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Dialectic

Dialectic

Broadly defined, Dialectic (Greek: διαλεκτική) is an exchange of propositions (theses) and counter-propositions (antitheses) resulting in a synthesis of the opposing assertions, or at least a qualitative transformation in the direction of the dialogue. It is one of the three original liberal arts or trivium (the other members are rhetoric and grammar) in Western culture. In ancient and medieval times, both rhetoric and dialectic were understood to aim at being persuasive (through dialogue). The aim of the dialectical method, often known as dialectic or dialectics, is to try to resolve the disagreement through rational discussion. One way -- the Socratic method -- is to show that a given hypothesis (with other admissions) leads to a contradiction; thus, forcing the withdrawal of the hypothesis as a candidate for truth. Another way of trying to resolve a disagreement is by denying some presupposition of the contending thesis and antithesis; thereby moving to a third (syn)thesis. ¹

In philosophy

"The history of the term dialectic would by itself constitute a considerable history of philosophy" (Barbara Cassin, ed., Vocabulaire européen des philosophies [Paris: Le Robert & Seuil, 2004], p. 306, trans. M.K. Jensen). Briefly, the term "dialectic" owes much of its prestige to its role in the philosophy of Plato, where it figures as the logical method of philosophy in the Socratic dialectical method of cross-examination. The term was given new life by Hegel, whose dialectically dynamic model of nature and history made it, as it were, a fundamental aspect of the nature of reality (instead of regarding the contradictions into which dialectics leads as a sign of the sterility of the dialectical method, as Kant tended to do in his Critique of Pure Reason). In the mid-nineteenth century, the concept of "dialectic" was appropriated by Marx (see, for example, Das Kapital, published in 1867) and Engels and retooled in a non-idealist manner, becoming a crucial notion in their philosophy of dialectical materialism. Thus this concept came, for a time, to play a prominent role on the world stage and in world history. Today, "dialectics" can also refer to an understanding of how we can or should perceive the world (epistemology), an assertion of the interconnected, contradictory, and dynamic nature of the world outside our perception of it (ontology), or a method of presentation of ideas or conclusions.

Socratic dialectic

:See also: Socratic method In Plato's dialogues, Socrates typically "argues" by means of cross-examining someone else's assertions in order to draw out the inherent contradictions within the other's position. For example, in the Euthyphro, Socrates asks Euthyphro to provide a definition of piety. Euthyphro replies that the pious is that which is loved by the gods. But, Socrates points out, the gods are quarrelsome and their quarrels, like human quarrels, concern objects of love or hatred. Euthyphro consents that this is the case. Therefore, Socrates reasons, at least one thing exists which certain gods love but other gods hate. Again, Euthyphro consents. Socrates concludes that if Euthyphro's definition of piety is true, then there must exist at least one thing which is both pious and impious (as it is both loved and hated by the gods) -- which, Euthyphro admits, is absurd. This is also known as Socratic irony.

Hegelian dialectic

Hegel's dialectic, which he usually presented in a threefold manner, was vulgarized by Heinrich Moritz Chalybäus as comprising three dialectical stages of development: a thesis, giving rise to its reaction, an antithesis which contradicts or negates the thesis, and the tension between the two being resolved by means of a synthesis. Hegel rarely used these terms himself: this model is not Hegelian but Fichtean. In the Logic, for instance, Hegel describes a dialectic of existence: first, existence must be posited as pure Being (thesis); but pure Being, upon examination, is found to be indistinguishable from Nothing (antithesis); yet both Being and Nothing are united as Becoming (synthesis), when it is realized that what is coming into being is, at the same time, also returning to nothing (consider life: old organisms die as new organisms are created or born). As in the Socratic dialectic, Hegel claimed to proceed by making implicit contradictions explicit: each stage of the process is the product of contradictions inherent or implicit in the preceding stage. For Hegel, the whole of history is one tremendous dialectic, major stages of which chart a progression from self-alienation as slavery to self-unification and realization as the rational, constitutional state of free and equal citizens. The Hegelian dialectic cannot be mechanically applied for any chosen thesis. Critics argue that the selection of any antithesis, other than the logical negation of the thesis, is subjective. Then, if the logical negation is used as the antithesis, there is no rigorous way to derive a synthesis. In practice, when an antithesis is selected to suit the user's subjective purpose, the resulting "contradictions" are rhetorical, not logical and the resulting synthesis not rigorously defensible against a multitude of other possible syntheses. The problem with the Fichtean "thesis -- antithesis -- synthesis" model is that it implies that contradictions or negations come from outside of things. Hegel's point is that they are inherent in and internal to things. This conception of dialectics derives ultimately from Heraclitus.

Marxist dialectics

Karl Marx and Friedrich Engels believed Hegel was "standing on his head", and claimed to put him back on his feet, ridding Hegel's logic of its orientation towards philosophical "idealism", and conceiving what is now known as materialist or Marxist dialectics. This is what Marx had to say about the difference between Hegel's dialectics and his own: "My dialectic method is not only different from the Hegelian, but is its direct opposite. To Hegel, the life-process of the human brain, i.e., the process of thinking, which, under the name of 'the Idea,' he even transforms into an independent subject, is the demiurgos of the real world, and the real world is only the external, phenomenal form of 'the Idea.' With me, on the contrary, the ideal is nothing else than the material world reflected by the human mind, and translated into forms of thought." Nevertheless Marx "openly avowed [himself] the pupil of that mighty thinker" and even "coquetted with modes of expression peculiar to him". Marx wrote: "The mystification which dialectic suffers in Hegel's hands, by no means prevents him from being the first to present its general form of working in a comprehensive and conscious manner. With him it is standing on its head. It must be turned right side up again, if you would discover the rational kernel within the mystical shell." In the work of Marx and Engels the dialectical approach to the study of history became intertwined with historical materialism, the school of thought exemplified by the works of Marx, Engels, and Lenin. (Marx himself never referred to "historical materialism.") A dialectical methodology came to be seen as the vital foundation for any Marxist politics, through the work of Karl Korsch, Georg Lukács and certain members of the Frankfurt School. Under Stalin, Marxist dialectics developed into what was called "diamat" (short for dialectical materialism). Some Soviet academics, most notably Evald Ilyenkov, continued with unorthodox philosophical studies of the Marxist dialectic, as did a number of thinkers in the West. One of the best known North American dialectical philosophers is Bertell Ollman. Marxists view dialectics as a framework for development in which contradiction plays the central role as the source of development. This is perhaps best exemplified in Marx's Capital, which outlines two of his central theories: that of the theory of surplus value and the materialist conception of history. In Capital, Marx had the following to say about his dialectical methodology: "In its rational form it is a scandal and abomination to bourgeoisdom and its doctrinaire professors, because it includes in its comprehension an affirmative recognition of the existing state of things, at the same time also, the recognition of the negation of that state, of its inevitable breaking up; because it regards every historically developed social form as in fluid movement, and therefore takes into account its transient nature not less than its momentary existence; because it lets nothing impose upon it, and is in its essence critical and revolutionary." At the heart of Marxist dialectics is the idea of contradiction, with class struggle playing the central role in social and political life, although Marx does identify other historically important contradictions, such as those between mental and manual labor and town and country. Contradiction is the key to all other categories and principles of dialectical development: development by passage of quantitative change into qualitative ones, interruption of gradualness, leaps, negation of the initial moment of development and negation of this very negation, and repetition at a higher level of some of the features and aspects of the original state.

