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Journal articles on the topic 'Lessons of rhetoric Declamation'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Margiotta, Giovanni. "Rhetoric between historical fiction and reality: the controversia in Fronto's correspondence." Rhetorica 39, no. 3 (2021): 273–96. http://dx.doi.org/10.1525/rh.2021.39.3.273.

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In ancient education, controversia was a form of declamation which engaged students in discussion of a fictional judicial case. As the apex of rhetorical training, it provided a high level of proficiency in composition and delivery techniques, and every young man of the Roman upper-class had to deal with this exercise and its deliberative counterpart (suasoria). This article explores the role of controversia within the didactic programme devised by Cornelius Fronto for Marcus Aurelius’ education. After an account of ‘indirect’ approaches to declamation, I will analyse the themes of controversi

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2

Winterbottom, Michael. "Something new out of Armenia." Letras Clássicas, no. 8 (November 1, 2004): 111. http://dx.doi.org/10.11606/issn.2358-3150.v0i8p111-128.

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This paper aims to examine the closeness of Quintilian to Aelius Theon in the light of the known Greek and also the new Armenian material. In the process I shall be trying to establish precisely what went on in an ancient school of rhetoric at the pre-declamation stage; I shall hope to throw some new light on Quintilian’s tenth book; and I shall argue that what a boy learned before he came on to declamation ‘proper’ was of great importance to his education, and had a disproportionate effect on anything he might write in later life.

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Christiansen, Nancy L. "Rhetoric as Character-Fashioning: The Implications of Delivery's “Places” in the British Renaissance Paideia." Rhetorica 15, no. 3 (1997): 297–334. http://dx.doi.org/10.1525/rh.1997.15.3.297.

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Abstract: Pronuntiatio teaches charaeter creation and analysis. Because the rhetorical curriculum in the British Renaissance considers pronuntiatio essential, retains the educational goal of facilitas, treats every “text” as a declamation, and depicts inventio, dispositio, elocutio, and memoria in behavioral metaphors with rules mirroring those of pronuntiatio, Renaissance rhetoric is in practice an art of behavior centrally concerned with decorum. This connection between Renaissance rhetoric and ethics suggests a defense for the claim that the good orator is the good man and expands the domai

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Van Den Berg, Christopher S. "INTRATEXT, DECLAMATION AND DRAMATIC ARGUMENT IN TACITUS' DIALOGUS DE ORATORIBUS." Classical Quarterly 64, no. 1 (2014): 298–315. http://dx.doi.org/10.1017/s0009838813000736.

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Tacitus' Dialogus de oratoribus (c. 100 c.e.) may be the most perplexing of the extant Roman dialogues, quite possibly, of the entire Greco-Roman tradition. Despite advances in the rhetorical and literary appreciation of ancient dialogues, this text continues to elude understanding. Oddly, the difficulties stem neither from obscurities of subject matter and presentation nor from any anomalism vis-à-vis the norms of the genre. Six compelling speeches lucidly detail the value, history and development of eloquentia (‘skilled speech’) from the perspective of the late first and early second centuri

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MacPhail, Eric. "Philosophers in the New World: Montaigne and the Tradition of Epideictic Rhetoric." Rhetorica 30, no. 1 (2012): 22–36. http://dx.doi.org/10.1525/rh.2012.30.1.22.

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This article studies the essays of Michel de Montaigne in the context of the tradition of epideictic rhetoric from antiquity to the Renaissance, with particular attention to the humanist reception of Aristotle's Rhetoric. The focus of this attention is the relationship between epideictic and consensus, which proves to be more problematic than Aristotle seems to have anticipated. If we read Montaigne's essay “Des Cannibales” as a paradoxical encomium and compare it to Plutarch's declamation on the fortune of Alexander, we can see how epideictic works to undermine consensus and even to challenge

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6

Heath, Malcolm. "Pseudo-Dionysius Art of Rhetoric 8-11: Figured Speech, Declamation, and Criticism." American Journal of Philology 124, no. 1 (2003): 81–105. http://dx.doi.org/10.1353/ajp.2003.0020.

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7

Mack, Peter. "Twenty-fourth Annual Margaret Mann Phillips Lecture: Erasmus’ Contribution to Rhetoric and Rhetoric in Erasmus’ Writing." Erasmus Of Rotterdam Society Yearbook 32, no. 1 (2012): 27–45. http://dx.doi.org/10.1163/18749275-00000004.

