Modern converged mass media, particularly television and the World Wide Web, may be fostering a new orality in opposition to traditional alphabetical literacy. Scholars of orality and literacy maintain that oral cultures feature reduced levels of critical assessment of media messages. An analysis of Aristotle's description of ethos, as presented in that philosopher's Rhetoric, suggests that an oral culture can foster media that deliver selective truths, or even lies, thus ranking poorly in hierarchical ethical schemata such as those developed by (...) Kohlberg, Gilligan, and Baker. (shrink)

Certain Greek texts depict Helen in a manner that connects her elusive body with the elusive maneuvers of the persuasive story. Her too-mobile body signals in these texts the obscurity of agency in the seduction scene and serves as a device for tracking the dynamics of desire. In so doing this body propels poetic narrative and gives structure to persuasive argumentation. Although the female figure in traditional texts is always the object of male representation, in this study I examine a (...) set of images of a female body whose representation ultimately seems to frustrate the narrative strategies for which its depiction was created. What emerges in the fifth century as a rhetorical technique begins in Book 3 of the Iliad as a narrative strategy that uses Helen's cloaked and disappearing body to catalyze plot, and develops in Sappho's fr. 16 into a logic of desire shaped by the movement of Helen's and other bodies in the visual field. Gorgias, in the Encomium of Helen, transforms these depictions of Helen into an argument that is structured by Helen's body, an argument that Helen herself employs in Euripides' Troades, where her own body serves as the anatomy of her argument. These texts all associate Helen's body with a type of persuasive narrative that repeatedly invokes the field of vision, describing physical presence in terms that aim at attracting the eye. At the same time this verbal portraiture disrupts the audience's perspective by depicting bodies as cloaked, mobile, and/or half seen, and by obscuring distinctions between desirer and desired, viewer and viewed. As both subject and object in this viewing process, Helen's body comes to be associated with the double vision of seduction and the distracting power of persuasive images, which seduce the mind's eye while eluding the mind's grasp. (shrink)

This paper argues that the Encomium of Helen must be seen as a speech about the value and importance of wisdom in human life and not as much as one as about logos. Gorgias sustains his vision based on a certain intellectualism which reduces moral faults to intellectual errors. This intellectualist program comprises a rationalization of emotions and a commitment with a certain tradition that discriminates between a minority with knowledge and a majority with only opinion. The consequence for Helen (...) is that she can be excused from her action at the expense of being reproached for her lack of wisdom and is thus relegated to the ignorant majority. Therefore, what is initially praise and an apology turns into severe blame. For this, I argue, the encomium can be qualified as an amusement (paignion). For the Encomium’s listeners the amusement becomes a challenge that demands they decipher the speech’s paradoxical character and appeal to their own wisdom to not be reproached like Helen. Thus the Encomium cannot be seen as a treaty nor as mere joke but rather as an intellectual agôn between the speech and the listener, which serves them “to arm the soul for contests of excellence”, as the epigram dedicated to Gorgias in Delfos says. (shrink)

I begin with an anecdote. While a senior at a small liberal arts college, I participated in a year-long senior seminar on evolution. The central questions were how we come to be human and, more basically, what it means to be human. Units were taught from the perspectives of biology, various traditions of philosophy, theology, education, history, and world literature. Faculty were drawn from across the curriculum, each taking units and assigning readings from their discipline that addressed our central questions (...) from an evolutionary perspective. Importantly, the faculty leading seminar discussions also attended each session, so that every meeting possessed the possibility of full-scale intellectual battle not only... (shrink)

Once upon a time, there were no academic disciplines. There were no definitions, either, at least as we understand them. Plato and Aristotle changed both of those situations in ways that continue to influence Western thought. If Plato's and Xenophon's accounts are to be trusted, Socrates and Prodicus also deserve credit for early efforts to define words, thereby helping to formulate the classic Socratic/Platonic question "What is X?" And here we are, twenty-four hundred years later, still occasionally wrestling with how (...) to describe rhetoric, philosophy, and the relationship between the two.Drawing on my thirty-five years of thinking and writing about the classical and contemporary mediation of philosophy and... (shrink)