Critiques of dialectic

Many philosophers have offered critiques of dialectic, and it can even be said that hostility or receptivity to dialectics is one of the things that divides twentieth-century Anglo-American philosophy from the so-called "continental" tradition, a divide that only a few contemporary philosophers (among them Richard Rorty) have ventured to bridge. One philosopher who has attacked the notion of dialectic again and again is Karl Popper. In 1937 he wrote and delivered a paper entitled "What Is Dialectic?" in which he attacked the dialectical method for its willingness "to put up with contradictions" (Conjectures and Refutations: The Growth of Scientific Knowledge [New York: Basic Books, 1962], p. 316). Popper concluded the essay with these words: "The whole development of dialectic should be a warning against the dangers inherent in philosophical system-building. It should remind us that philosophy should not be made a basis for any sort of scientific system and that philosophers should be much more modest in their claims. One task which they can fulfil quite usefully is the study of the critical methods of science" (Ibid., p. 335). In chapter 12 of volume 2 of The Open Society and Its Enemies (1944; 5th rev. ed., 1966) Popper unleashed a famous attack on Hegelian dialectics, in which he held Hegel's thought (unjustly, in the view of many philosophers, such as Walter Kaufmann) to some degree responsible for facilitating the rise of fascism in Europe by encouraging and justifying irrationalism. In section 17 of his 1961 "addenda" to The Open Society, entitled "Facts, Standards, and Truth: A Further Criticism of Relativism," Popper refused to moderate his criticism of the Hegelian dialectic, arguing that it "played a major role in the downfall of the liberal movement in Germany, . . . by contributing to historicism and to an identification of might and right, encouraged totalitarian modes of thought. . . . [and] undermined and eventually lowered the traditional standards of intellectual responsibility and honesty" (The Open Society and Its Enemies, 5th rev. ed., vol. 2 [Princeton: Princeton University Press, 1966], p. 395).

In Literature

The Fountainhead is a 1943 novel by Ayn Rand critical of dialectics.

Dialectical biology

In The Dialectical Biologist (Harvard U.P. 1985 ISBN 0-674-20281-3), Richard Levins and Richard Lewontin sketch a dialectical approach to biology. They see "dialectics" more as a set of questions to ask about biological research, a weapon against dogmatism, than as a set of pre-determined answers. They focus on the (dialectical) relationship between the "whole" (or totality) and the "parts." "Part makes whole, and whole makes part" (p. 272). That is, a biological system of some kind consists of a collection of heterogeneous parts. All of these contribute to the character of the whole, as in reductionist thinking. On the other hand, the whole has an existence independent of the parts and feeds back to affect and determine the nature of the parts. This back-and-forth (dialectic) of causation implies a dynamic process. For example, Darwinian evolution points to the competition of a variety of species, each with heterogeneous members, within a given environment. This leads to changing species and even to new species arising. A dialectical biologist would not reject this picture as much as look for ways in which the competing creatures lead to changes in the environment, as when the action of microbes encourages the erosion of rocks. Further, each species is part of the "environment" of all of the others.

Footnotes

¹ Musicologist Rose Rosengard Subotnick gives the following example: "A question posed by Fred Friendly on a PBS program entitled Hard Drugs, Hard Choices: The Crisis Beyond Our Borders (aired on WNET, Channel 13, in the New York area, February 26, 1990), illustrates that others, too, seem to find this dynamic enlightening: 'Are our lives so barren because we use drugs? Or do we use drugs because our lives are so barren?' The question is dialectical to the extent that it enables one to grasp the two opposed priorities as simultaneously valid."

Sources

- Cassin, Barbara, ed. Vocabulaire européen des philosophies. Paris: Seuil & Le Robert, 2004. ISBN 2020307308.
- Herbert Marcuse, Reason and Revolution: Hegel and the Rise of Social Theory (Humanity Books, 1999). ISBN 157392718X.
- Marx, Karl. Capital: A Critique of Political Economy. Volume 1
- Popper, Karl. The Open Society and Its Enemies. 5th ed., revised. Princeton: Princeton University Press, 1966. Reprints, Vol. 1, 1972: ISBN 0691019681. Vol. 2, 1976: ISBN 069101972X.
- ________. "What is Dialectic?" In Conjectures and Refutations: The Growth of Scientific Knowledge, 312-35. New York: Basic Books, 1962. ISBN 061313769. Reprint: Routledge, 1992, ISBN 0415043182.
- Subotnick, Rose Rosengard (1991). Developing Variations: Style and Ideology in Western Music. Minneapolis: University of Minnesota Press. ISBN 0816618739. Category:Social philosophy Category:Rhetoric ja:弁証法

Greek language

Greek (Greek Ελληνικά, IPA – "Hellenic") is an Indo-European language with a documented history of 3,500 years. Today, it is spoken by 15 million people in Greece, Cyprus, the former Yugoslavia, particularly The Former Yugoslav Republic of Macedonia, Bulgaria, Albania and Turkey. There are also many Greek emigrant communities around the world, such as those in Melbourne, Australia which is the third-largest Greek-populated city in the world, after Athens and Thessaloniki. Greek has been written in the Greek alphabet, the first true alphabet, since the 9th century B.C. and before that, in Linear B and the Cypriot syllabaries. Greek literature has a long and rich tradition.

History

This article does not cover the reconstructed history of Greek prior to the use of writing. For more information, see main article on Proto-Greek language. Greek has been spoken in the Balkan Peninsula since the 2nd millennium BC. The earliest evidence of this is found in the Linear B tablets dating from 1500 BC. The later Greek alphabet (q.v.) is unrelated to Linear B, and was derived from the Phoenician alphabet (abjad); with minor modifications, it is still used today. Greek is conventionally divided into the following periods:
- Mycenean Greek: the language of the Mycenean civilisation. It is recorded in the Linear B script on tablets dating from the 16th century BC onwards.
- Classical Greek (also known as Ancient Greek): In its various dialects was the language of the Archaic and Classical periods of Greek civilisation. It was widely known throughout the Roman empire. Classical Greek fell into disuse in western Europe in the Middle Ages, but remained known in the Byzantine world, and was reintroduced to the rest of Europe with the Fall of Constantinople and Greek migration to Italy.
- Hellenistic Greek (also known as Koine Greek): The fusion of various ancient Greek dialects with Attic (the dialect of Athens) resulted in the creation of the first common Greek dialect, which gradually turned into one of the world's first international languages. Koine Greek can be initially traced within the armies and conquered territories of Alexander the Great, but after the Hellenistic colonisation of the known world, it was spoken from Egypt to the fringes of India. After the Roman conquest of Greece, an unofficial diglossy of Greek and Latin was established in the city of Rome and Koine Greek became a first or second language in the Roman Empire. Through Koine Greek it is also traced the origin of Christianity, as the Apostles used it to preach in Greece and the Greek-speaking world. It is also known as the Alexandrian dialect, Post-Classical Greek or even New Testament Greek (after its most famous work of literature).
- Medieval Greek: The continuation of Hellenistic Greek during medieval Greek history as the official and vernacular (if not the literary nor the ecclesiastic) language of the Byzantine Empire, and continued to be used until, and after the fall of that Empire in the 15th century. Also known as Byzantine Greek.
- Modern Greek: Stemming independently from Koine Greek, Modern Greek usages can be traced in the late Byzantine period (as early as 11th century). Two main forms of the language have been in use since the end of the medieval Greek period: Dhimotikí (Δημοτική), the Demotic (vernacular) language, and Katharévousa (Καθαρεύουσα), an imitation of classical Greek, which was used for literary, juridic, and scientific purposes during the 19th and early 20th centuries. Demotic Greek is now the official language of the modern Greek state, and the most widely spoken by Greeks today. It has been claimed that an "educated" speaker of the modern language can understand an ancient text, but this is surely as much a function of education as of the similarity of the languages. Still, Koinē , the version of Greek used to write the New Testament and the Septuagint, is relatively easy to understand for modern speakers. Greek words have been widely borrowed into the European languages: astronomy, democracy, philosophy, thespian, etc. Moreover, Greek words and word elements continue to be productive as a basis for coinages: anthropology, photography, isomer, biomechanics etc. and form, with Latin words, the foundation of international scientific and technical vocabulary. See English words of Greek origin, and List of Greek words with English derivatives.

Classification

Greek is an independent branch of the Indo-European language family. The ancient languages which were probably most closely related to it, Ancient Macedonian language (which may be regarded as a dialect of Greek) and Phrygian, are not well enough documented to permit detailed comparison. Among living languages, Armenian seems to be the most closely related to it.

Geographic distribution

Modern Greek is spoken by about 15 million people mainly in Greece and Cyprus. There are also Greek-speaking populations in Georgia, Ukraine, Egypt, Turkey, Albania, Former Yugoslav Republic of Macedonia and Southern Italy. The language is spoken also in many other countries where Greeks have settled, including Armenia, Australia, Austria, Belgium, Bulgaria, Canada, Denmark, France, Germany, Netherlands, Sweden, United Kingdom, and the United States.

