Exam #3 Flashcards
1
Q
belles lettres
A
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2
Q
taste
A
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3
Q
style
A
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4
Q
beauty
A
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5
Q
sublime
A
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6
Q
perspicuity
A
.
7
Q
ornamentation
A
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8
Q
convincing v. persuading
A
Convincing: logical (logos) aspects of rhetoric; local demonstration. this is helping us understand teh case or the idea
Persuasion: ethical (ethos) and emotional (pathos)
9
Q
faculty psychology : understanding, imagination, passions, and will
A
- Based on the science of psychology during the 18th century in Britain (what roles does the brain have)
- the human mind is divided into “capacities” or “faculties”
Four faculties:
-understanding, imagination, passions/emotions, will
10
Q
Monroe’s Motivated Sequence: Attention, Need, Satisfaction, Visualization, and Action
A
.
11
Q
sign/symbol, reference, and referent
A
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12
Q
investigative objectivity
A
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13
Q
protected domain
A
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14
Q
symbol, symbol-using animal, and symbolic action
A
.
15
Q
motion v. action
A
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16
Q
division, consubstantiality, and identification
A
.
17
Q
Hugh Blair
A
• Blair (1719-1796)
○ Popular, famous Presbyterian minister
○ Regius Professor of Rhetoric and Belles
§ Lettres at University of Eddinburgh, Scotland in 1762 (King George III)
○ Taught for approximately 25 years
○ Published his lectures: Lectures on Rhetoric and Belles Lettres, 1783
“In America”, Blair’s Lectures on Rhetoric and Belles Lettres “was the most commonly used rhetoric textbook during the first half of the nineteenth century.”
18
Q
George Campbell
A
• Campbell (1719-1796) ○ Minister: church of scotland ○ Professor of Divinity (theology) at the University of Aberdeen ○ A dissertation on miracles (1762) § An attempt to refute Hume
19
Q
I. A. Richards
A
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20
Q
Charles Darwin
A
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21
Q
Dr. John Gray
A
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22
Q
John Locke
A
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23
Q
Thomas Jefferson
A
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24
Q
John Angus Campbell
A
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25
Kenneth Burke
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26
Blair’s definition of “true eloquence;”
○ "True eloquence is the art of placing truth in the most advantageous light for conviction and persuasion."
§ Interested in helping young ministers take the Truth and make it convincing and persuasive
27
Campbell’s definition of “eloquence;”
"The art of talent by which discourse is adapted to its end."
28
Richards’ definitions of rhetoric and famous saying about where “meanings” reside
○ Rejected classical teachings on rhetoric; viewed them as erroneous:
§ Classical rhetoric focused on persuasion
§ Classical rhetoric did not focus on: understanding
§ Human communication often resulted in tragic mis-understandings
○ Proposed a study of rhetoric that focused on two new definitions of rhetoric:
§ "how words work in discourse"…….AND…..
§ "A style of misunderstanding and it's remedies"
○ The proper meaning superstition
§ Meanings are in people, not in words
§ Example: the word "hug"
□ There is nothing inherent in the letters "h-u-g" that signifies an embrace
29
Dr. John Lennox’s quotation about scientific “explanations;”
.
30
Charles Darwin’s quotation about the dubious nature of “the convictions of man’s mind,” if man is simply a higher order primate
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31
Dr. John Gray’s quotation about the inability of the human mind to serve “truth” if Darwin’s theory of natural selection is true
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32
John Locke’s quotation regarding what any “rational creature, who will but seriously reflect” on “the visible marks of extraordinary wisdom and power” in “all the works of creation” should be able to discover
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33
Thomas Jefferson’s quotation regarding “the hypothesis of an eternal, pre-existence of a creator.”
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34
The Scottish Enlightenment: the influence of faculty psychology on Enlightenment thought in Scotland
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35
what Blair and Campbell did with rhetoric and psychology.
