Transcript Chapter 1 – Public Speaking, a Long Tradition

CHAPTER ONE – PUBLIC SPEAKING, A
LONG TRADITION
Chapter Overview:
Details the focus of rhetoric and speech
in classical education
Discusses the contributions to speech
today made by a classical student-turned
politician
Addresses the importance of speech and
rhetoric training in our daily lives
Chapter One - Public Speaking, a Long Tradition
CHANGES IN EDUCATION
Two significant differences in education
between the Classical Period and today
1. The Classical Period had little
government involvement, today the
government is involved on several levels
2. The teaching of rhetoric was a
fundamental component of the Classical
Period, but today that is not the case
Chapter One - Public Speaking, a Long Tradition
THE SOPHISTS
In the Classical Period there were no
lawyers
In the assembly or courtroom citizens
spoke for themselves
Sophists taught speech and other topics
Gorgias understood the relationship
between speaker and audience
Language inspired emotions
Style influenced persuasion
Chapter One - Public Speaking, a Long Tradition
SOPHISTS CONT.
Protagoras thought everything could be
argued
Need to know both sides of an argument
Critics said this could make the worse case
look better
Chapter One - Public Speaking, a Long Tradition
FORMAL GREEK SCHOOLS
Isocrates, unlike the Sophists he was a
citizen of Athens
Rhetoric and speech were core subjects
Knowledge is limited
Good speakers need to be well informed
Speakers should be morally sound
Kairos can be a constraint to speaking
Repetition and speaking in civic life were
important and better than learning by a
handbook
Chapter One - Public Speaking, a Long Tradition
PLATO’S ACADEMY
Unfavorable view of sophists and Isocrates
A student of Socrates
Thought rhetoric was a “knack”
Education should focus on philosophy and
the search for truth
Philosophy was inquiry, rhetoric was
flattery
Did not approve of sophists
Rhetoric could be used properly by
philosophers
Chapter One - Public Speaking, a Long Tradition
ARISTOTLE
Tutored Alexander the Great
School was the Lyceum
He was very pragamatic
Three ways of knowing
Techne – experiential knowledge
Episteme – universal knowledge
Intermediate knowledge – what is
intuitively correct to the person
Chapter One - Public Speaking, a Long Tradition
ARISTOTLE DISAGREED WITH PLATO
Saw rhetoric as a creative process, not
just persuasive
Four functions of rhetoric:
Uphold truth and justice
Teaching to an audience
Analyze both sides of an argument
Defend oneself
Chapter One - Public Speaking, a Long Tradition
ARISTOTLE CONT.
Did recognize a danger if rhetoric was
used as some of the Sophists taught
Three sources of persuasion and artistic
proofs
Ethos
Logos
Pathos
Chapter One - Public Speaking, a Long Tradition
ARISTOTLE CONT.
Inartistic proofs are outside of the speaker
Evidence
Data
Documents
Three virtues of style
Clarity
Correctness
Propriety
Chapter One - Public Speaking, a Long Tradition
CICERO
Had both court and Roman Senate
experience
Rose to Consul in the Senate
A man of the people
Chapter One - Public Speaking, a Long Tradition
CICERO CONT.
Cicero and the five canons
Invention
Arrangement
Style
Delivery
Memory
Chapter One - Public Speaking, a Long Tradition
QUINTILIAN
During the years of the Roman Republic
rhetoric was seen as of value
During the Roman Empire rhetoric was
still taught, but focused more on
epideictive speech than political speech
Chapter One - Public Speaking, a Long Tradition
EMPEROR VESPASIAN
Rhetoric and public speaking rose in
importance
Vespasian gave grants to artists and
teachers to promote education and civic
engagement
Quintilian used his grant to assist in
funding his school and promoting his
writing
Chapter One - Public Speaking, a Long Tradition
QUINTILIAN
Said rhetoric was “the art of speaking well”
Five principle duties for any speakers
Defend truth
Protect the innocent
Prevent criminal behavior
Inspire the military
Inspire the public
Chapter One - Public Speaking, a Long Tradition
LINEAR MODEL OF COMMUNICATION
 Communication seen like injecting someone
with a drug
 Seven components
Sender
Encoding
Message
Channel
Noise
Receiver
Decodes
Chapter One - Public Speaking, a Long Tradition
TRANSACTIONAL MODEL OF
COMMUNICATION
Linear Model is inadequate
Transactional Model noted that we send
and receive messages simultaneously
Feedback becomes an aspect of the
model
Chapter One - Public Speaking, a Long Tradition
SPEECH IN DAILY LIVES
Civic engagement is knowing that one
has responsibility to the community
Putnam says that citizen involvement
has decreased since WWII
Speech is still seen as important to civic
engagement
Chapter One - Public Speaking, a Long Tradition
THE MEDIATED WORLD
Today, people are barraged with media
messages
Many of today’s messages are meant to
persuade
Training in speech and rhetoric are
important due to the numerous messages,
in various forms, that people receive daily
Chapter One - Public Speaking, a Long Tradition