Official status

Greek is the official language of Greece where it is spoken by about 99.5% of the population. It is also, alongside Turkish, the official language of Cyprus. Due to the membership of Greece and Cyprus, Greek is one of the 20 official languages of the European Union.

Phonology

This section generally describes the post-Classic phonology of the Greek language. :All phonetic transcriptions in this section use the International Phonetic Alphabet

Vowel sounds

Greek has 5 vowel sounds, all phonemic:

Antitheses

antithesis Category:Doctrines and teachings of Jesus

Liberal arts

(12th century)]] The term liberal arts has come to mean studies that are intended to provide general knowledge and intellectual skills, rather than more specialized occupational or professional skills. The scope of the liberal arts has changed with society. It once emphasised the education of elites in the classics; but, with the rise of science and humanities during the Age of Enlightenment, the scope and meaning of "liberal arts" expanded to include them. Still excluded from the liberal arts are topics that are specific to particular occupations, such as agriculture, business, dentistry, engineering, medicine, pedagogy (school-teaching), and pharmacy. In the history of education, the seven liberal arts comprised two groups of studies: the trivium and the quadrivium. Studies in the trivium involved grammar, rhetoric, and dialectic (logic); and studies in the quadrivium involved arithmetic, geometry, astronomy, and music. These liberal arts made up the core curriculum of the medieval universities. The term liberal in liberal arts is from the Latin word liberalis, meaning "appropriate for free men" (social and political elites), and they were contrasted with the servile arts. The liberal arts thus initially represented the kinds of skills and general knowledge needed by the elite echelon of society, whereas the servile arts represented specialized tradesman skills and knowledge needed by persons who were employed by the elite. Today, the liberal arts are often promoted as "liberal" in a later Enlightenment sense, as liberating of the mind, removing prejudices and unjustified assumptions. In spite of the earlier medieval meaning, this is regarded by many today as the more relevant sense of the broader term liberal education. In the United States, Liberal arts colleges are still a particular kind of higher education institution that are typified by their rejection of more direct vocational education during undergraduate studies. Following completion of their undergraduate studies at liberal arts colleges, graduates often do obtain specialized training by going to other institutions, such as professional schools (for instance, in business, law, medicine, or theology) or graduate schools. Institutions outside the United States that have been inspired by U.S. liberal-arts colleges include the [http://www.ecla.de/ European College of Liberal Arts] in Germany and [http://www.ashesi.org/ Ashesi University] in Ghana. This category of higher education does not exist in the United Kingdom, and the term "liberal arts" is very little used in any contemporary context in the UK. In Melbourne, Australia, Victoria University offers a two year TAFE Diploma known as The Diploma of Liberal Arts.

External links

- [http://www.ditext.com/libed/libed.html Philosophy of Liberal Education]
- [http://www.ericdigests.org/1992-1/liberal.htm Liberal Arts at the Community College]
- [http://www.ericdigests.org/pre-926/liberal.htm A Descriptive Analysis of the Community College Liberal Arts Curriculum]
- [http://liberalarts.wabash.edu/ The Center of Inquiry in the Liberal Arts] Category:Education Category:History of education ja:リベラル・アーツ

Rhetoric

Rhetoric (from Greek ρήτωρ, rhêtôr, "orator") is one of the three original liberal arts or trivium (the other members are dialectic and grammar) in Western culture. In ancient and medieval times, both rhetoric and dialectic were understood to aim at being persuasive. The concept of rhetoric has shifted from time to time during its 2500-year history. Today rhetoric is generally described as the art of persuasion through language. Rhetoric can be described as a persuasive way in which one relates a theme or idea in an effort to convince. However, both the terms "rhetoric" and "sophistry" can be used today in a pejorative or dismissive sense, when someone wants to denigrate certain verbal reasoning as spurious.

History

Introduction

The scholarly literature on the 2500-year history and theory of rhetoric in Western culture is far too voluminous to be listed at the end of this entry. Useful reference works include Thomas O. Sloane, ed., Encyclopedia of Rhetoric (Oxford University Press, 2001); Heinrich Lausberg, Handbook of Literary Rhetoric: A Foundation for Literary Study (1960; 2nd ed. 1973; English trans, Brill, 1998); Richard A. Lanham, A Handlist of Rhetorical Terms (University of California Press, 1968; 2nd ed. 1991). For overview surveys of the scholarly literature, see Winifred Bryan Horner, ed., The Present State of Scholarship in Historical and Contemporary Rhetoric (University of Missouri Press, 1983; rev. ed. 1990); and Theresa Enos and Stuart C. Brown, eds., Defining the New Rhetorics (Sage, 1993).

Ancient Greece

Western thinking about rhetoric grew out of the public and political life of Ancient Greece, much of which revolved around the use of oratory as the medium through which philosophical ideas were developed and disseminated. For modern students today, it can be difficult to remember that the wide use and availability of written texts is a phenomenon that was just coming into vogue in Classical Greece. In Classical times, many of the great thinkers spoke their words; in fact, many of them are known only through the texts that their students and followers wrote down. As has already been noted, rhetor was the Greek term for orator. See Jeffrey Walker, Rhetoric and Poetic in Antiquity (Oxford University Press, 2000). Rhetoric thus evolved as an important art, one that provided the orator with the forms, means, and strategies of persuading an audience of the correctness of the orator's arguments. Today the term rhetoric can be used at times to refer only to the form of argumentation, often with the pejorative connotation that rhetoric is a means of obscuring the truth. Classical philosophers believed quite the contrary: the skilled use of rhetoric was essential to the discovery of truths, because it provided the means of ordering and clarifying arguments.

The Sophists

Organized thought about rhetoric began in ancient Greece. The first written manual is attributed to Corax and his pupil Tisias. Their work, as well as that of many of the early rhetoricians, grew out of the courts of law; Tisias, for example, is believed to have written judicial speeches that others delivered in the courts. Rhetoric was popularized in the 5th century BC by itinerant teachers known as sophists, the best known of whom were Protagoras (c.481-420 BC), Gorgias (c.483-376 BC), and Isocrates (436-338 BC). See Jacqueline de Romilly, The Great Sophists in Periclean Athens (French orig. 1988; English trans. Clarendon Press/Oxford University Press, 1992).

Aristotle

Plato (427-347 BC) has famously outlined the differences between true and false rhetoric. His student Aristotle (384-322 BC) has even more famously set forth an extended treatise on rhetoric that still repays careful study today. In the first sentence of The Art of Rhetoric, Aristotle says that "rhetoric is the counterpart [literally, the antistrophe] of dialectic." By this, he means that while dialectical methods are necessary to find truth in theoretical matters, rhetorical methods are required in practical matters such as adjudicating somebody's guilt or innocence when charged in a court of law, or adjudicating a prudent course of action to be taken in a deliberative assembly. For Plato and Aristotle, dialectic involves persuasion, so when Aristotle says that rhetoric is the antistrophe of dialectic, he means that rhetoric as he uses the term has a domain or scope of application that is different from the domain or scope of application of dialectic. In Nietzsche Humanist (1998: 129), Claude Pavur explains that "[t]he Greek prefix 'anti' does not merely designate opposition, but it can also mean 'in place of.'" When Aristotle characterizes rhetoric as the antistrophe of dialectic, he no doubt means that rhetoric is used in place of dialectic when we are discussing civic issues in a court of law or in a legislative assembly. The domain of rhetoric is civic affairs and practical decision making in civic affairs, not theoretical considerations of operational definitions of terms and clarification of thought -- these, for him, are in the domain of dialectic. Aristotle's treatise on rhetoric is an attempt to systematically describe civic rhetoric as a human art or skill (techne). He identifies three different types of rhetorical proof:
- ethos: how the character and credibility of a speaker influence an audience to consider him to be believable. This could be any position in which the speaker knows about the topic, from being college professor to being an acquaintance of person who experienced the matter in question.
- pathos: the use of emotional appeals. This can be done through metaphor, storytelling, or presenting the topic in a way that evokes strong emotions in the audience.
- logos: the use of facts, numbers, and figures to construct an argument. The term logic evolved from logos. He also identifies three different types of civic rhetoric: forensic (concerned with determining truth or falsity of events that took place in the past), deliberative (concerned with determining whether or not particular actions should or should not be taken in the future), and epideictic (concerned with praise and blame, demonstrating beauty and skill in the present). See Eugene Garver, Aristotle's Rhetoric: An Art of Character (University of Chicago Press,1994).