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This paper claims that Erasmus was the most important and influential theorist of rhetoric in the Renaissance and that Erasmus’ thinking is heavily influenced by rhetoric. After showing that Erasmus wrote the most successful rhetoric textbooks of the sixteenth century and that he ontinued to compose and revise rhetoric books from the 1490s right up to his death in 1536, the paper argues that rhetorical ideas condition Erasmus’ way of thinking and arguing about editing, commentary, and religious teaching. Then the paper analyses in more detail Erasmus’ contribution as a theorist of rhetoric in

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8

García Soler, María José. "Retórica, tradición misógina y humor en la Declamación XXVI de Libanio de Antioquía." Fortunatae. Revista Canaria de Filología, Cultura y Humanidades Clásicas, no. 32 (2020): 207–25. http://dx.doi.org/10.25145/j.fortunat.2020.32.14.

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Libanius presents in his Declamation XXVI a misanthrope who addresses the Council to be allowed to commit suicide, because he has married a talkative woman and he cannot bear it. There are two points of reference that the author has followed for the construction of his characters. On the one hand, the practice of the schools of rhetoric, where one of the topicson which they worked in the preparatory exercises was whether or not to marry. On the other, Attic comedy, which made fun of feminine defects and warned about the dangers of taking a wife, within a long misogynistic tradition that has be

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9

Freeman, Jane. "''Fair Terms and a Villain's Mind'': Rhetorical Patterns in The Merchant of Venice." Rhetorica 20, no. 2 (2002): 149–72. http://dx.doi.org/10.1525/rh.2002.20.2.149.

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In The Merchant of Venice Shakespeare draws on several aspects of the classical rhetorical tradition so widely studied in Renaissance England. The main characters have distinctive rhetorical styles: Launcelot and the would-be witty courtiers are rhetorically characterized by vices of language, Shylock by rhetorical questions and figures of repetition, and Portia by figures of thought. A close examination of the characters' rhetorical traits reveals significant similarities between Shylock's language and that of Declamation 95 in Sylvain's The Orator, and between Portia's forensic strategy and

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Leushuis, Reinier. "Erasmian Rhetoric of Dialogue and Declamation and the Staging of Persuasion in Antonio Brucioli's Dialogi della morale filosofia." Erasmus of Rotterdam Society Yearbook 31, no. 1 (2011): 61–84. http://dx.doi.org/10.1163/027628511x598015.

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AbstractThe Dialogi della morale filosofia by Antonio Brucioli (1487–1566), a Florentine humanist exiled in Venice, contain significant reworkings of Erasmian material. In the first edition (1526) Brucioli includes a dialogue version of Erasmus' declamation Encomium matrimonii; in the second edition (1537–1538) he recasts the colloquy Coniugium. While critics have discussed Erasmus' influence on Brucioli in the context of religious renewal, this article assesses the influence of Erasmian rhetoric on Brucioli's Dialogi from a literary perspective, namely in connection with early sixteenth-centu

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Fuller, Steve. "Interdisciplinary Rhetoric: Lessons for both Rhetor and Rhetorician." Social Epistemology 9, no. 2 (1995): 201–4. http://dx.doi.org/10.1080/02691729508578786.

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Petrovic, Ivana, and Andrej Petrovic. "General." Greece and Rome 65, no. 2 (2018): 282–97. http://dx.doi.org/10.1017/s0017383518000244.

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I was very excited to get my hands on what was promising to be a magnificent and extremely helpfulHandbook of Rhetorical Studies, and my expectations were matched – and exceeded! This handbook contains no less than sixty contributions written by eminent experts and is divided into six parts. Each section opens with a brief orientation essay, tracing the development of rhetoric in a specific period, and is followed by individual chapters which are organized thematically. Part I contains eleven chapters on ‘Greek Rhetoric’, and the areas covered are law, politics, historiography, pedagogy, poeti

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Rawson, Beryl. "Education: the Romans and Us." Antichthon 33 (November 1999): 81–98. http://dx.doi.org/10.1017/s0066477400002355.

