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

 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 Pedagogies In 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 Odyssey

The Sounds of Ancient Greece  Here’s the sound of the aulos aulos  A second example, this time with a more distinct rhythm A second example

Bodily Pedagogies Since, 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 Pedagogies I will put you into groups and each group will be assigned a section from Hawhee’s article.

Bodily Pedagogies Your 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 Pedagogies Next, 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 Pedagogies Each 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 Pedagogies Audience 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 Pedagogies I’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 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 Dialexeis Now, let’s apply the Big Four: #1 How does this theorist/thinker define rhetoric?

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

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

FANCY FOOTWORK: Introducing the Sophists