Roman rhetoricians

The Romans, for whom oration was also an important part of public life, saw much value in Aristotle's rhetoric. Cicero (106-43 BC) and Quintilian (35-100 AD) were chief among Roman rhetoricians, and their work is an extension of Aristotle's. Latin rhetoric was developed out of the Rhodian schools of rhetoric. In the second century BC, Rhodes became an important educational center, particularly of rhetoric, and the sons of noble Roman families studied there. Although not widely read in Roman times, the Rhetorica ad Herennium (sometimes attributed to Cicero, but probably not his work) is a notable early work on Latin rhetoric. Its author was probably a Latin rhetorician in Rhodes, and for the first time we see a systematic treatment of Latin elocutio. Although the Ad Herennium was not known in its time, it provides a glimpse into the early development of Latin rhetoric, and in the Middle Ages and Renaissance, it achieved wide publication as one of the basic school texts on rhetoric. Whether or not he wrote the Rhetorica ad Herennium, Cicero contributed several other works on rhetoric: De Oratore, the Brutus, and the Orator are major works; De Optimo Genere Oratorum, Topica, and De Partitione Oratia are additional minor works. Cicero, of course, was also a renowned orator, and his orations and epistles are themselves exemplars of rhetoric, and were much imitated. See James M. May, ed., Brill's Companion to Cicero: Oratory and Rhetoric (Brill, 2002). Along with Cicero, the most influential Roman rhetorician was Quintilian. His career began as a pleader in the courts of law; his reputation grew so great that Vespasian created a chair of rhetoric for him in Rome. The culmination of his life's work was the Institutio oratoria (or Institutes of Oratory), a lengthy treatise on the training of the orator. In it, Quintilian codified rhetorical studies under five canons that would persist for centuries in academic circles:
- Inventio (invention) is the process that leads to the development and refinement of an argument.
- Once arguments are developed, dispositio (disposition, or arrangement) is used to determine how it should be organized for greatest effect, usually beginning with the exordium.
- Once the speech content is known and the structure is determined, the next steps involve elocutio (style) and pronuntiatio (presentation).
- Memoria (memory) comes to play as the speaker recalls each of these elements during the speech.
- Actio (delivery) is the final step as the speech is presented in a gracious and pleasing to the audience way - the Grand Style. This work was available only in fragments in medieval times, but the discovery of a complete copy at Abbey of St. Gall in 1416 led to its emergence as one of the most influential works on rhetoric during the Renaissance. Quintilian was reacting in part to the growing tendency in Rome to value ornamentation over substance in rhetoric. However, his masterful work was not enough to curb this movement, and the second century CE saw rhetoric fall into decadence. One other figure worth mention, although he is not commonly regarded as a rhetorician, is St. Augustine (354-430). However, he was at one time a teacher of Latin rhetoric and after his conversion to Christianity, became interested in using these "pagan" arts for spreading his religion. This new use of rhetoric is explored in the Fourth Book of his De Doctrina Christiana, and laid the foundation of what would become homiletics, the rhetoric of the sermon. A valuable collection of studies can be found in Stanley E. Porter, ed., Handbook of Classical Rhetoric in the Hellenistic Period 330 B.C. - A.D. 400 (Brill, 1997).

Rhetoric from the Renaissance to the Enlightenment

After the Roman Empire the study of rhetoric continued to be central to the study of the verbal arts; but the study of the verbal arts went into decline for several centuries, followed eventually by a gradual rise in formal education, culminating in the rise of medieval universities. But rhetoric transmuted during this period in the arts of letter writing (ars dictaminis) and writing sermons (ars praedicandi). As part of the trivium, rhetoric was secondary to the study of logic, and its study was highly scholastic: students were given repetitive exercises in the creation of discourses on historical subjects (suasoriae) or on classic legal questions (controversiae). In his 1943 Cambridge University doctoral dissertation in English, Marshall McLuhan (1911-1980) surveys the verbal arts from approximately the time of Cicero down to the time of Thomas Nashe (1567-1600?). McLuhan's dissertation is scheduled to be published in a critical edition by Gingko Press in the fall of 2005 with the title The Classical Trivium: The Place of Thomas Nashe in the Learning of His Time. His dissertation is still noteworthy for undertaking to study the history of the verbal arts together as the trivium, even though the developments that he surveys have been studied in greater detail since he undertook his study. As noted below, McLuhan became one of the most widely publicized thinkers in the 20th century, so it is important to note his scholarly roots in the study of the history of rhetoric and dialectic.

Sixteenth century

Walter J. Ong's encyclopedia article "Humanism" in the 1967 New Catholic Encyclopedia provides a well-informed survey of Renaissance humanism, which defined itself broadly as disfavoring medieval scholastic logic and dialectic and as favoring instead the study of classical Latin style and grammar and philology and rhetoric. (Reprinted in Ong's Faith and Contexts (Scholars Press, 1999; 4: 69-91.) One influential figure in the rebirth of interest in classical rhetoric was Erasmus (c.1466-1536). His work, De Duplici Copia Verborum et Rerum (1512), was widely published (it went through more than 150 editions throughout Europe) and became one of the basic school texts on the subject. Its treatment of rhetoric is less comprehensive than the classic works of antiquity, but provides a traditional treatment of res-verba (matter and form): its first book treats the subject of elocutio, showing the student how to use schemes and tropes; the second book covers inventio. Much of the emphasis is on abundance of variation (copia means "plenty" or "abundance", as in copious or cornucopia), so both books focus on ways to introduce the maximum amount of variety into discourse. For instance, in one section of the De Copia, Erasmus presents two hundred variations of the sentence "Semper, dum vivam, tui meminero". Juan Luis Vives (1492 - 1540) also helped shape the study of rhetoric in England. A Spaniard, he was appointed in 1523 to the Lectureship of Rhetoric at Oxford by Cardinal Wolsey, and was entrusted by Henry VIII to be one of the tutors of Mary. Vives fell into disfavor when Henry VIII divorced Catherine of Aragon and left England in 1528. His best-known work was a book on education, De Disciplinis, published in 1531, and his writings on rhetoric included Rhetoricae, sive De Ratione Dicendi, Libri Tres (1533), De Consultatione (1533), and a rhetoric on letter writing, De Conscribendis Epistolas (1536). It is likely that many well-known English writers would have been exposed to the works of Erasmus and Vives (as well as those of the Classical rhetoricians) in their schooling, which was conducted in Latin (not English) and often included some study of Greek and placed considerable emphasis on rhetoric. See, for example, T.W. Baldwin's William Shakspere's Small Latine and Lesse Greeke, 2 vols. (University of Illinois Press, 1944). The mid-1500s saw the rise of vernacular rhetorics — those written in English rather than in the Classical languages; adoption of works in English was slow, however, due to the strong orientation toward Latin and Greek. A successful early text was Thomas Wilson's The Arte of Rhetorique (1553), which presents a traditional treatment of rhetoric. For instance, Wilson presents the five parts of rhetoric (Inuention, Disposition, Elocution, Memorie, and Utterance). Other notable works included Angel Day's The English Secretorie (1586, 1592), George Puttenham's The Arte of English Poesie (1589), and Richard Rainholde's Foundacion of Rhetorike (1563). During this same period, a movement began that would change the organization of the school curriculum in Protestant and especially Puritan circles and lead to rhetoric losing its central place. A French scholar, Petrus Ramus (1515-1572), dissatisfied with what he saw as the overly broad and redundant organization of the trivium, proposed a new curriculum. In his scheme of things, the five components of rhetoric no longer lived under the common heading of rhetoric. Instead, invention and disposition were determined to fall exclusively under the heading of dialectic, while language, delivery, and memory were all that remained for rhetoric. See Walter J. Ong, Ramus, Method, and the Decay of Dialogue: From the Art of Discourse to the Art of Reason (Harvard University Press, 1958; reissued by the University of Chicago Press, 2004, with a new foreword by Adrian Johns). One of Ramus' followers, Audomarus Talaeus (Omer Talon) published his rhetoric, Institutiones Oratoriae, in 1544. This work provided a simple presentation of rhetoric that emphasized the treatment of style, and became so popular that it was mentioned in John Brinsley's (1612) Ludus literarius; or The Grammar Schoole as being the "most used in the best schooles." Many other Ramist rhetorics followed in the next half-century, and by the 1600s, their approach became the primary method of teaching rhetoric in Protestant and especially Puritan circles. See Walter J. Ong, Ramus and Talon Inventory (Harvard University Press, 1958); Joseph S. Freedman, Philosophy and the Arts in Central Europe, 1500-1700: Teaching and Texts at Schools and Universities (Ashgate, 1999). John Milton (1608-1674) wrote a textbook in logic or dialectic in Latin based on Ramus' work, which has now been been translated into English by Walter J. Ong and Charles J. Ermatinger in The Complete Prose Works of John Milton (Yale University Press, 1982; 8: 206-407), with a lengthy introduction by Ong (144-205). The introduction is reprinted in Ong's Faith and Contexts (Scholars Press, 1999; 4: 111-41). But Ramism did not strongly influence the established Catholic schools and universities or the new Catholic schools and universities founded by members of the religious order known as the Society of Jesus, as can be seen in the Jesuit document known as the Ratio Studiorum that Claude Pavur, S.J., has recently translated into English, with the Latin text in the parallel column on each page (St. Louis: Institute of Jesuit Sources, 2005). The influence of Cicero and Quintilian permeates the Ratio Studiorum.