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Standard text-books have usually presented a cut-and-dried account of three stages of Roman education: primary from age seven, with the grammaticus from age twelve, and rhetoric from about fifteen or sixteen. Most detail is devoted to the rhetorical stage, as that is where the future leaders (politicians, lawyers, army generals) were trained; so there is much detail on rhetorical exercises, declamation, and the like. Such accounts present the Romans as formalistic and rigid, and the focus on adolescent upper-class males tells us nothing about the socialisation and training of younger children,

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HENSON, KAREN. "Verdi, Victor Maurel and fin-de-siècle operatic performance." Cambridge Opera Journal 19, no. 1 (2007): 59–84. http://dx.doi.org/10.1017/s0954586707002261.

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ABSTRACTThis article begins with a late Verdian conundrum, one that is arguably distinctive of the fin de siècle: even as Verdi seemed to be withdrawing from the stage, he turned repeatedly to a small group of practical musicians, among them the French baritone Victor Maurel, the first Iago and Falstaff and creator in 1881 of the revised role of Simon Boccanegra. An exploration of the circumstances in which Maurel first made an impression on the composer, as Hamlet and Amonasro at the Paris Opéra in 1880, suggests a significant role for the baritone in late Verdian historiography. In particula

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15

Grant, M. D. "Plautus and Seneca: Acting in Nero's Rome." Greece and Rome 46, no. 1 (1999): 27–33. http://dx.doi.org/10.1017/s0017383500026061.

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Anyone who has ever read the tragedies of Seneca must have wondered at the intention of the author. In the absence of any external evidence for their staging this is not surprising. W. Beare argues for declamation before a select audience who would have appreciated the sparkle of the rhetoric. G. E. Duckworth, whilst stressing that presentation on stage cannot be proved, suggests tentatively that they were at least written with an eye to performance. C. D. N. Costa holds out for solo virtuoso recitals, with perhaps extracts or a few scenes being performed. F. Ahl recalls the emperor Domitian's

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Villiers, Ann D. "Legislating for Women's Rights and Conservative Rhetoric—Lessons for Feminists." Australian Quarterly 59, no. 2 (1987): 128. http://dx.doi.org/10.2307/20635428.

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Bass, John. "Improvisation in Sixteenth-Century Italy: Lessons from Rhetoric and Jazz." Performance Practice Review 14, no. 1 (2009): 1–32. http://dx.doi.org/10.5642/perfpr.200914.01.01.

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18

Dombrowski, P. M. "Can ethics be technologized? Lessons from Challenger, philosophy, and rhetoric." IEEE Transactions on Professional Communication 38, no. 3 (1995): 146–50. http://dx.doi.org/10.1109/47.406727.

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Senoymak, Merve Ersan. "Visual rhetoric in educational animations: An analysis on TED Education Lessons." Global Journal of Arts Education 7, no. 1 (2017): 19–25. http://dx.doi.org/10.18844/gjae.v7i1.1831.

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Abstract  Today, developments in the field of computer technology have facilitated the application of animations in computer environment and also led to the widespread use of animation in the scope of computer-aided education. Educational animations engage the learners of all ages and make the learning experience enjoyable in many areas such as physics, chemistry, biology and social sciences. Thanks to the possibilities of animation, many concepts that might be difficult to learn with static images can be described very attractively and in a catchy way. At this point, rhetorical fi

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20

Kulawiak-Cyrankowska, Joanna. "The Death Penalty, the “Marriage Penalty” and Some Remarks on the Utility of Senecan Research in the Study of Roman Law." Studia Iuridica 80 (September 17, 2019): 197–214. http://dx.doi.org/10.5604/01.3001.0013.4800.

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The problem in the 5th controversia from the work of Lucius Annaeus Seneca the Elder, entitled Oratorum et rhetorum sententiae divisiones colores, is presented as follows: one man seduced two women during the same night. According to the law, which in the literature is referred to as lex raptarum, a woman who was kidnapped may choose between the death penalty for the ravisher or marrying him, but without giving him a dowry. Here, two women were granted the right of option and one of them demanded the death of the man, but the other wanted to marry him. The declaimers were trying to find an ans

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Philippova, O. V. "Advertising Genres in the Lessons of Rhetoric: from Analysis to Creation." Russian language at school 81, no. 2 (2020): 13–20. http://dx.doi.org/10.30515/0131-6141-2020-81-2-13-20.