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36
Lord Kames, Hugh Blair & the Belletristic Movement: emphasis/focus of the larger Belletristic Movement
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37
Kames’ influence on the movement with his ideas about natural beauty and verbal beauty
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38
Blair’s influence on the movement with his ideas about and emphasis on the concepts of taste, beauty, style (sublime style), perspicuity, and ornamentation
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39
; the popularity of Blair’s book, Lectures on Rhetoric and the Belles Lettres
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40
what Blair argued was the key to moving the human will
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41
who Blair was primarily interested in teaching/influencing
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42
Blair’s argument for the relation of character to style
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43
Blair’s argument for the relation of character to style
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44
to whom and what Campbell was responding in his Dissertation on Miracles (1762)
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45
why and how we can argue for the existence of miracles (i.e.,
Campbell’s distinction between “deduction” and “moral reasoning”);
.
46
four (4) types
| of “moral evidence” used in “moral reasoning;”
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47
what type of approach to rhetoric Campbell advocates
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48
what “faculty psychology” held to be true about “faculties” of the human mind
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49
which “language” each faculty of the human mind responds to
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50
the sequential nature of persuasion Campbell advanced
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51
the modern version of
| Campbell’s work by Alan Monroe.
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52
Four big changes that led to a revival of interest in rhetoric: the rise of Totalitarianism
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53
concern over Cultural Fragmentation
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54
the rise of New Technology
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55
the rise of Big Science
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56
examples of increasing reliance on science
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57
the effect of World War I on
| Richards
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58
reasons for Richards’ rejection of classical rhetorical teachings
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59
Richards’ definitions of rhetoric
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60
richards: why words are not considered “real” things
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61
famous statement about where “meanings” reside
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62
the Semantic Triangle: signs/symbols, references, and referents and which have “direct” and “indirect” relationships
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63
the problem with “references” and Richards’ attempt to overcome them
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64
three (3) new problems created by the General Semantics perspective.
.
65
the reason Herrick offers for why “the posture of
objectivity,” by the natural and social sciences, “may itself be rhetorical in nature;” what Herrick means by “science thus assumes the status of a protected domain;”
.
66
what Herrick writes is “the usual treatment of science, the story often told” about science; the radical argument by Hungarian scientist, Michael Polanyi, in 1958, about “pure objectivity” and the “mechanical rules” science is said to follow
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67
how British philosopher of science, Mary Midgley, describes the theory of evolution
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68
how Midgley argues scientists have used the theory of evolution “far beyond its official function as a biological theory;” what science has historically been concerned with (as opposed to “words”);
.
69
mechanistic v. agency “explanations” about nature
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70
four (4) aspects of scientific discourse that reveal its rhetorical nature.
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71
John Angus Campbell’s work on the rhetoric of Charles Darwin;
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72
what Campbell describes as “Darwin’s Dilemma” once Darwin thought he had “discovered the mechanisms of interspecial change;”
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73
what Campbell claims was Darwin’s solution to his “dilemma;”
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74
how Campbell describes the rhetorical function of the concept of “natural selection;”
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75
how “natural selection” functions as a metaphor (to what does it compare the evolutionary process of random, unguided selection?);
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76
the reason Campbell argues that Darwin’s use of the metaphor of natural selection was “an implicitly misleading rhetorical strategy;”
.
77
what many have “imported to Darwin’s argument—a conclusion not present in the argument itself;”
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78
two (2) important aspects of “evolution under the Darwin doctrine;”
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79
the three (3) rhetorical strategies Darwin used to persuade his religious audience to accept his theory of evolution, especially what Campbell describes as the “master strategy behind Darwin’s success;”
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80
how Darwin, with his metaphor of natural selection, “walked a fine line between rhetorical stratagem and outright deception.”
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81
Burke’s primary focus in the
| study of rhetoric; reputation as a theorist of rhetoric;
.
82
how Burke views language and “reality;”
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83
Burke’s concept of humans as “symbol-creating, symbol-using, symbol-misusing animals;”
.
84
Burke’s distinction between “motion” and “action” and the interrelationship of action-intention-motive;
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85
Burke’s views on: (a) divisions among humans; (b) what we strive to create to overcome the conflict that arises from division, and (c) how we attempt to create it
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86
Burke’s dictum about “selection, deflection, reflection;”
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87
how Burke suggests we should view human social action;
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88
symbolic dramas;
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89
Burke’s “Pentad,” why it is so called, each of the five elements of it, and what the “Pentad” can be used for.
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