Seventeenth century

In New England and at Harvard College (founded 1636), Ramus and his followers dominated, as Perry Miller shows in The New England Mind: The Seventeenth Century (Harvard University Press, 1939). However, in England, several writers influenced the course of rhetoric during the seventeenth century, many of them carrying forward the dichotomy that had been set forth by Ramus and his followers during the preceding decades. Of greater importance is that this century saw the development of a modern, vernacular style that looked to English, rather than to Greek, Latin, or French models. Francis Bacon (1561-1626), although not a rhetorician, contributed to the field in his writings. One of the concerns of the age was to find a suitable style for the discussion of scientific topics, which needed above all a clear exposition of facts and arguments, rather than the ornate style favored at the time. Bacon in his The Advancement of Learning criticized those who are preoccupied with style rather than "the weight of matter, worth of subject, soundness of argument, life of invention, or depth of judgment." On matters of style, he proposed that the style conform to the subject matter and to the audience, that simple words be employed whenever possible, and that the style should be agreeable. See Lisa Jardine, Francis Bacon: Discovery and the Art of Discourse (Cambridge University Press, 1975). Thomas Hobbes (1588-1679) also wrote on rhetoric. Along with a shortened translation of Aristotle's Rhetoric, Hobbes also produced a number of other works on the subject. Sharply contrarian on many subjects, Hobbes, like Bacon, also promoted a simpler and more natural style that used figures of speech sparingly. Perhaps the most influential development in English style came out of the work of the Royal Society (founded in 1660), which in 1664 set up a committee to improve the English language. Among the committee's members were John Evelyn (1620-1706), Thomas Sprat (1635-1713), and John Dryden (1631-1700). Sprat regarded "fine speaking" as a disease, and thought that a proper style should "reject all amplifications, digressions, and swellings of style" and instead "return back to a primitive purity and shortness" (History of the Royal Society, 1667). While the work of this committee never went beyond planning, John Dryden is often credited with creating and exemplifying a new and modern English style. His central tenet was that the style should be proper "to the occasion, the subject, and the persons." As such, he advocated the use of English words whenever possible instead of foreign ones, as well as vernacular, rather than Latinate, syntax. His own prose (and his poetry) became exemplars of this new style.

Modern developments

Walter Jost has examined Rhetorical Thought in John Henry Newman (1989). (John Henry Newman lived from 1801-1890.) The Canadian Jesuit philosopher and theologian Bernard Lonergan (1904-1984), who was deeply influenced by Newman's An Essay in Aid of a Grammar of Assent (1870), worked out what he styles the generalized empirical method in Insight: A Study of Human Understanding (1957) and elsewhere. In a review article originally published in the Quarterly Journal of Speech (1985: 476-88), John Angus Campbell has characterized Lonergan's generalized empirical method as his rhetoric, an astute observation that has not yet been widely noted. Even so, Lonergan's generalized empirical method holds enormous potential for taking the theory of rhetoric to the next level of significance. (Campbell's essay is reprinted in Communication and Lonergan (Sheed & Ward, 1991: 3-22). At the turn of the twentieth century, there was a revival of rhetorical study manifested in the establishment of departments of rhetoric and speech at academic institutions, as well as the formation of national and international professional organizations. Theorists generally agree that a significant reason for the revival of the study of rhetoric was the renewed importance of language and persuasion in the increasingly mediated environment of the twentieth century. The rise of advertising and of mass media such as photography, telegraphy, radio, and film brought rhetoric more prominently into people's lives. For example, when McLuhan was working on his 1943 Cambridge University doctoral dissertation on the verbal arts and Nashe, mentioned above, he was also preparing the materials that were eventually published as the book The Mechanical Bride: The Folklore of Industrial Man (Vanguard Press, 1951). This book is a compilation of exhibits of ads and other materials from popular culture with short essays about them by McLuhan. The essays involve rhetorical analysis of the ways in which the material in the item aims to persuade, and commentary on the persuasive strategies in each item. After studying the persuasive strategies involved in such an array of items in popular culture, McLuhan shifted the focus of his rhetorical analysis and began to consider how communication media themselves impact on us as persuasive, in a manner of speaking. In other words, the communication media as such embody and carry a persuasive dimension. McLuhan uses hyperbole to express this insight when he says "the medium is the message." This shift in focus from his 1951 book led to his two most widely known books, The Gutenberg Galaxy: The Making of Typographic Man (University of Toronto Press, 1962) and Understanding Media: The Extensions of Man (McGraw-Hill, 1964). These two books led McLuhan to become one of the most publicized thinkers in the 20th century. No other scholar of the history and theory of rhetoric was as widely publicized in the 20th century as McLuhan. It should be noted here that McLuhan read Lonergan's Insight, mentioned above, in 1957 (see Letters of Marshall McLuhan, 1987: 251). Lonergan's book is an elaborate guidebook to cultivate one's inwardness and on attending to and reflecting on one's inward consciousness. McLuhan's 1962 and 1964 books represent an inward turn to attending to one's consciousness that is far more pronounced than anything found in his 1951 book or in his 1943 dissertation. By contrast, many other thinkers in the study of rhetoric are more outward oriented toward sociological considerations and symbolic interaction. McLuhan's famous dictum "the medium is the message" can be paraphrased with terminology from Lonergan. At the empirical level of consciousness, the medium is the message, whereas at the intelligent and rational levels of consciousness, the content is the message. Thus McLuhan is enjoining us to attend to the empirical level of consciousness.

Current state of rhetorical study

Rhetorical theory today is as much influenced by the research results and research methods of the behavioral sciences and by theories of literary criticism as by ancient rhetorical theory. Early rhetorical theorists attempted to turn the study of rhetoric into a social science that allowed predictive analyses of human behavior. Interdisciplinary scholars of symbol systems, such as Ernst Cassirer (1874-1945), Hugh Duncan, and most notably Kenneth Burke (1897-1993), influenced a new generation of rhetorical scholars who drew from various disciplines to more fully comprehend the phenomenon of human communication in all its aspects. While ancient rhetorical scholarship had focused primarily on rhetoric as oral speech, contemporary rhetorical theorists are interested in the panoply of human symbolic behavior—both the spoken and written word as well as music, film, radio, television, etc. Thus Kenneth Burke, who defined the human being as the "symbol-using animal," defined rhetoric as "the use of symbols to induce cooperation in those who by nature respond to symbols." Current rhetorical theory also draws heavily from cultural studies and design studies. Other notable 20th-century authors in the study of the history and theory of rhetoric include Wayne C. Booth, Edward P.J. Corbett, James Kinneavy, Richard A. Lanham, Chaim Perelman, I.A. Richards, Stephen Toulmin, and Richard M. Weaver.