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The aim of this study was to substantiate what theoretical knowledge in the field of advertising should be taught, what criteria for the selection of advertising texts should be applied, how such practical training activities of students should be structured. The results of the study were obtained on the basis of teaching practice, literature analysis, interviews of students and teachers. It is shown that the awareness of the structure and linguistic features of advertisement is of great theoretical and practical importance for high-school students, correlating with the personal, metasubject a

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22

Zeleny, Rachael. "The Rhetoric of Ellen Terry's Alter Ego: Lessons From Nance Oldfield." Rhetorica 35, no. 3 (2017): 285–313. http://dx.doi.org/10.1525/rh.2017.35.3.285.

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While Ellen Terry's Shakespearean roles are commonly discussed in considerations of her work, the actress's involvement with the comic play Nance Oldfield is glossed over if not entirely overlooked. However, Terry bought the rights to this play, revised the script with Bram Stoker, performed the leading role, and invoked this semi-fictional figure across the latter part of her career. This essay examines public theatrical ephemera in conjunction with personal photographs of Terry dressed up as Oldfield at home and the extensive marginalia on Terry's copy of the script to argue that Terry's ass

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23

Ersan, Merve Şenoymak. "Visual rhetoric in educational animations; An analysis on TED education Lessons." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (2016): 602–8. http://dx.doi.org/10.18844/gjhss.v2i1.924.

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Jack, Jordynn. "Review Essay: Object Lessons: Recent Work in the Rhetoric of Science." Quarterly Journal of Speech 96, no. 2 (2010): 209–16. http://dx.doi.org/10.1080/00335631003796735.

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Mayoh, Kathryn, and Stephen Knutton. "Using out‐of‐school experience in science lessons: reality or rhetoric?" International Journal of Science Education 19, no. 7 (1997): 849–67. http://dx.doi.org/10.1080/0950069970190708.

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Tucker, Matthew. "The cultural production of cities: Rhetoric or reality? Lessons from Glasgow." Journal of Retail & Leisure Property 7, no. 1 (2008): 21–33. http://dx.doi.org/10.1057/palgrave.rlp.5100083.

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27

Lowe, Hilary Iris. "Dwelling in Possibility." Public Historian 37, no. 2 (2015): 42–60. http://dx.doi.org/10.1525/tph.2015.37.2.42.

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Challenges to historic house museums are often mired in the rhetoric of crisis. Toward countering that rhetoric, this essay attempts to draw attention to it and to the complicated history of narrative (and storytelling) in interpretation and the academy. It argues that literary house museums are sites of innovation within the house museum sector with lessons for us all. These lessons include a willingness to leverage “the old, bad history” toward reflective practice and continuity for multigenerational audiences; creating inventive university and school partnerships toward insuring strong comm

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Manzie, Vincent. "Applying the Rhetoric of Renewal Model in a Contemporary African Context: Lessons Learned from the Royal Dutch Shell Oil Crisis in Nigeria." Journal of International Crisis and Risk Communication Research 1, no. 2 (2018): 201–24. http://dx.doi.org/10.30658/jicrcr.1.2.2.

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\\This article applies the crisis renewal model to a multinational organizational crisis in Nigeria not only to analyze the crisis points of conflict in the multinational’s corporate rhetoric but also to examine how global relations; situated exigencies; and cultural, social, and economic tensions contextualize corporate communication strategies during crises. Rhetoric of renewal was evident as the multinational corporation responded to a prolonged crisis involving multiple state and local stakeholders. Although the renewal model itself redresses traditional Aristotelian crisis rhetoric models

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Abelkop, Adam, John D. Graham, and Lois R. Wise. "Lessons from the EU's REACH Program." European Journal of Risk Regulation 2, no. 2 (2011): 181–82. http://dx.doi.org/10.1017/s1867299x00001070.

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In the casual political rhetoric about environmental regulation, it is often claimed that the U.S. government regulates on the basis of risk while the European Union (or EU member states) regulates on the basis of hazard. The implication is that the U.S. government relies on a more rigorous, scientific process of assessment than does the EU, which allegedly helps explain why the EU is more pro-regulation than is the United States.An alternative view, advanced originally by the late Professor Aaron Wildavsky of the University of California-Berkeley and amplified in a recent book by Professor Jo

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Stewart, Graham. "CHURCHILL WITHOUT THE RHETORIC." Historical Journal 43, no. 1 (2000): 303–7. http://dx.doi.org/10.1017/s0018246x9900103x.

