Diogenes Laertius has handed down to us some fascinating source material in his work Lives of Eminent Philosophers
Discussion Questions from Aristotle’s Rhetoric
Introduction
1. Is The Rhetoric a reaction toward Isocrates and the sophist?
2. What is the significance of the The Rhetoric?
Book One
3. Why is rhetoric the “counterpart of dialectic”? 1354a
4. Does this definition differ from other ancient rhetoricians?
5. What is his definition of rhetoric? 1335b.35.
1.) What are the limitations of this definition?
2.) Has this definition changed in the culture; in the academy?
6. What are the three types of rhetoric? 1358b5.
1.) What is Deliberative (Political) Rhetoric?
2.) What is Epideictic (Ceremonial) Rhetoric?
3.) What is Judicial (Legal/Forensic) Rhetoric?
Book Two
7. Discuss Aristotle’s triad of rhetoric. Why would this be helpful in the evaluation of current speeches? What is the liability of its use with speeches/sermons?
1.) Pathos
i. It is advisable pedagogy to arouse emotion (anger/fear/indignation) without its resolution?
ii. It is advisable pedagogy to teach without pathos?
2.) Ethos
i. What is his understanding of Ethos?
ii. Is it limited to character, or broadened to encompass credibility/ability. (Return to 1356a5).
3.) Logos
i. Was his emphasis the content of the speech or the development of logical argumentation?
8. Are these criteria by which we could evaluate our own classroom rhetoric?
Book Three
9. What stylistic choices of speech delivery would seem appropriate/inappropriate for contemporary rhetoric?
10. How applicable, in a contemporary context, is his warning against bad taste in rhetoric? 1406a
Applications
11. What influence does this work have on the contemporary pulpit?
12. How could it be used to train pastors?
13. How could it be used to train professors?
A Suggested Chart of Relations between ancient Rhetoric and the Contemporary Pulpit
Cicero De Oratore 55 BC
Governor of Cilicia 51-50 BC; would have resided in Tarsus
Apostle Paul II Cor. 2:1-5 AD 55-56
Warns against “persuasive words of wisdom”
Paul influenced by Cicero or sophistic rhetoric?
Augustine’s Book IV of De Doctrina Christiana 426 AD
Dependent on Cicero
Fenelon’s Dialogue’s 1715
Example of revival of ancient tradition and a dependence upon Cicero and Augustine in a modern homiletic
Contemporary Pulpit
1. The ancient tradition is more alive than one may realize.
2. Paul’s warning against the abuse of rhetoric directly “anticipates” present rhetorical schemes.
Metaphysics, book epsilon – discussion topics
Things to cover today:
Are you ready for your presentations?
Book Epsilon
Think of Aristotle’s four categories of being as being two sides of the subject-predication relationship.
Dante was to describe Aristotle as “The Master of Those Who Know,”
He is concerned not just with “being” that is meaningless because it has been stripped of everything that helps us make sense out of it. So…
- He is willing to consider “truth being” and accidental being, but puts them on the predication side of the equation. He is very concerned that we are able to speak meaningfully about the world – he wrote a whole book on “Categories”
- Substance is “primary” category of being
- Actual/Potential being becomes a kind of handmaiden to substance
It is helpful to think about these categories in terms of essential and non-essential properties
So, first philosophy enquires into the Primary
How many times has he made this point so far? Repeatedly
- Thoroughness, “let’s go back to the beginning”
Page 155 –First Science re: First Cause = Theology
Which leads to the quote on page 156; either first science or first philosophy
Epsilon 2 –
Wants to talk about “the thing that is”, not accidental qualities
Think about “to be” verbs
Strip away accidental properties and you are talking about “this”
White man, white is an accident.
Eliminates “accidental being” from primary consideration here and Epsilon 3 and “being as truth” from primary consideration in Epsilon 4
Next semester group projects will be Zeta, Eta and Theta together.