References

Primary texts

The locus classicus for bilingual editions of Greek and Latin primary texts is the Loeb Classical Library that is published in the United States by Harvard University Press. For other translations, see the bibliographies accompanying the Wikipedia entries about each author. see the external links section for online editions of several important works, including" :Rhetorica ad Herennium :Cicero's De Inventione :Quintilian's Institutio oratoria :Thomas Wilson's The Arte of Rhetorique
External links

- [http://rhet.net/ rhet.net--an internet portal for rhetoricians]
- [http://humanities.byu.edu/rhetoric/silva.htm Silva Rhetoricae]
- [http://rhetoric.eserver.org/ EServer Rhetoric and Composition]
- [http://www.godstruthfortoday.org/Library/bullinger/FiguresOfSpeech.html Figures of Speech] by E.W. Bullinger Systematically Classified
- [http://www.figarospeech.com/ It Figures - Figures of Speech]
- [http://www.uky.edu/ArtsSciences/Classics/rhetoric.html A Glossary of Rhetorical Terms with Examples] by Division of Classics at The University of Kentucky.
- [http://wac.colostate.edu/books/lauer%5Finvention/ PDF edition of Janice Lauer's Invention in Rhetoric and Composition]
- [http://www.geocities.com/mskochin/workinprogress/fivechapcurr.PDF PDF edition of Michael S. Kochin's Five Chapters on Rhetoric: Character, Action, Things, Nothing, and Art]
- [http://specgram.com/CXLVII.3/09.seely.rhetoric.html Twenty Special Forms of Rhetoric]: A humorous look at twenty non-traditional but nonetheless commonly used forms of rhetorical argumentation.
- [http://www.galilean-library.org/int21.html An introduction to Rhetoric and rhetorical figures] by Paul Newall at the Galilean Library, aimed at beginners. Online primary texts
- [http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Aristot.+Rh.+1.1.1 Online Greek and English editions of Aristotle's Rhetoric]
- [http://dobc.unipv.it/scrineum/wight/herm1.htm Online Latin edition of Rhetorica ad Herrenium]
- [http://dobc.unipv.it/scrineum/wight/invs1.htm Online Latin edition of Cicero's De Inventione]
- [http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Cic.+de+Orat.+1.1 Online Latin edition of Cicero's De Oratore]
- [http://onlinebooks.library.upenn.edu/webbin/gutbook/lookup?num=9060 Online English edition of Demosthenes' orations]
- [http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Dem.+21+1 Online Greek editions of Demosthenes' orations]
- [http://www.perseus.tufts.edu/cgi-bin/ptext?lookup=Isoc.+13+1 Online Greek and English editions of Isocrates' Against the Sophists]
- [http://visualiseur.bnf.fr/Visualiseur?Destination=Gallica&O=NUMM-83897 Online edition of 1576 edition of Susenbrotus' Epitome troporum]
- [http://www.perseus.tufts.edu/cgi-bin/ptext?doc=Perseus%3Atext%3A1999.03.0096 Online edition of 1593 edition of Henry Peacham's The Garden of Eloquence]
- [http://eir.library.utoronto.ca/rpo/display/displayprose.cfm?prosenum=17 Online edition of George Puttenham's The Arte of Poesie]
- [http://darkwing.uoregon.edu/%7Erbear/arte/arte.htm Online edition of Thomas Wilson's The Arte of Rhetorique]
- Category:Linguistics Category:Narratology ja:修辞技法

Grammar

:This article is about grammar from a linguistic perspective. For English grammar rules, see English grammar or Disputed English grammar Grammar is the study of rules governing the use of language. The set of rules governing a particular language is also called the grammar of the language; thus, each language can be said to have its own distinct grammar. Grammar is part of the general study of language called linguistics. The subfields of modern grammar are phonetics, phonology, morphology, syntax, and semantics. Traditional grammars include only morphology and syntax.

Types of grammar

- A prescriptive grammar presents authoritative norms for a particular language, and tends to deprecate non-standard constructions. Traditional grammars are typically prescriptive. Prescriptive grammars are usually based on the prestige dialects of a speech community, and often specifically condemn certain constructions which are common only among lower socioeconomic groups, such as the use of "ain't" and double negatives in English. Though prescriptive grammars remain common in pedagogy and foreign language teaching, they have fallen out of favor in modern academic linguistics, as they describe only a subset of actual language usage.
- A descriptive grammar attempts to describe actual usage, avoiding prescriptive judgements. Descriptive grammars are bound to a particular speech community, and attempt to provide rules for any utterance considered grammatically correct within that community. For example, in many dialects of English, the use of double negatives is very common, though ungrammatical from the point of view of a prescriptive English grammar. A descriptive grammar of a speech community where "I didn't do nothing" is acceptable will treat that sentence as grammatical, and provide rules that account for it. A descriptive grammar of formal English would rather provide rules for "I didn't do anything."
- Traditional grammar is the collection of ideas about grammar that Western societies have received from Greek and Roman sources. Prescriptive grammar is always formulated in terms of the descriptive concepts inherited from traditional grammar. Modern descriptive grammar aims to correct the errors of traditional grammar, and generalize them, so as to avoid shoehorning all languages to the model of Latin. Nearly all materials used in teaching language, however, are still based on traditional grammar.
- A formal grammar is a precisely defined grammar, typically used for computer programming languages.
- A generative grammar is a formal grammar that can in some sense "generate" the well-formed expressions of a natural language. An entire branch of linguistic theory is based on generative grammars. Generative grammars were popularized by Noam Chomsky.

Development of grammars

Grammars evolve through usage and human population separations. With the advent of written representations, formal rules about language usage tend to appear also. Formal grammars are codifications of usage that are developed by observation. As the rules become established and developed, the prescriptive concept of grammatical correctness can arise. This often creates a gulf between contemporary usage and that which is accepted as correct. Linguists normally consider that prescriptive grammars do not have any justification beyond their authors' aesthetic tastes. However, prescriptions are considered in sociolinguistics as part of the explanation for why some people say "I didn't do nothing", some say "I didn't do anything", and some say one or the other depending on social context. The formal study of grammar is an important part of education from a young age through advanced learning, though the rules taught in schools are not a "grammar" in the sense most linguists use the term, as they are often prescriptive rather than descriptive. Planned languages are more common in the modern day. Many have been designed to aid human communication (such as Esperanto or the intercultural, highly logic-compatible artificial language Lojban) or created as part of a work of fiction (such as the Klingon language and Elvish languages). Each of these artificial languages has its own grammar. It is a myth that analytic languages have simpler grammar than synthetic languages. Analytic languages use syntax to convey information that is encoded via inflection in synthetic languages. In other words, word order is not significant and morphology is highly significant in a purely synthetic language, whereas morphology is not significant and syntax is highly significant in an analytic language. Chinese and Afrikaans, for example, are highly analytic and meaning is therefore very context dependent. (Both do have some inflections, and had more in the past; thus, they are becoming even less synthetic and more "purely" analytic over time.) Latin, which is highly synthetic, uses affixes and inflections to convey the same information that Chinese does with syntax. Because Latin words are quite (though not completely) self-contained, an intelligible Latin sentence can be made from elements placed in largely arbitrary order. Latin has a complex affixation and a simple syntax, while Chinese has the opposite. ----- In computer science, the syntax of each programming language is defined by a formal grammar. In theoretical computer science and mathematics, formal grammars define formal languages. The Chomsky hierarchy defines several important classes of formal grammars.

External links

- [http://www.krysstal.com/grammar.html Grammar Terms]
- [http://www.gramster.com/ English Grammar Software]
- [http://www.figarospeech.com/ It Figures-Figures of Speech]
- als:Grammatik ja:文法 simple:Grammar th:ไวยากรณ์

Medieval history

The Middle Ages formed the middle period in a traditional schematic division of European history into three "ages": the classical civilization of Antiquity, the Middle Ages, and modern times. The Middle Ages of Western Europe are commonly dated from the end of the Western Roman Empire (5th century) until the rise of national monarchies, the start of European overseas exploration, the humanist revival, and the Protestant Reformation starting in 1517. These various changes all mark the beginning of the Early Modern period that preceded the Industrial Revolution. The Middle Ages are commonly referred to as the medieval period or medieval times or simply medieval.

