Wszystkie pola: Roman Rhetoric - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Creating, Sustaining, and Contesting Definitions of Reality: Marcus Tullius Cicero as a Pragmatist Theorist and Analytic Ethnographer
Autorzy:: Prus, Robert
Powiązania:: https://bibliotekanauki.pl/articles/2138649.pdf
Data publikacji:: 2010-08-30
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Cicero
Pragmatism
Ethnography
Reality
Activity
Persuasion
Symbolic interaction
Oratory
Rhetoric
Aristotle
Roman
Kenneth Burke
Opis:: Although widely recognized for his oratorical prowess, the collection of intellectual works that Marcus Tullius Cicero (106-43 BCE) has generated on persuasive interchange is almost unknown to those in the human sciences. Building on six texts on rhetoric attributed to Cicero (Rhetorica ad Herennium, De Inventione, Topica, Brutus, De Oratore, and Orator), I claim not only that Cicero may be recognized as a pragmatist philosopher and analytic ethnographer but also that his texts have an enduring relevance to the study of human knowing and acting. More specifically, thus, Cicero's texts are pertinent to more viable conceptualizations of an array of consequential pragmatist matters. These include influence work and resistance, impression management and deception, agency and culpability, identity and emotionality, categorizations and definitions of the situation, and emergence and process.
Źródło:: Qualitative Sociology Review; 2010, 6, 2; 3-50
1733-8077
Pojawia się w:: Qualitative Sociology Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Influence Work, Resistance, and Educational Life-Worlds: Quintilian’s [Marcus Fabius Quintilianus] (35-95 CE) Analysis of Roman Oratory as an Instructive Ethnohistorical Resource and Conceptual Precursor of Symbolic Interactionist Scholarship
Autorzy:: Prus, Robert
Powiązania:: https://bibliotekanauki.pl/articles/2106788.pdf
Data publikacji:: 2022-07-31
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Quintilian
Rhetoric
Aristotle
Cicero
Roman Oratory
Education
Symbolic Interactionism
Ethnohistory
Persuasive Interchange
American Pragmatism
Impression Management
Courtroom Exchanges
Opis:: Despite the striking affinities of classical Greek and Latin rhetoric with the pragmatist/interactionist analysis of the situated negotiation of reality and its profound relevance for the analysis of human group life more generally, few contemporary social scientists are aware of the exceptionally astute analyses of persuasive interchange developed by Aristotle, Cicero, and Quintilian. Having considered the analyses of rhetoric developed by Aristotle (384-322 BCE) and Cicero (106-43 BCE) in interactionist terms (Prus 2007a; 2010), the present paper examines Quintilian’s (35-95 CE) contributions to the study of persuasive interchange more specifically and the nature of human knowing and acting more generally. Focusing on the education and practices of orators (rhetoricians), Quintilian (a practitioner as well as a distinctively thorough instructor of the craft) provides one of the most sustained, most systematic analyses of influence work and resistance to be found in the literature. Following an overview of Quintilian’s “ethnohistorical” account of Roman oratory, this paper concludes by drawing conceptual parallels between Quintilian’s analysis of influence work and the broader, transcontextual features of symbolic interactionist scholarship (Mead 1934; Blumer 1969; Prus 1996; 1997; 1999; Prus and Grills 2003). This includes “generic social processes” such as: acquiring perspectives, attending to identity, being involved, doing activity, engaging in persuasive interchange, developing relationships, experiencing emotionality, attaining linguistic fluency, and participating in collective events. Offering a great many departure points for comparative analysis, as well as ethnographic examinations of the influence process, Quintilian’s analysis is particularly instructive as he addresses these and related aspects of human knowing, acting, and interchange in highly direct, articulate, and detailed ways. Acknowledging the conceptual, methodological, and analytic affinities of The Institutio Oratoria of Quintilian with symbolic interactionism, an epilogue, Quintilian as an Intellectual Precursor to American Pragmatist Thought and the Interactionist Study of Human Group Life, addresses the relative lack of attention given to classical Greek and Latin scholarship by the American pragmatists and their intellectual progeny, as well as the importance of maintaining a more sustained transcontextual and transhistorical focus on the study of human knowing, acting, and interchange.
Źródło:: Qualitative Sociology Review; 2022, 18, 3; 6-52
1733-8077
Pojawia się w:: Qualitative Sociology Review
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: How Should One Write about Masters?
Jak pisać o mistrzach?
Autorzy:: Kola, Adam F.
Powiązania:: https://bibliotekanauki.pl/articles/686794.pdf
Data publikacji:: 2019
Wydawca:: Uniwersytet Łódzki. Wydawnictwo Uniwersytetu Łódzkiego
Tematy:: Mistrz
mistrzostwo
uczeń
relacja mistrz – uczeń
Andrzej de Lazari
Ernest Gellner
Alfred Tarski
Claude Lévi-Strauss
Andrzej Walicki
Roman Jakobson
retoryka
narracja
Master
mastery
student
master-disciple relation
rhetoric
narration
Opis:: Celem artykułu jest odpowiedź na pytanie, jak pisać o mistrzach? Innymi słowy, postawione pytanie dotyczy strategii narracyjnych stosowanych przez autorów piszących o mistrzach. Główna część tekstu oparta jest na pięciu przykładach: (1) John A. Hall Ernest Gellner. An Intellectual Biography (2011), (2) Anita Burdman Feferman, Solomon Feferman Alfred Tarski. Życie i logika (2009), (3) Edmund Leach Lévi-Strauss (1998), (4) Andrzej Walicki Idee i ludzie. Próba autobiografii (2010) oraz (5) Dialogues Romana Jakobsona i Krystyny Pomorskiej. Każdy tekst przedstawia inne zestawy narzędzi i technik retorycznych, relacji autora wobec mistrza oraz cel akademicki. Porównanie tych pięciu przykładów (i mniej rozbudowanych przypadków prezentowanych w artykule) stanowi konkluzję artykułu.
The aim of the paper is to answer the question: how should one write about masters? It is a question about the narrative strategies of authors writing about masters. The presented analysis is based on five examples: (1) John A. Hall’s Ernest Gellner: An Intellectual Biography, (2) Anita Burdman Feferman and Solomon Feferman’s Alfred Tarski: Life and Logic, (3) Edmund Leach’s Lévi-Strauss, (4) Andrzej Walicki’s Idee i ludzie. Próba autobiografii [Ideas and People. An Attempt at an Autobiography], and (5) Dialogues by Roman Jakobson and Krystyna Pomorska. Each text presents different rhetorical devices, authorial relations to the master, and academic aims. The paper concludes with a critical comparison of the five examples (with the addition of some other minor cases also discussed in the paper).
Źródło:: Nauki o Wychowaniu. Studia Interdyscyplinarne; 2019, 8, 1; 70-89
2450-4491
Pojawia się w:: Nauki o Wychowaniu. Studia Interdyscyplinarne
Dostawca treści:: Biblioteka Nauki

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