Reading List For Life & Thought Seminars
First Year: Fall Semester
Early Western Civilization Seminar (IDE 1103)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Aristotle | Selected Works, 3rd.
(Nicomachean Ethics, Poetics, Categories, Rhetoric) |
9780911589139
|
0911589139
|
| Cicero | On Duties | 9780521348355 | 0521348358 |
| Homer | Odyssey | 9780140449112 | 0140449116 |
| Plato | Republic
Timaeus and Critias |
9780872201361
9780140442618 |
0872201368
0140442618 |
| Sophocles (Greek Tragedies) | Oedipus Rex
Antigone |
9780226307909 | 0226307905 |
First Year: Spring Semester
Church & Empires Seminar (IDE 1203)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Athanasius | On The Incarnation | 9780913836408 | 0913836400 |
| Augustine | Confessions | 9780800787240 | 0800787242 |
| Aquinas | On Faith and Reason
On Being and Essence |
9780872204560
9780888442505 |
0872204561
0888442505 |
| Anselm | Proslogion | 9780872205659 | 0872205657 |
| Boethius | Consolation of Philosophy | 9780023464508 | 002346450X |
| Virgil | The Aeneid | 9780199231959 | 0199231958 |
| Trans. Kevin Crossley-Holland | Beowulf | 9780192723697 | 0192723693 |
| Trans. Keith Harrison | Sir Gawain and the Green Knight | 9780199540167 | 0199540167 |
Second Year: Fall Semester
World Religions Seminar (IDE 2103)
| Religion | Textbook | ISBN-13 | ISBN-10 |
| Buddhism | The Teachings of the Compassionate Buddha | 9780451627117 | 0451627113 |
| Confucianism | The Analects of Confucius | 9780679722960 | 0679722963 |
| Hinduism | The Bhagavad-Gita | 9780915132355 | 0915132354 |
| Islam | The Meaning of the Holy Qur’an | 9780915957323 | 0915957329 |
| Judaism | The Talmud (Everyman’s Talmud) | 9780805210323 | 0805210326 |
| ***Some leeway has been given to choose other texts in the realm of world religions. You may choose from Mormonism, Jehovah’s Witnesses, Shinto, Taoism, Sikhism, Jainism, and Baha’i. | |||
Second Year: Spring Semester
Renaissance and Reformation Seminar (IDE 2203)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Dante Alighieri | The Divine Comedy | 9780199535644 | 0199535647 |
| Calvin | Institutes of the Christian Religion | 9780801025242 | 0801025249 |
| Luther | 95 Theses
The Babylonian Captivity of the Church The Freedom of a Christian |
9780800616397 |
0800616391 |
| Erasmus | Praise of Folly | 9780140446081 | 0140446087 |
| Molina | On Divine Foreknowledge: Part IV of the Concordia | 9780801489358 | 0801489350 |
| More | Utopia | 9780140449105 | 0140449108 |
| Machiavelli | The Prince | 9780199535699 | 0199535698 |
| Jacob, Margaret C. | The Scientific Revolution: A Brief History with Documents | 9780312653491 | 0312653492 |
| Shakespeare | Hamlet | 9780140714548
9780199536122 |
0140714545
0199536120 |
| ***Recommended strongly that C.S. Lewis’ work Discarded Image, 6th Edition, be used as an introduction to this seminar. | |||
Third Year: Fall Semester
Enlightenment Seminar (IDE 3103)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Bunyan, John | Pilgrim’s Progress | 9780883680964 | 0883680963 |
| Descartes, Rene | Discourse on Method | 9780140446999 | 0140446990 |
| Locke, John | Two Treatises on Gov’t | 9780915144860 | 0915144867 |
| Pascal, Blaise | Pensees (Christianity for Modern Pagans) | 9780898704525 | 0898704529 |
| Rousseau, Jean | Emile | 9781591021117 | 1591021111 |
| Wesley, John | Selected Works | 9780195028102 | 0195028104 |
| ***Recommend reading Jonathan Edwards’ Religions Affections corresponding history course. | |||
Third Year: Spring Semester
The 19th Century Seminar (IDE 3203)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Darwin, Charles | Origin of the Species | 9781412018258 | 1412018250 |