The Early Middle Ages

medieval flourished in the early Middle Ages: Hildesheim.]] As the authority of the Roman Empire dwindled in Western Europe, its territories were entered and settled by succeeding waves of "barbarian" tribal confederations, some of whom distrusted and rejected the classical culture of Rome, while others, like the Goths admired it and considered themselves the legatees and heirs of Rome. Prominent among these peoples in the movement were the Huns and Avars and Magyars with the large number of Germanic and later Slavic peoples. The era of the migrations is referred to as the Migration Period. It has historically been termed the "Dark Ages" by Western European historians, and as Völkerwanderung ("wandering of the peoples") by German historians. The term "Dark Ages" has now fallen from favour, partly to avoid the entrenched stereotypes associated with the phrase, but also partly because more recent research into the period has in fact revealed its surprising artistic sophistication, though its political and social senses were unevolved and its technologies undeveloped, compared to the preceding culture. Although the settled population of the Roman period were not everywhere decimated, the new peoples greatly altered established society, and with it, law, culture and religion, and patterns of property ownership. The Pax Romana, with its accompanying benefits of safe conditions for trade and manufacture, and a unified cultural and educational milieu of far-ranging connections, had already been in decline for some time as the 5th century drew to a close. Now it was largely lost, to be replaced by the rule of local potentates, and the gradual break-down of economic and social linkages and infrastructure. This break-down was often fast and dramatic as it became unsafe to travel or carry goods over any distance and there was a consequent collapse in trade and manufacture for export. Major industries that depended on trade, such as large-scale pottery manufacture, vanished almost overnight in places like Britain. The Islamic invasions of the 7th and 8th centuries, which conquered the Levant, North Africa, Spain, Portugal and some of the Mediterranean islands (including Sicily), increased localization by halting much of what remained of seaborne commerce. So where sites like Tintagel in Cornwall had managed to obtain supplies of Mediterranean luxury goods well into the 6th century, this connection too was lost. Administrative, educational and military infrastructure quickly vanished, leading to the rise of illiteracy among leadership.

A new order

Until recently it has been common to speak of "barbarian invasions" sweeping in from beyond Imperial borders and bringing about the end of the Roman Empire. Modern historians now acknowledge that this presents an incomplete portrait of a complex time of migration. In some important cases, such as that of the Franks entering Gaul, settlement of the newcomers took place over many decades, as groups seeking new economic opportunities crossed into Roman territory, retaining their own tribal leadership, and acculturating to or displacing the Gallo-Roman society, often without widespread violence. Other outsiders, like Theodoric of the Ostrogoths, were civilized, though illiterate patrons, who saw themselves successors to the Roman tradition, employing cultured Roman ministers, like Cassiodorus. Like the Goths, many of the outsiders were foederati, military allies of the Empire, who had earned rights of settlement, including among others the Franks and the Burgundians. Between the 5th and 8th centuries a completely new political and social infrastructure developed across the lands of the former empire, based upon powerful regional noble families, and the newly established kingdoms of the Ostrogoths in Italy, Visigoths in Spain and Portugal, Franks and Burgundians in Gaul and western Germany, and Saxons in England. These lands remained Christian, and their Arian conquerors were soon converted, following the example of the pagan Frank Clovis I. The interaction between the culture of the newcomers, the remnants of classical culture, and Christian influences, produced a new model for society. The centralized administrative systems of the Romans did not withstand the changes, and the institutional support for large scale chattel slavery largely disappeared. However beyond these areas of Europe were many people with little or no contact with Christianity or with classic Roman culture. Warrior people such as the Avars and the Vikings were still capable of causing major disruption to the newly emerging societies of Western Europe. The Christian Church, the only centralized institution to survive the fall of the western Roman Empire intact, was the sole unifying cultural influence, preserving its selection from Latin learning, maintaining the art of writing, and a centralized administration through its network of bishops. The Early Middle Ages are characterized by the urban control of bishops and the territorial control exercised by dukes and counts. The rise of urban communes marked the beginning of the High Middle Ages. bishop Outside the de-urbanized remains of cities, the power of central government was greatly reduced. Consequently government authority, and responsibility for military organization, taxation and law and order, was delegated to provincial and local lords, who supported themselves directly from the proceeds of the territories over which they held military, political and judicial power. In this lay the beginnings of the feudal system. The High Middle Ages would see the regrowth of centralized power, and the growth of new "national" identities, as strong rulers sought to eliminate competition (and potential threat to their rule) from powerful feudal nobles. Well known examples of such consolidation include the Albigensian Crusade and the Wars of the Roses. This hierarchy of reciprocal obligations, known as feudalism or the feudal system, binding each man to serve his superior in return for the latter's protection, made for a confusion of territorial sovereignty (since allegiances were subject to change over time, and were sometimes mutually contradictory). The benefit of feudalism however, was its resiliency, and the ability of local arrangements to provide stable government in the absence of a strong royal power in a political order distinguished by its lack of uniformity. Territoriality was reduced to a network of personal allegiances. In the east, the Eastern Roman Empire (called by historians the "Byzantine Empire"), maintained a form of Christianised Roman rule in the lands of Asia Minor, Greece and the Slavic territories bordering Greece, and in Sicily and southern Italy. The eastern emperors had maintained a nominal claim to rule over the west, reconquered by Belisarius, but this was a political fiction under Lombard rule and became strongly disputed from 800, with the creation of the so-called Holy Roman Empire, under Charlemagne, briefly uniting much of modern day France, western Germany and northern Italy. From now on, Europe was to be bi-polar, with east and west competing for power and influence in the largely un-christianized expanses of northern Europe. The spread of Christianity in the Migrations Period, both from the Mediterranean area and from Ireland, occasioned a pre-eminent cultural and ideological role for its abbots, and the collapse of a res publica meant that the bishops became identified with the remains of urban government. Christianity provided the basis for a first European "identity," Christendom, unified until the separation of Orthodox Churches from the Catholic Church in the Great Schism of 1054, one of the dates that marks the onset of the High Middle Ages.

A Carolingian renaissance

See also the careers of Charlemagne and Otto I, Holy Roman Emperor.
The High Middle Ages
:Main article: High Middle Ages From beginnings roughly about the year 1000, greater stability came to the lands of western Europe. With the brief exception of the Mongol incursions, major barbarian invasions had ceased. The advance of Christian kingdoms and military orders into previously pagan regions in the Baltic and Finnic northeast brought the forced assimilation of numerous native peoples to the European entity. The "High Middle Ages" describes the expansionist culture and intellectual revival from the late 11th century to the beginning of the 14th. In central and northern Italy and in Flanders the rise of towns that were self-governing to some degree within their territories marked a beginning for re-urbanization in Western Europe. In Spain and Portugal, a slow reconquest of the urban and literate Muslim-ruled territories began. One consequence of this was that the Latin-literate world gained access to libraries that included classical literature and philosophy. Through translations these libraries gave rise to a vogue for the philosophy of Aristotle. Meanwhile, trade grew throughout Europe as the dangers of travel were reduced, and steady economic growth resumed. This period saw the formation of the Hanseatic league and other trading and banking institutions that operated across western Europe. The first universities were established in major European cities from 1080 onwards, bringing in a new interest and inquisitiveness about the world. Literacy began to grow, and there were major advances in art, sculpture, music and architecture. Large cathedrals were built across Europe, first in the romanesque, and later in the more decorative gothic style.
The Crusades
:Main article: Crusade Following the Great Schism, prime examples of the force of the divided cultural identities of Christendom can be found in the unfolding developments of the Crusades, during which Popes, kings, and emperors drew on the concept of Christian unity to inspire the population of Western Europe to unite and defend Christendom from the aggression of Islam, often at the expense of the Byzantine Empire. From the 7th century onward, Islam had been gaining ground along Europe's southern and eastern borders. Muslim armies conquered Egypt, the rest of North Africa, Jerusalem, Spain, Sicily, and most of Anatolia (in modern Turkey), although they were finally turned back in western Europe by Christian armies at the Battle of Tours in southern France. Political unanimity in Europe was less secure than it appeared, however, and the military support for most crusades was drawn from limited regions of Europe. Substantial areas of northern Europe also remained outside Christendom until the twelfth century or later; these areas also became crusading venues during the expansionist High Middle Ages.
Technology
:Main article: Medieval technology During the 12th and 13th century in Europe there was a radical change in the rate of new inventions, innovations in the ways of managing traditional means of production, and economic growth. The period saw major technological advances, including the invention of cannons, spectacles and artesian wells; and the cross-cultural introduction of gunpowder, silk, compass and astrolabe from the east. There was also great improvements with ships and upon the clock. The latter advances made possible the dawn of the Age of Exploration.
The Late Middle Ages (circa 1300-1500)
:Main article: Late Middle Ages The 14th century witnessed a decline that began with the first economic retrenchment after the long, gently inflationary rise of a unified economy that had been under way since the 11th century. The European climate itself was worsening, after the long Medieval Warm Period, leading to the onset of the Little Ice Age. In the Black Death, large areas of Western Europe lost up to a third of their population, especially in the crowded conditions of the towns, where the heart of innovations lay. The Black Death sealed a sudden end to the previous period of massive change, which resumed centuries later in the Early Modern Period. Politically, the later Middle Ages were typified by the decline of feudal power replaced by the development of strong, royalty-based nation-states. Wars between kingdoms, such as the Hundred Years' War between England and France, weakened the Christian nations in their confrontations with Islam. Religously Christendom was increasingly divided during the Western Schism, which resulted in greater loyalty to national churches, though lay piety rarely wavered. The Great Famine of 1315-1317, the Black Death of 1348, popular uprisings all produced stresses while encouraging creative social, economic, and technological responses that signalled the end of the old medieval order and laying the groundwork for further great changes in the Early Modern Period. In the east, the Byzantine Empire followed a separate destiny, with its strongest period coinciding with the Western collapse during the Early Medieval period. After the Battle of Manzikert (1071), the former empire was reduced to a shell; it survived until 1453, but in a diminished and weakened form.
Historiography

