Název: Apuleius' treatment of selected Progymnasmata in Florida
Zdrojový dokument: Graeco-Latina Brunensia. 2017, roč. 22, č. 2, s. 119-141
Rozsah
119-141
-
ISSN1803-7402 (print)2336-4424 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/GLB2017-2-6
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137626
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The 2nd century CE was a period of the rising prominence of epideictic rhetoric represented by travelling professional speakers who gave ex tempore speeches, not rarely, in front of mass audiences of various social scales. The traditional curriculum of the elite rhetorical education was based on the forms of practice called progymnasmata. These were a set of common, repeating rhetorical techniques and patterns gradually increasing in difficulty and exercising written composition as well as public performance. Students were supposed to create their own variations on given themes to embrace the basic rhetorical skills on which they could draw in the further stages of their education or professional career. Apuleius, one of the most prominent intellectuals of this time, made use of progymnasmata not only during his study years, but also later in his career of professional speaker. This is most apparent from his Florida, a collection of excerpted speeches performed mostly in Carthage. In this paper, I pursue to present the variety of Apuleius' approaches to these exercises with regards to different purposes of particular speeches. My goal is to assess the significance of progymnasmata in elite education as well as in intellectual discourse in terms of continuity and variation.
Reference
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[2] Bowie, E. L. (1970). Greeks and Their Past in the Second Sophistic. Past & Present, 46, 3–41. | DOI 10.1093/past/46.1.3
[3] Bradley, K. (2012). Apuleius and Antonine Rome: Historical Essays. Toronto – Buffalo – London: University of Toronto Press.
[4] Burgess, T. Ch. (1902). Epideictic Literature (Studies in Classical Philology). Chicago: The University of Chicago Press.
[5] Butler, H. E. (1920). The Institutio Oratoria of Quintilian in Four Volumes (Loeb Classical Library). Cambridge, Mass.: Harvard University Press.
[6] Case, T. (1996). Aristotle. In W. Wians (Ed.), Aristotle's Philosophical Development. Problems and Prospects (pp. 1–40). Lanham: Rowman & Littlefield.
[7] Celentano, M. S. (2011). Oratorical Exercises from the Rhetoric to Alexander to the Institutio oratoria: Continuity and Change. Rhetorica: A Journal of the History of Rhetoric, 29(3), 357–365. | DOI 10.1525/RH.2011.29.3.357
[8] Corbeill, A. (2001). Education in the Roman Republic: Creating Traditions. In Y. L. Too (Ed.), Education in Greek and Roman Antiquity (pp. 261–287). Leiden: Brill.
[9] Fairbanks, A. (Transl.). (1931). Philostratus the Elder, Imagines. Philostratus the Younger, Imagines. Callistratus, Descriptions (Loeb Classical Library). London: Heinemann.
[10] Fishwick, D. (2002). The Imperial Cult in the Latin West, Volume III: Provincial Cult. Part 2: The Provincial Priesthood. Leiden: Brill.
[11] Fleming, J. D. (2003). The Very Idea of a Progymnasmata. Rhetoric Review, 22(2), 105–120. | DOI 10.1207/S15327981RR2202_1
[12] Fowler, H. W., & Fowler, F. G. (1905). The Works of Lucian of Samosata. Oxford: Clarendon Press.
[13] Gibson, C. A. (2008). Libanius' Progymnasmata: Model Exercises in Greek Prose Composition and Rhetoric. Leiden – Boston: Brill.
[14] Gleason, M. (1995). Making Men: Sophists and Self-Presentation in Ancient Rome. Princeton: Princeton University Press.
[15] Goldhill, S. (2009). Rhetoric and Second Sophistic. In E. Gunderson (Ed.), Cambridge Companion to Ancient Rhetoric (pp. 228–241). Cambridge: Cambridge University Press.