| Finney, Charles | Lectures on Revivals of Religion | 9781932370478 | 1932370471 |
| Marx, Karl | The Communist Manifesto | 9781599869957 | 1599869950 |
| Nietzsche, Friedrich | Beyond Good and Evil | 9780486298689 | 048629868X |
| Spurgeon | Lectures to My Students (selected) | 9780310329114 | 0310329116 |
| Tocqueville | Democracy in America,
Vol 2 |
9780872204942 | 0872204944 |
| ***Recommend reading the Declaration of Independence, U.S. Constitution, and other important political treatises in the corresponding history course. | |||
Fourth Year: Fall Semester
The Early 20th Century Seminar (IDE 4103)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Chesterton, G.K. | Orthodoxy | 9780970377210 | 0970377215 |
| Conrad, Joseph | Heart of Darkness | 9780393926361 | 0393926362 |
| Dewey, John | Experience and Education | 9780684838281 | 0684838281 |
| Eliot, T.S. | The Waste Land | 9780393974997 | 0393974995 |
| Freud, Sigmund | Civilization and its Discontents (1989 ed.) | 9780393301588 | 0393301583 |
| James, William | Pragmatism | 9780915145058 | 0915145057 |
| Russell, Bertand | Why I am Not a Christian | 9780671203238 | 0671203231 |
| ***Recommend reading Churchhill’s Second World War in corresponding history course | |||
Fourth Year: Spring Semester
The Late 20th Century Seminar (IDE 4203)
| Author | Textbook | ISBN-13 | ISBN-10 |
| Barth, Karl | The Word of God and Theology | 9780567082275 | 056708227X |
| Lewis, C.S. | Mere Christianity | 9780060652920 | 0060652926 |
| Huxley, Aldous | Brave New World | 9780060776091 | 0060776099 |
| Niebuhr, H. Richard | Christ and Culture | 9780061300035 | 0061300039 |
| Vatican | Vatican II Texts (selected) | 9780918344373 | 0918344379 |
| Derrida | Deconstruction in a Nutshell | 9780823217557 | 0823217558 |
| ***Recommend reading Between Heaven and Hell by Peter Kreeft in the corresponding history course. | |||
Early Western Civilization – Syllabus
Course Syllabus – Spring 2011
The College at Southwestern
HIS 1103-A W/F 1:15-2:30 Room F-17
Instructor: Kevin Stilley
Office Hours: By Appointment
Email: kstilley@swbts.edu
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley
Catalog Description
A study of the history and philosophy of western civilization from antiquity to the rise of Christianity.
Course Objectives
- Appreciation of God’s providence in the overall pattern of history.
- To gain knowledge of the main events, ideas and persons that have shaped western civilization from antiquity to the rise of Christianity.
- To understand how the Biblical record and western civilization are related and be able to outline the relationship between revelation and historical records.
- Development of the skill of applying history to contemporary ideas and issues
Required Texts
- Susan Wise Bauer. The History of the Ancient World: From the Earliest Accounts to the Fall of Rome
- Paul L. Maier. The Flames of Rome
- R.K. Harrison. Old Testament Times
Recommended Texts
- A good historically oriented study Bible is strongly recommended. Two of the better ones are the ESV Study Bible and the NIV Archaeological Study Bible.
- Lynn Troyka & Douglas Hesse. Simon & Schuster Handbook for Writers, 8th ed.
Blackboard
Blackboard and SWBTS student email will be used for class communications. Students should check both Blackboard and student email daily for possible communications from the instructor. WARNING: Use of Blackboard requires that students pass an e-license test. Complete this test as early as possible during the semester to avoid being locked out of Blackboard at the time the first exam is being conducted via that medium. Alternative dates and formats for the test will NOT be offered.
