhetorical theory with the latest thinking in the social, behavioural and natural sciences. (...) A proponent of 'common sense' philosophy, he was particularly interested in the effect of successful rhetoric upon the mind. Published in two volumes, the work is divided into three books. Volume 2 contains the concluding part of Book 2 and all of Book 3, which shows the author at his most intricate, expanding upon the correct selection, number and arrangement of words required for successful argument. (shrink)

A leading figure of the Scottish Enlightenment, George Campbell began what was to become his most famous work, The Philosophy of Rhetoric, soon after his ordination as a minister in 1748. Later, as a founder of the Aberdeen Philosophical Society, he was able to present his theories, and these discourses were published in 1776. In the spirit of the Enlightenment, Campbell combined classical rhetorical theory with the latest thinking in the social, behavioural and natural sciences. A proponent of (...) 'common sense' philosophy, he was particularly interested in the effect of successful rhetoric upon the mind. Published in two volumes, the work is divided into three books. Book 1 emphasises the necessity of acknowledging and adapting to the needs of an audience. In Book 2, Campbell expands on the linguistic tools a successful rhetorician should employ. Book 3 discusses the correct selection, number and arrangement of words required for successful argument. (shrink)

In this paper, it is argued that the classical rhetorical framework undergoes a transformation because of an important change in Western thought. Following this hypothesis, I analyze a rhetorical notion of “dissuasion” as a rhetorical technique of creating a “general disposition to inaction” in addition to a classical rhetorical notion of “dissuasion” that aims at “refraining from an action”.