[16] Groningen, B. A. van (1965). General Literary Tendencies in the Second Century A. D. Mnemosyne, 18(1), 41–56. | DOI 10.1163/156852565X00034
[17] Hagaman, J. (1986). Modern Use of the Progymnasmata in Teaching Rhetorical Invention. Rhetoric Review, 5(1), 22–29. | DOI 10.1080/07350198609359130
[18] Haines, C. R. (1919). The Correspondence of Marcus Cornelius Fronto (2 Vols.). London: Heinemann.
[19] Harmon, A. M. (Transl.). (1925, 1931, 1961). Lucian (Vol. IV; pp. 255–295). London: William Heinemann Ltd.; Cambridge: Harvard University Press.
[20] Harrison, S. (2000). Apuleius. A Latin Sophist. Oxford – New York: Oxford University Press.
[21] Harrison, S., Hilton, J. L., & Hunink, V. (2001). Apuleius. Rhetorical Works. Oxford: Oxford University Press.
[22] Heath, M. (2002/2003). Theon and the History of the Progymnasmata. Greek and Roman Byzantine Studies, 43, 129–160.
[23] Hicks, R. D. (1925). Diogenes Laertius. Lives of Eminent Philosophers (2 Vols.; Loeb Classical Library). Cambridge, Mass.: Harvard University Press.
[24] Hout, M. P. J. van den (1988). M. Cornelius Fronto: Epistulae. Leipzig: Teubner.
[25] Hout, M. P. J. van den (1999). A Commentary on the Letters of M. Cornelius Fronto. Leiden: Brill.
[26] Hunink, V. (1997). Apuleius of Madauros: Pro Se de Magia (2 Vols.). Amsterdam: J. C. Gieben.
[27] Hunink, V. (2001). Apuleius of Madauros: Florida. Edited with a Commentary. Amsterdam: Gieben.
[28] Kaster, R. A. (1983). Notes on 'Primary' and 'Secondary' Schools in Late Antiquity. Transactions and Proceedings of the American Philological Association, 113, 323–346. | DOI 10.2307/284019
[29] Kennedy, G. A. (2003). Progymnasmata: Greek Textbooks of Prose Composition and Rhetoric. Atlanta: Society of Biblical Literature.
[30] Korenjak, M. (2000). Publikum und Redner. Ihre Interaktion in der sophistischen Rhetorik der Kaiserzeit. München: C. H. Beck Verlag.
[31] Lee, B. T. (2005). Apuleius' Florida: A Commentary. Berlin: Walter de Gruyter.
[32] Lee, B. J., Finkelpearl, E., & Graverini, L. (2014). Apuleius and Africa. New York – London: Routledge.
[33] Morgan, T. (1998). Literate Education in the Hellenistic and Roman Worlds. Cambridge: Cambridge University Press.
[34] Murphy, J. J. (1990). Roman Writing Instruction as Described by Quintilian. In J. J. Murphy (Ed.), A Short History of Writing Instruction: From Ancient Greece to Twentieth Century America (pp. 36–76). Davis, CA: Hermagoras.
[35] Opeku, F. (1974). A Commentary with Introduction on the Florida of Apuleius (Doctoral dissertation). University of London (retrieved 22.09.2017 from https://qmro.qmul.ac.uk/xmlui/bitstream/handle/123456789/1550/OPEKUCommentaryWith1974.pdf?sequence=1).
[36] Putnam, E. J. (1909). Lucian the Sophist. Classical Philology, 4(2), 162–177. | DOI 10.1086/359268
[37] Rives, A. J. (1994). The Priesthood of Apuleius. The American Journal of Philology, 115(2), 273–290. | DOI 10.2307/295303
[38] Sandy, G. (1997). Greek World of Apuleius. Leiden: Brill.
[39] Shaffer, D. (1998). Ekphrasis and the Rhetoric of Viewing in Philostratus' Imaginary Museum. Philosophy & Rhetoric, 31(4), 303–316.
[40] Webb, R. (2001). The Progymnasmata as Practice. In Y. L. Too (Ed.), Education in Greek and Roman Antiquity (pp. 289–316). Leiden: Brill.
[41] Whitmarsh, T. (2005). The Second Sophistic. Oxford – New York: Oxford University Press.