Assignments
Grades will be determined based upon completion of three exams, two writing assignments/projects, and class participation.
- Examination #1 (25%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam.
- Examination #2 (25%) – This exam will be conducted via Blackboard so please be sure to have a good internet connection available on the day of the exam.
- Final Exam: (25%) – The date and time for the final exam may not coincide with normal class days and times. You must make yourself available to take the final exam at the scheduled time during finals week. No alternative times or venues for the exam will be offered.
- Writing Assignments / Projects (20%): Two writing projects have been assigned for this semester.
o Create in the style of a David Letterman’s Top 10 List, “Reasons Why Christians should be interested in history?” It may be helpful to consult the list of quotations found at http://kevinstilley.com/history-select-quotes/ (5%)
o A timeline combining the main events from the Hebrew Bible with the material from our textbooks. The project can take many forms and students are encouraged to use creativity in its creation (examples: board game, music, poetry, website, map, art, PowerPoint presentation, etc.). (15%)
- Participation (5%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion. Be prepared or we may have to resort to the scenario found at the following url; http://kevinstilley.com/a-warning-for-my-students/. Attendance will be recorded at the beginning of all class sessions and again after each break. Absences or tardiness will adversely affect your grade. Absences in excess of six (three for night classes) will result in an automatic failure of the class. Students are free to record the class. Guests are generally welcome, but please request permission from the instructor. Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction.
- OPTIONAL: A book report on The Flames of Rome may be substituted for any one of the above assignments.
Grades
Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.
“When a man is busy at study, the Evil Impulse whispers to him: Why tarryest thou here. Go and join the men who flirt with pretty women.” – Talmud, Zohar, ii, 265b
Tentative Schedule
| HIS 1103-A | Topic | Assignment Due Today |
| January 14 | Introduction to Course | Please print out and bring your syllabus to this class session. |
| January 19 | What Is History and Why Should It Be Important to Christians? | Read: Harrison, chapter 1
Turn In: In the style of a David Letterman’s Top 10 List, “Reasons Why Christians should be interested in history?” |
| January 21 | Pre-history & Genesis 1-11 | Read: Genesis 1-11; Bauer, Preface; The Everlasting Man – Chapter 2 (available on Blackboard) |
| January 26 | Sumer & Akkad | Read: Bauer, chapters 1, 2, 3, 8, 10
|
| January 28 | Egypt | Read: Bauer chapter 4, 7, 9, 11
|
| February 2 | The Patriarchal Period | Read: Harrison, chapter 3 |
| February 4 | Hyksos, Hammurabi, Moses & The Nation of Israel | Read: Bauer chapters 23, 27, 32; Harrison, pages 119-127, 144-150
|
| February 9 | Western Semitic Power Grabs / David, Solomon, & Rehoboam (The United and Divided Kingdom) | Read: Bauer chapters 34, 39, 45,
Recommended: Harrison, chapter 7 |
| February 11 | Assyria, Babylon, the Medes & The Persians | Read: Bauer pp. 371-390, 410-417, 443-468, Old Testament book of Daniel |
| February 16 | Examination #1 | Examination #1 – On Blackboard |
| February 18 | “Meanwhile in Greece…” | Read: Bauer pp. 183-190, 224-228, 253-257, 281-284 |
| February 23 | Greek Mythology & Religion | Recommended: Hellenistic-Roman Religions, by Everett Ferguson (available on Blackboard)
|
| February 25 | The Persian Wars