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Winston Churchill: studies in statesmanship. Edited by R. A. C. Parker. London and Washington: Brassey's, 1995. Pp. xxi+259. ISBN 1-857-53151-5. £30.Winston Churchill's last campaign: Britain and the Cold War, 1951–1985. By John W. Young. Oxford: Clarendon Press, 1996. ISBN 0-198-20367-5. £45.Churchill peacetime ministry, 1951–1955. By Henry Pelling. Basingstoke and London: Macmillan, 1997. Pp. ix+216. ISBN 0-333-67709-9. £16.Churchill as peacemaker. Edited by James W. Muller. Cambridge: Woodrow Wilson Center and Cambridge University Press, 1997. Pp. xii+344. ISBN 0-521-58314-4. £35.Churchill

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31

Whillock, Rita Kirk. "The subversion of argument: Lessons from the demagogic rhetoric of David Duke." Political Communication 11, no. 3 (1994): 217–31. http://dx.doi.org/10.1080/10584609.1994.9963028.

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Heyse, Amy Lynn. "The Rhetoric of Memory-Making: Lessons from the UDC's Catechisms for Children." Rhetoric Society Quarterly 38, no. 4 (2008): 408–32. http://dx.doi.org/10.1080/02773940802167609.

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Joyce, Catherine. "Person-centred services? Rhetoric versus reality." Australian Journal of Primary Health 23, no. 1 (2017): 10. http://dx.doi.org/10.1071/py15035.

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National and jurisdictional governments are increasingly using commissioning in health and community services. This includes the devolution of functions such as service planning, resource allocation, and regionalised approaches to intake and service delivery, to non-government organisations. The aims of this paper are to reflect on the experiences of commissioning as a not-for-profit health provider, and to identify some important early lessons. This analysis highlights the importance of a rights-based approach in which consumers, carers and communities actively participate in the design, impl

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Kitunina, N. N., A. S. Kraynova, and S. M. Efimchik. "DISCUSSION AS A TECHNIQUE FOR MANAGEMENT OF EDUCATIONAL ACTIVITIES." Bulletin of the Russian Military Medical Academy 19, no. 2 (2017): 53–56. http://dx.doi.org/10.17816/brmma12181.

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The article is devoted to the analysis of the scientific and publicistic genre of the discussion as one of the methods of managing educational activity and conducting a discussion in the final lessons on the discipline “Introduction to clinical rhetoric” (bibliography: 10 refs)

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Nowicki, Michał. "Retoryka i historia w służbie wychowania w Polsce na podstawie analizy skryptu wykładów retoryki w Kolegium Jezuitów w Poznaniu z 1679 roku." Biuletyn Historii Wychowania, no. 29 (February 4, 2019): 15–27. http://dx.doi.org/10.14746/bhw.2013.29.2.

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Rhetoric and History in the service of education in Poland on the basis of the script of rhetoric lectures at the College of the Jesuits in Poznan from 1679.The most important subject of the Old-Polish educational system was rhetoric, having roots in the tradition of the Ancient Rome. This statement is very important because of the fact of the orator’s moral and patriotic duties. Owing to this, the lessons’ focus was not only on technical aspects of rhetoric education but also on morality, religion and political knowledge. The article is divided into two main parts. First of them is describing

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Lyons, Malcom C. "Poetic Quotations in the Arabic Version of Aristotle's Rhetoric." Arabic Sciences and Philosophy 12, no. 2 (2002): 197–216. http://dx.doi.org/10.1017/s0957423902002102.

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The influence of Greek sources on the Arab philosophers is both obvious and important. What is less clear is how the quality of the translations from which the philosophers worked affected their understanding of the points that the Greek writers were making. This article investigates one small but self-contained topic from within the field of translation literature, covering the translations of poetic quotations in the Rhetoric of Aristotle in its Arabic translation, together with an analysis of the types of mistakes to be found there. In itself this is of no more than curiosity value, but an

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Garfinkel, Michelle R. "Philipp Maier, Political Pressure, Rhetoric and Monetary Policy: Lessons for the European Central Bank." Public Choice 118, no. 3/4 (2004): 473–77. http://dx.doi.org/10.1023/b:puch.0000020059.54709.1d.

