FANCY FOOTWORK:Introducing the Sophists

The Sophists

Sophists The term related

to the Greek words sophos and sophia, commonly translated as “wise” and “wisdom”

Sophists The term related

to the Greek words sophos and sophia, commonly translated as “wise” and “wisdom”

A “sophist”, then, is simply a “wise man”

Periclean Democracy Pericles, an

Athenian general, politician and renowned orator ushered in what is generally considered the golden age of Athens—he fostered the arts and executed a large number of public works

Periclean Democracy The constitutional

reforms he instigated in Athens in 462/461 B.C. was based upon two principles:

Periclean Democracy 1) That power

should be with the people as a whole and not a small section of the citizen body;

Periclean Democracy 1) That power should

be with the people as a whole and not a small section of the citizen body;

2) That high offices should be entrusted to those best fitted and most able to carry out civic functions

Periclean Democracy“What the sophists were able to offer was in no sense a contribution to the education of the masses. They offered an expensive product invaluable to those seeking a career in politics and public life generally. . .”(Kerferd 17)

The Major Players

The Major Players Protagoras

The Major Players Protagoras Born about 490

B.C. in Thrace

The Major Players Protagoras Born about 490

B.C. in Thrace

The Major Players Protagoras Born about 490

B.C. in Thrace Met Pericles; later

appointed by him to write laws for the Athenian colony of Thurii in 444 B.C.

The Major Players Protagoras A successful and

respected teacher who demanded a large fee

The Major Players Protagoras A successful and

respected teacher who demanded a large fee

Range of interests included ethics, politics, theology, education, cultural history, literary criticism, linguistic studies and rhetoric

The Major Players Protagoras Most famous for

his statement: “Man is the measure of all things.”

The Major Players Gorgias

The Major Players Gorgias Born in Leontini,

Sicily around 480 B.C.

The Major Players Gorgias Born in Leontini,

Sicily around 480 B.C.

In 427, sent as an ambassador by Leontini to Athens, which he visited repeatedly or even settled there

The Major Players Gorgias His oratorical

virtuosity amazed Athenians

The Major Players Gorgias His oratorical

virtuosity amazed Athenians

Famous for his extemporaneous oratory—he would ask an audience to suggest a subject that he would then speak about knowledgeably

The Major Players Isocrates

The Major Players Isocrates Born to a wealthy

family in Athens in 436 B.C.

The Major Players Isocrates Born to a wealthy

family in Athens in 436 B.C.

Student of Gorgias; also an acquaintance of Socrates

The Major Players Isocrates Set up his own

school of rhetoric around 392 B.C. emphasizing sophist principles of rhetoric, especially kairos

The Major Players Isocrates Believed that for his

students to succeed, they required three things: a natural ability; knowledge gained by imitation and practice, and a means to apply that practice

Rhetoric, Athletics, and the Sophists’ Three R’s

Bodily Pedagogies:

Bodily Pedagogies

“I want to instead explore a connection that inhered

in ancient practices. . .that between

rhetorical training and athletic training” (142)

Bodily PedagogiesIn this article, Hawhee explores the connections between the ancient

Athenian gymnasium and the teaching of rhetoric. In particular, she emphasizes how the rhythmic music of the gymnasium was used for both athletic training and the

learning of oratory.

Bodily Pedagogies“From this spatial intermingling of practices, there emerged a curious syncretism between athletics and rhetoric, a particular crossover in

pedagogical practices and learning styles, a crossover that

contributed to the development of rhetoric as a bodily art. . .”(144)

Bodily Pedagogies

In particular, Hawhee notes how crucial the body is for

the development of an Athenian citizen ethos for both arts, since they both emphasize what she calls the “Three R’s”: rhythm, repetition, and response.

Bodily Pedagogies

Ethos: A Greek word originally meaning “accustomed

place”, the term points to customs and habits

Ethos also forms the root of “ethikos” meaning moral or showing a moral character

Bodily Pedagogies

Ethos: Aristotle emphasizes ethos

as tool for persuasion through the presentation of an orator’s moral character

The Sounds of Ancient Greece

Ancient Greek’s distinct sound and rhythm: here’s an excerpt from The Odyssey

The Sounds of Ancient Greece

Here’s the sound of the aulos

A second example, this time with a more distinct rhythm

Bodily PedagogiesSince, as Hawhee

emphasizes, music and rhythm represent key elements in the

education of a young Athenian wishing to cultivate a citizen

ethos, let’s attempt to use these techniques to review her article.

Bodily PedagogiesI will put you into groups and each

group will be assigned a section

from Hawhee’s article.

Bodily PedagogiesYour task will be to review this section

and write a summary of it that emphasizes the key arguments and ideas that you find there; you will also emphasize any terms you think are important as well.

Bodily PedagogiesNext, listening to the music, you will revise

your text in a way that echoes the rhythm of

the aulos. You will practice the text aloud with the music; you will also be encouraged to

design gestures or physical movements to aid in the memory of

ideas and/or key terms.

Bodily PedagogiesEach group will then present their section to the class, in sync with the aulos. Each

group can speak together or

individuals could represent different terms, repeating a

particular movement emphasizing it.

Bodily PedagogiesAudience

participation is encouraged. Gaining the participation of

the audience is a way to build ethos in the classroom, and help make your material

more memorable and persuasive.

Bodily PedagogiesI’ll give each group

about fifteen-twenty minutes to put your

presentations together and then I’ll

ask each group to share with the class.

I’ll keep playing the aulos clip to help you

prepare.

Dissoi Logoi or Dialexeis

Dissoi Logoi or Dialexeis Dissoi Logoi is an

anonymous sophistic treatise written some time around the end of the Peloponnesian War (so around 404 B.C.)

Dissoi Logoi or Dialexeis

The anonymous author discusses opposing arguments and the points of view each position entails

Dissoi Logoi or Dialexeis

This text is considered “sophistic” due to its emphasis on the role of language in making meaning.

Dissoi Logoi or Dialexeis First, let’s get

more familiar with the text. There are nine sections in this treatise. I will break you up into groups. Each group will summarize their assigned section, emphasizing:

Dissoi Logoi or Dialexeis First, let’s get

more familiar with the text. There are nine sections in this treatise. I will break you up into groups. Each group will summarize their assigned section, emphasizing:

The position of the writer;

Dissoi Logoi or Dialexeis First, let’s get

more familiar with the text. There are nine sections in this treatise. I will break you up into groups. Each group will summarize their assigned section, emphasizing:

The position of the writer;

The opposing position(s)

Dissoi Logoi or Dialexeis First, let’s get more

familiar with the text. There are nine sections in this treatise. I will break you up into groups. Each group will summarize their assigned section, emphasizing:

The position of the writer;

The opposing position(s)

I’ll give you about ten minutes to do this, then each group will share their findings

Dissoi Logoi or DialexeisNow, let’s apply the Big Four:#1 How does this theorist/thinker define rhetoric?

Dissoi Logoi or DialexeisNow, let’s apply the Big Four:#2: What are the consequences of this definition for: a) Creators of Texts

(rhetors) b) “Readers” of Texts

(audiences) c) Locations of Texts

(situations)

Dissoi Logoi or DialexeisNow, let’s apply the Big Four:#3: What is the relationship between language and knowledge (epistemology) in this definition?

Dissoi Logoi or DialexeisNow, let’s apply the Big Four:#4: How might this definition be applied (or not) to contemporary texts?

FANCY FOOTWORK:Introducing the Sophists