History Channel Video: The 300 |
Read: Bauer pp. 514-534 |
| March 2 | History Channel Video: The 300 (pt. 2) – Birth of Democracy | Read: Bauer pp. 350-352, 354-358, 418-430 |
| March 4 | The Peloponnesian Wars & Alexander the Great | Read: Bauer pp. 539-554; 570-582; 591-607 |
| March 9 | Pre-Socratic Philosophy | Recommended:
|
| March 11 | Socrates, Sophists, Plato | Recommended: The Sophists, Socrates and Plato, by A. H. Armstrong (available on Blackboard) |
| March 23 | Aristotle | Recommended: Plato and Aristotle, by Donald Palmer (available on Blackboard) |
| March 25 | Hellenistic & Early Roman Philosophy | Recommended: Stoics, Cynics, Epicureans, and Sceptics, by A. H. Armstrong (available on Blackboard) |
| March 30 | Examination #2 | Examination #2 – On Blackboard |
| April 1 | Romulus to Hannibal
Drive-Thru History – Rome Episode 1 |
Read: Bauer pp. 358-360, 431-436, 469-480, 555-561, 584-590, 607, 625-627, 629-641 |
| April 6 | Roman Prosperity
Drive-Thru History – Rome Episode 2 |
Read: Bauer pp. 644-647, 659-673, 676-678
|
| April 8 | Roman Empire
Drive-Thru History – Rome Episode 3 |
Read: Bauer pp. 680-696, 697-711
|
| April 13 | Six Flags Over Israel | Read: Harrison pages 299-333
|
| April 15 | Roman Provinces & Israel During The Intertestamental Period | Read: Bauer pp. 717-734 |
| April 20 | War With Rome & The Destruction of the Temple | Turn In: A timeline combining the main events from the Hebrew Bible with the material from our textbooks. |
| April 22 | No Class | No Class |
| April 27 | Western Civilization & The Kingdom of God
(or) Seven Wonders of the Ancient World, Art, Literature, etc. |
Read: Bauer pp. 735-744, 751-756, 759-777
Recommended:
|
| April 29 – 1:00 | Final Examination | Final Examination In Class |
Seminar For Early Western Civilization
Course Syllabus – Spring 2011
The College at Southwestern
IDE 1103-A W/F 2:40-3:55 Room F-17
IDE 1103-B T/Th 9:25-10:40 Room F-10
Instructor: Kevin Stilley
Office Hours: By Appointment
Email: kstilley@swbts.edu
Twitter: http://www.twitter.com/kevinstilley
Facebook: http://www.facebook.com/kevin.stilley
Skype: kevin.stilley
Catalog Description
A seminar in the primary literature pertaining to the history and philosophy of early western civilization.
Course Objectives
We will thoroughly examine primary source documents from antiquity in order to . . .
- Attain cultural literacy.
- Acquire an emic perspective of the main events, ideas and persons that have shaped western civilization.
- Explore the relationship between ideas and consequences.
- Develop the skill of applying ancient ideas to contemporary events and issues.
- Gain a better understanding of the two humanities (particularly in terms of revelation and truth).
- Stimulate intellectual curiosity and facilitate a life-long pursuit of wisdom.
Required Texts
- A Student’s Guide to Liberal Learning, James Schall (isbn. 9781882926534)
- Greek Tragedies, Vol. 1, David Gren and Richmond Lattimore, eds. (isbn. 9780226307909)
- Republic, Plato (isbn. 9780872201361)
- Timaeus and Critias, Plato (isbn. 9780140442618)
- Metaphysics, Aristotle (isbn. 9780140446197)
- Nicomachean Ethics, Aristotle (isbn. 9780911589030)
- Rhetoric, Aristotle (isbn. 9780140445107)
- Poetics, Aristotle (isbn. 9780140446364)
- Handbook for Writers, 8th edition Troyka & Hesse, (isbn. 9780131993846)
Blackboard
Blackboard will be used for class communications. Students should check Blackboard daily for possible communications from the instructor. WARNING: Use of Blackboard requires that students pass an e-license test. Complete this test as early as possible during the semester to avoid being locked out of Blackboard at an inconvenient time.