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Hathaway, Robert M., and Jordan Tama. "The U.S. Congress and North Korea during the Clinton Years: Talk Tough, Carry a Small Stick." Asian Survey 44, no. 5 (2004): 711–33. http://dx.doi.org/10.1525/as.2004.44.5.711.

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This essay explores the striking gap between Republican rhetoric and congressional action on North Korea between 1995 and 2001, when the GOP held majorities in both houses of Congress. While historical in nature, this inquiry offers lessons for President Bush——or, if elected president, John Kerry——as he struggles to meet the North Korea challenge.

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Ewalt. "Rhetoric, Poetics, and Jacques Rancière's The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation." Philosophy & Rhetoric 49, no. 1 (2016): 26. http://dx.doi.org/10.5325/philrhet.49.1.0026.

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Patterson, Valerie. "Reconstructing Operatic Melodrama – Lyricism and War, Lessons for Creating My Opus Sectile." Public Voices 8, no. 2 (2016): 67. http://dx.doi.org/10.22140/pv.164.

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In this article, Valerie Patterson employs what she refers to as “lyrical visioning” – a useful tool for garnering support for claims that may or may not be true – to review several successful strategies used by the Bush administration to secure support for the invasion of Iraq. By assessing the utility of “the hook” that in Hip Hop music and Opera is used to “grab” people and make them like or remember the melody, and in President Bush’s political rhetoric was used to reconstruct and repackage tactics that can be perceived as deceptive by some, the author argues that the repetitive utterance

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Bordelon, Suzanne. "“‘Courtship-by-Correspondence’: Seduction through Mentoring”." Rhetorica 36, no. 3 (2018): 296–319. http://dx.doi.org/10.1525/rh.2018.36.3.296.

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Seduction through mentoring has a long history within Western rhetoric. Plato's Socrates, for instance, can be seen as attempting simultaneously to educate and seduce Phaedrus. In considering this topic, this essay analyzes the mid-nineteenth century correspondence of Louise Clappe and Alexander Hill Everett. Clappe was a young New England woman who later authored The Shirley Letters from the California Mines, 1851-1852. Everett was a prominent diplomat, orator, and writer. The study examines the explicit lessons conveyed, the ways the correspondence enhanced Clappe's civic understanding as we

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Jabr, Dr Murtoda mazyed. "Textual lesson Rhetorical and Rhetorical lesson Script A linguistic study." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 221, no. 1 (2018): 101–20. http://dx.doi.org/10.36473/ujhss.v221i1.426.

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Were the pillars of deed language ( speaker and text and receiver) Imad linguistic lesson modern text in three pillars as well as the study of the seven scripts standards , to achieve the so-called Balnasih , these the seven standards is the mainstay of the lesson rhetoric in the Arabic language to achieve the so-called Balblagah , came this research to show text lesson rhetorical , The rhetorical lesson text , as well as some terminological approaches between those two lessons terms

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Gruenwoldt, Emily, and Adrienne Hagen Lyster. "The Emerging Health Leaders network experience: Reflections and lessons learned from a grassroots movement." Healthcare Management Forum 30, no. 3 (2017): 133–37. http://dx.doi.org/10.1177/0840470416686081.

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The Emerging Health Leaders (EHL) network was established in 2006 to enhance the leadership capacity of early careerists in the health sector in Canada. Ten years later, the development of the next generation of health leaders continues to be a focus for system leaders. Despite the rhetoric, financial investments in leadership development remain stagnant. This article describes the network’s experience in supporting the professional development needs of aspiring leaders across Canada. Successes and challenges regarding the development of the network are discussed, as are the results from a rec

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Marks, Jonathan. "The Divine Instinct? Rousseau and Conscience." Review of Politics 68, no. 4 (2006): 564–85. http://dx.doi.org/10.1017/s003467050600026x.

