In Reason and Rhetoric in the Philosophy of Hobbes, Quentin Skinner argued, first, that Thomas Hobbes’s philosophy is best understood when placed within the context of the study of rhetoric in Early Modern England and, second, that Hobbes’s attitude toward rhetoric changed in the course of his career: that he passed from a period in which he embraced civic humanism, with its emphasis on rhetoric to one of adamantly rejecting rhetoric in the late 1630s and 1640s, only to reembrace rhetoric (...) in his Leviathan. In his Philosophy, Rhetoric, and Thomas Hobbes, Timothy Raylor challenges Skinner’s influential thesis, arguing for more continuity in Hobbes’s attitude toward... (shrink)

Plato's confrontation with Dionysius I, the so-called “tyrant of Sicily,” became famous as a cautionary tale of the perils of offering unwelcome advice to a powerful prince. Within early modern England, this tale took on added currency in the context of humanists' ambitions to serve as counselors in the court of Henry VIII. The humanist scholar Thomas Elyot (1490–1546), who briefly and unsuccessfully served at Henry's court, re-created Plato's exchange with Dionysius I in his dramatic dialogue The Knowledge Whiche Maketh (...) a Wise Man (1533). In his dialogue, Elyot imagines Plato returning to Athens after his brief period of enslavement, where he meets the philosopher/rhetorician Aristippus. Aristippus challenges Plato by positing that Plato's dangerous words to Dionysius violated rhetorical tenets of propriety and timing. In the course of their extended exchange, two different versions of the rhetoric of counsel surface—one based on principles of philosophy and one based on strategic rhetoric. (shrink)

In chapters on the Gorgias and the Meno in his 1997 From Plato to Postmodernism, James Kasterly argues that an important point made in the Gorgias is that Socrates fails to persuade Callicles. Its lesson is that philosophers will never succeed in persuading nonphilosophers if they rely on dialectic, with its premises grounded in epistemology, and in the Meno, he finds a type of dialectic that functions rhetorically. In this new book, The Rhetoric of Plato's "Republic": Democracy and the Philosophical (...) Problem of Persuasion, Kastely builds on his earlier work. He reads the Republic as Plato's effort to address the implicit challenge posed by Socrates' defeat in the Gorgias. Plato's purpose in the... (shrink)

In this collection edited by Alan G. Gross and Arthur E. Walzer, scholars in communication, rhetoric and composition, and philosophy seek to “reread” Aristotle’s Rhetoric from a purely rhetorical perspective.

This work examines the nature of what philosophers call de re mental attitudes, paying close attention to the controversies over the nature of these and allied...

The author argues for a purely naturalistic underpinning of the linguistic practice of reporting one's introspections. In doing so he avoids any commitments about the ontological status of entities referred to in introspective reports. He also presents evidence of the inadequacy of peripheralistic behaviorism as a naturalistic underpinning of introspective reports. The paper includes (a) a definition of 'introspection' and criticism of alternative definitions, (b) a classification scheme that sorts introspections into six different types, and (c) a presentation of evidence (...) that the reporting of certain of these is based on such fundamental psychological phenomena as stimulus generalization, and possibly also conditioning to covert mediating responses. (shrink)

Arthur E. Lean’s irreverent and con­troversial essays represent the distillation of many ideas about education—ideas developed during most of a lifetime spent in and about schools. In the second edition of this popular work, to which he has added eight new essays, he presents his latest observations on current ele­ments and programs in education—such as the grading system, academic rank, the teaching process, assessment of edu­cational progress—concluding that many of them are not only unnecessary but actually harmful to the (...) very process which they are supposed to serve. Covering a broad spectrum of current issues in its criticism of American edu­cation at all levels, _And Merely Teach _is a book to be read by veteran educator, beginning teacher, and lay citizen alike. Though critical of the teaching profes­sion, Arthur Lean also offers constructive suggestions in the form of practical solu­tions that are urgently needed to save our ailing educational system. (shrink)

Le positivisme, de Comte à Carnap, a marqué une étape dans le développement d’une science spéciale en dehors des sujets traités jusque là par la philosophie. Cette communication montre que la « syntaxe logique » de Carnap comme la « synthèse subjective » de Comte est un hybride, — une tranche de la philosophie en train de devenir science, et essayant, à l’étape intermédiaire de son processus, d’être à la fois science et philosophie.