“This exhortation of mine, however, is not designed to
intimate that I should wish the orator to be a philosopher, since no other mode
of life has withdrawn itself further from the duties of civil society, and all
that concerns the orator"(419, left column).
First, let me say that I cheered silently when I read this
passage from Institutes of Oratory. Over the weekend, I struggled to synthesize
all we have learned this semester. I found myself arguing to anyone who would
listen (mostly my mom on the phone from Pittsburgh) that philosophy can be
incredibly frustrating, because it’s basically a bunch of elite dudes lounging
around the Academy thinking about thinking. They’re all talk, but no action*.
Then, enter Quintilian, and his belief that oratory is
essential to public life. Like Cicero, Quintilian believes that a good orator
should use his (of course, his) skills for practical, everyday affairs,
particularly in legal matters.
Judge Judy takes ethos to the next level.
However, Quintilian encourages orators to find the
principles of philosophy that work best for them. Though Quintilian totally
calls out philosophers, saying, “[they] no longer display themselves in their
proper field of action, an in the open light of the forum, but have retreated,
at first into the porticoes of the gymnasia, and since into the assemblies of
the schools” (419), he does acknowledge that the study of philosophy,
particularly moral philosophy, is essential to good oration.
Toward the end of our reading, Quintilian again emphasizes
that practice, in addition to study, will only improve an orator.
“We may be gaining general knowledge, learning the duties of
ordinary life, and trying our strength in the forum, while we are still
scholars” (426-427). This passage made me think of two things:
1. Of Aristotle, esteemed rhetorician, non-existent public speaker. I wonder what he would think about students gaining experience in public life before they’ve completed their studies?
2. Of us, as students, required to complete internships. Our contemporary education system really values “real world experience” combined with classroom instruction.
That’s all I have for today. Happy synthesizing, everyone!
*I realize this is a gross generalization.
*I realize this is a gross generalization.
When you said, "it’s basically a bunch of elite dudes lounging around the Academy thinking about thinking. They’re all talk, but no action" I laughed pretty hard. I have been in the same boat; oh, philosophy — always asking too many questions rather than getting TO THE POINT!
ReplyDeleteReal world experience, which you mentioned, is another great point. Immediately after high school, I left for two-years for a church mission. Those two years consisted of the highest highs and the lowest lows of my life. My last several years at a University has taught me much less than those two years. "Real world experience" is vital and effective—and yes, Quintilian, I learned oratory during those years of experience. I actually learned much more about oratory in those days, than I have as a college student.
To Mitchell's post -- That's exactly where I started laughing, after having fallen over when I saw Judge Judy's GIF. YOU GO, GLEN COCO! I love seeing your humor come out in your post, Kerry. I'm advocating for ALL the GIFs!
ReplyDeleteI think that the idea of putting *action* into question in these readings is incredibly important. These "elite dudes" are teachers, but what are they teaching their students to DO? Yes, they are learning rhetoric and oratory, but how are these being put into play? How are they utilizing these tools once they have them? Maybe if they had allowed WOMEN to be involved in the discussion (at all) something could have gotten done. Just kidding. *This is a gross generalization of my own. However, I think it will be interesting to see (if we see it at all) how women become involved in this conversation on *action*.