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Political theorists have long disagreed about what Rousseau's account of conscience means. While most approaches to that account focus on the “Profession of Faith of the Savoyard Vicar,” this essay focuses on another aspect of Emile, the development of conscience in Emile himself. First, I argue that conscience is transformed from problem to solution when self-love is transformed, first into gratitude, then, with the aid of religion, rhetoric, and imagination, into duty. Those who insist that conscience is rooted in passion are right, though that passion is not necessarily low. Second, those w

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Mookerjea, Sourayan. "Epilogue: Through the Forest of Time." Canadian Journal of Sociology 38, no. 2 (2013): 233–54. http://dx.doi.org/10.29173/cjs19893.

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This essay poses three questions with regard to the studies presented in this special issue. What lessons regarding class politics do we draw from these studies of community and its crisis in Wood Buffalo? How are we to assess and understand the prolixity of the rhetoric of community in this context? How do the crises and contradictions of tar sands development in Fort McMurray, Alberta enable us to retheorize the concept of community itself? Bringing into critical juxtaposition postcolonial studies on subalternity with the alterglobalization literature on the multitude, this essay searc

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Campbell, Lillian. "The Rhetoric of Health and Medicine as a “Teaching Subject”: Lessons from the Medical Humanities and Simulation Pedagogy." Technical Communication Quarterly 27, no. 1 (2017): 7–20. http://dx.doi.org/10.1080/10572252.2018.1401348.

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Macedo Junior, Ronaldo Porto. "Freedom of Expression: what lessons should we learn from US experience?" Revista Direito GV 13, no. 1 (2017): 274–302. http://dx.doi.org/10.1590/2317-6172201711.

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Abstract Freedom of Expression is becoming a theme of growing importance and visibility in Brazil. Newspapers report daily legal suits against “hate speech” concerning race and religious discrimination. Many courts are also imposing high compensation damages that are challenging the “right to ridicule” in comedy shows and newspapers cartoons. The Brazilian public opinion in general tends to be sympathetic to more restrictive rules that may threaten freedom of expression in Brazil. There is nowadays in Brazil an unexpected agreement among the right wing, religious groups, and many human rights

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Gladoshchuk, Anastasia V. "Theatre in Search of the Myth: Antonin Artaud and Miguel Ángel Asturias." Literature of the Americas, no. 9 (2020): 236–60. http://dx.doi.org/10.22455/2541-7894-2020-9-236-260.

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Two tendencies define one of the “master -currents” (Ch. Innes) in the XXth century drama, epitomized by Antonin Artaud’s “theatre of cruelty”: revival of ritual practices and search for a “new myth”. Artaud perceives the Myth both as the end and the means: by creating a new myth, theatre reveals and heals illnesses of modernity; by reviving the ancient, theatre conducts the primitive, metaphysical “forces” of the “great cultures”. Particularly attracted to the Mesoamerican world, Artaud intended to stage “The Conquest of Mexico” (1933), a drama in four acts, to inaugurate his new theatre. Con

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Ngai, Mae M. "On the Proletarian Identity of “A Woman Dressed as an Enormous Beetle”." International Labor and Working-Class History 67 (April 2005): 22–25. http://dx.doi.org/10.1017/s0147547905000025.

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A set of politics that uses rhetoric, imagery, music, and performance to promote interests that are distinctively and explicitly identified with the working class, Burgmann productively suggests, might revitalize the labor movement. Yet the effort to apply lessons from “identity politics” to “class politics” reproduces two problems in contemporary radicalism. First, by reducing the movements of ethno-racial minorities, women, and gays and lesbians to “identity politics” Burgmann underestimates those movements' claims to civil rights, human rights, socioeconomic improvement, and their general d

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Muluye, Ketemaw Tiruneh. "Testing the Rhetoric: Application of Active Learning Strategies in Logic and Critical Thinking Classrooms– Lessons from University of Gondar, Ethiopia." International Journal of Social Sciences and Management 7, no. 2 (2020): 78–85. http://dx.doi.org/10.3126/ijssm.v7i2.27054.

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The purpose of this research was to examine the implementation of Active Learning Strategies (ALSs) in logic and critical thinking classrooms by focusing on freshman students of Gondar University. For this purpose, a concurrent triangulation mixed approach and case study design were employed. The data were collected through questionnaires (n=361), interviews and document analysis. Accordingly, the utilization of ALSs in logic and critical thinking classrooms is found to be negligible. Though buzz group discussions and presentations were found to be preferable as compared to other ALSs, they ar

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