Grades
Grades will be determined by the following scale: 100-98 (A+); 97-93 = A; 92-90 (A-); 89-88(B+); 87-83 (B); 82-80 (B-); 79-78 (C+); 77-73 (C); 72-70 (C-); 69-68 (D+); 67-63 (D); 62-60 (D-); Below 60 = F.
Assignments
Grades will be determined based upon completion of reports for assigned reading, two group projects, class participation, an essay, and a final exam.
- Participation (10%): All students are expected to attend class, be punctual, and participate appropriately in classroom discussion. To engage in classroom discussion of the assigned reading it is imperative that all reading assignments be conducted in a timely fashion. Be prepared or we may have to resort to the scenario found at the following url;
http://kevinstilley.com/a-warning-for-my-students/. Absences or tardiness will adversely affect your grade. Absences in excess of six will result in an automatic failure of the class. Students are free to record the class. Guests are generally welcome, but when possible please notify the instructor in advance. Laptops, iPhones, and similar devices may NOT be used during class as their usefulness is far outweighed by their ability to create a distraction.
- Reading Reports ( 20%) – Students will bring to each class a report on the assigned reading for that class session. The report will include four items; (1) a statement that all of the material has been read (or the exact number of pages read), (2) an idea from the reading with which the student strongly agrees, (3) an idea from the reading with which the student strongly disagrees, (4) an idea from the reading which was new or provocative to the student.
- Group Projects (20%) – Student groups will be assigned two projects. A group grade will be assigned by the instructor for each project and participants will receive a participation grade from other group members.
- Essay, Research Paper, or Dialogue: (25%) – Each student will write an essay, dialogue, or research paper on a topic related to course content. Papers should be approximately 2000 words long and will be graded in terms of grammar, composition, creativity, research, analysis, and relevance.
- Final Exam (25%): The date and time for the final exam may not coincide with normal class days and times. You must make yourself available to take the final exam at the scheduled time during finals week. No alternative times or venues for the exam will be offered.
“When a man is busy at study, the Evil Impulse whispers to him: Why tarryest thou here. Go and join the men who flirt with pretty women.” – Talmud, Zohar, ii, 265b
Tentative Schedule
| IDE 1103-B | IDE 1103-A | Topic | Assignment Due Today |
| January 13 | January 14 | Introduction to Course | Please print out and bring your syllabus to this class session. |
| January 18 | January 19 | Discussion of Reading | Read: A Students Guide To Liberal Learning
Turn In: Reading Report |
| January 20 | January 21 | Discussion of Poetics – Language for discussing literature. | Read: Poetics (It is not necessary to read the Introduction, but it might be helpful to do so if you can find the time.)
Turn In: Reading Report |
| January 25 | January 26 | Discussion of Agamemnon | Read: Agamemnon
Turn In: Reading Report
|
| January 27 | January 28 | Discussion of Prometheus Bound | Read: Prometheus Bound
Turn In: Reading Report
|
| February 1 | February 2 | Discussion of Oedipus the King | Read: Oedipus the King
Turn In: Reading Report
|
| February 3 | February 4 | Discussion of Antigone | Read: Antigone
Turn In: Reading Report
|
| February 8 | February 9 | Happiness | Read: Ethics, Book A
Turn In: Reading Report
|
| February 10 | February 11 | Virtue | Read: Ethics, Books Beta, Gamma, Delta, Epsilon, Zeta & Eta
Turn In: Reading Report
|
| February 15 | February 16 | Friendship | Read: Ethics, Books Theta & Iota
Turn In: Reading Report |
| February 17 | February 18 | Pleasure | Read: Ethics, Book Kappa