Middle Ages in history
:Main article: Middle Ages in history After the Middle Ages ended subsequent generations imagined, portrayed and interpreted the Middle Ages in different ways. Every century has created its own vision of the Middle Ages, the 18th century view of the Middle Ages was entirely different from the 19th century which was different from the 16th century view. The reality of these images remains with us today in the form of film, architecture, literature, art and popular conception.
Medieval and Middle Ages

"Middle Age"
The term "Middle Age" ("medium ævum") was first coined by Flavio Biondo, an Italian humanist, in the early 15th Century. Until the Renaissance (and some time after) the standard scheme of history was to divide history into six ages, inspired by the biblical six days of creation, or four monarchies based on Daniel 2:40. The early Renaissance historians instead talked about two periods in history, that of Ancient times and that of the period referred to as the "Dark Age". In the early 15th Century it was believed history had evolved from the Dark Age to a Modern period and scholars began to write about a middle period between the Ancient and Modern, which became known as the Middle Age. This is known as the three period view of history. The plural form of the term, Middle "Ages", is used in English, Dutch, Russian and Icelandic while all other European languages uses the singular form. This difference originates in different Neo-Latin terms used for the Middle Ages before media aetas became the standard term. Some were singular (media aetas, media antiquitas, medium saeculum and media tempestas), others plural (media saecula and media tempora). There seem to be no simple reason why a particular language ended up with the singular or the plural form. Further information can be found in Fred C. Robinson: "Medieval, the Middle Ages" in Speculum, Vol. 59:4 (Oct. 1984), p. 745-56. The common subdivision Early, High and Late Middle Ages came into use after World War I. It was caused by the works of Henri Pirenne (in particular the article "Les periodes de l'historie du capitalism" in Academie Royale de Belgique. Bulletin de la Classe des Lettres, 1914) and Johan Huizinga (The Autumn of the Middle Ages, 1919). A medieval era can also be applied to other parts of the world that historians have seen as embodying the same feudal characteristics as Europe in this period. The pre-westernization period in the history of Japan is sometimes referred to as medieval. The pre-colonial period in the developed parts of sub-Saharan Africa is also sometimes termed medieval. Today historians are far more reluctant to try to fit the history of other regions to the European model and these terms are less often used.
"Medieval"
The term "medieval" was first contracted from the Latin medium ævum, or more precisely "middle epoch", by Enlightenment thinkers as a pejorative descriptor of the Middle Ages. The spelling of "medieval" may depend on context. Medieval is the modern English spelling, used in normal discourse in England and elsewhere. Mediaeval is a legacy of the Latin spelling Mediæval, which uses the diphthong ae rendered as a ligature; it is an antiquated spelling found in older works, or those that emphesis the words Latin origins. Medieval was originally a pejorative description, and as such it has taken on broader meanings that usually impart some kind of value judgement, such as things that are old, "byzantine", "gothic", crude, heavy, harsh, or dark in nature.
Periodization issues
:See also: Periodization It is extremely difficult to decide when the Middle Ages ended, and in fact scholars assign different dates in different parts of Europe. Most scholars who work in 15th century Italian history, for instance, consider themselves Renaissance or Early Modern historians, while anyone working on England in the early 15th century is considered a medievalist. Others choose specific events, such as the Turkish capture of Constantinople or the end of the Anglo-French Hundred Years' War (both 1453), the invention of printing by Johann Gutenberg (around 1455) or the fall of Muslim Spain or Columbus's voyage to America (both 1492), or the Protestant Reformation starting 1517 to mark the period's end. In England the change of monarchs which occurred on 22 August 1485 at the Battle of Bosworth is often considered to mark the end of the period, Richard III representing the old medieval world and the Tudors, a new royal house and a new historical period. Similar differences are now emerging in connection with the start of the period. Traditionally, the Middle Ages is said to begin when the West Roman Empire formally ceased to exist in 476. However, that date is not important in itself, since the West Roman Empire had been very weak for some time, while Roman culture was to survive at least in Italy for yet a few decades or more. Today, some date the beginning of the Middle Ages to the division and Christianization of the Roman Empire (4th century) while others, like Henri Pirenne see the period to the rise of Islam (7th century) as "late Classical". The Middle Ages are often subdivided into an early period (sometimes called the "Dark Ages", at least from the fifth to eighth centuries) of shifting polities, a relatively low level of economic activity and successful incursions by non-Christian peoples (Slavs, Arabs, Scandinavians, Magyars); a middle period (the High Middle Ages) of developed institutions of lordship and vassalage, castle-building and mounted warfare, and reviving urban and commercial life; and a later period of growing royal power, the rise of commercial interests and weakening customary ties of dependence, especially after the 14th-century plague.
Religion in the Middle Ages

- Holy Roman Empire
- The Crusades
- Pilgrimage
- Papacy
- Medieval Inquisition
- Heresy (for example, Arian; Cathar; John Wyclif)
- Alchemy
- Monastic orders
- Benedictines
- Carthusians
- Cistercians
- Mendicant friars
- Franciscans
- Dominicans
- Carmelites
- Augustinians
- Judaism
- Islam (Western Europe): Moors
- Islam (Eastern Europe): Sultanate of Rum & Ottoman Empire
See also

- Medieval art
- Medieval architecture
- Medieval climate optimum
- Medieval communes
- Medieval Chronological Timeline
- Medieval demography
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Dialectic

In philosophy

Socratic dialectic

Hegelian dialectic

Marxist dialectics

Critiques of dialectic

In Literature

Dialectical biology

See also

Footnotes

Sources

Greek language

History

Classification

Geographic distribution

Official status

Phonology

Vowel sounds

Antitheses

Liberal arts

See also

Further reading

External links

Rhetoric

History

Introduction

Ancient Greece

The Sophists

Aristotle

Roman rhetoricians

Rhetoric from the Renaissance to the Enlightenment

Sixteenth century

Seventeenth century

Modern developments

Current state of rhetorical study

See also

Rhetorical remedies

References

Primary texts

External links

Grammar

Types of grammar

Development of grammars

See also

Grammatical devices

Grammatical terms

Related topics

References

External links

Medieval history

The Early Middle Ages

A new order

A Carolingian renaissance

The High Middle Ages

The Crusades

Technology

The Late Middle Ages (circa 1300-1500)

Historiography

Middle Ages in history

Medieval and Middle Ages

"Middle Age"

"Medieval"

Periodization issues

Religion in the Middle Ages

See also