Turn In: Reading Report
|
| February 22 | February 23 | Discussion of Republic, books 1-2 | Read: Republic, books 1-2
Turn In: Reading Report
|
| February 24 | February 25 | Discussion of Republic, books 3-4 | Read: Republic, books 3-4
Turn In: Reading Report |
| March 1 | March 2 | Discussion of Republic, books 5-6 | Read: Republic, books 5-6
Turn In: Reading Report |
| March 3 | March 4 | Discussion of Republic, books 7-8 | Read: Republic, books 7-8
Turn In: Reading Report |
| March 8 | March 9 | Discussion of Republic, books 9-10 | Read: Republic, books 9-10
Turn In: Reading Report |
| March 10 | March 11 | Discussion of Timaeus | Read: Timaeus, Sections I & II
Turn In: Reading Report |
| March 22 | March 23 | A final discussion of Plato’s metaphysics. | Read: Timaeus, Section III
Turn In: Essay, Research Paper or Dialogue |
| March 24 | March 25 | The instructor will be lecturing on Metaphysics Books Alpha & Beta. | You will be reading these sections as preparation for the presentations you will be giving, but no Reading Reports are required. Please bring your book to class. |
| March 29 | March 30 | Meet in groups to prepare presentations. | Meet in groups to prepare presentations. |
| March 31 | April 1 | Group Projects
|
Group Presentations (no reading reports required for this material) |
| April 5 | April 6 | The instructor will be lecturing on the whole of Aristotle’s Metaphysics. | Read: Review any sections of the book that were unread. (no reading reports required for this material)
|
| April 7 | April 8 | Discussion of Rhetoric, Sections 1 thru 4 | Read: Rhetoric, Sections 1 thru 4
Turn In: Reading Report
|
| April 12 | April 13 | Discussion of Rhetoric, Sections 5 & 6 | Read: Rhetoric, Sections 5 & 6
Turn In: Reading Report
|
| April 14 | April 15 | Discussion of Rhetoric Sections 7 & 8 | Read: Rhetoric, Sections 7 & 8
Turn In: Reading Report
|
| April 19 | April 20 | Discussion of Rhetoric, Sections 9 & 10 | Read: Rhetoric, Sections 9 & 10
Turn In: Reading Report |
| April 21 | April 22 | No Class | No class |
| April 26 | April 27 | Review For Final Exam | Review For Final Exam |
| May 4 – 8:00 | May 4 – 10:00 | Final Examination | Final Examination In Class |
Final Exam Review: World Religions Seminar
Be prepared to answer questions on the following topics:
- Talmud
- Torah
- Tanakh
- Sunni
- Shi’a
- Sufism
- Basmala
- Surah
- Shirk
- Hadith
- Sharia
- Fatwa
- Dharma
- Karma
- Samsara
- moksha
- Nirvana
- The Vedas
- Koan
- Three Jewels
- Four Noble Truths
- The Five Skandhas
- Five Pillars of Islam
- Eightfold Path
- Confucianism
Short answer question (you can bring a notecard to help you with this one): Using a passage from the Bhagavad Gita explain why social justice is not a big issue for Hindus in non-Western countries.
IDE1103 Final Exam Review
Below are a few of the items that you should be familiar with as you prepare to take your final exam for Early Western Civilization Seminary – IDE1103:
* * *
What are the three genres of rhetoric: exhortation and deterrence, legal(forensic), praise and blame
Did Aristotle believe that pleasure was the greatest good?
According to Aristotle what role does reciprocity play in friendship?
According to Aristotle, could you be friends with God?
What are Aristotle’s two kinds of virtues? (intellectual, ethical)
What is Aristotle’s understanding of character development?
What role does excess and deficiency play in Aristotle’s view of virtue?
What are Aristotle’s three conditions that make a person’s actions those of a virtuous person?
What is a non-essential property?
What are Aristotle’s Four Causes?
Possible Matching:
- Substance
- Prime Mover
- Tragedy
- Comedy
- Epic
- Ethos
- Pathos
- Logos
Suggested Discussion Topics: Aristotle, Ethics
1. How does Aristotle apply praxis or practical wisdom to his ethical philosophy? What does the Bible tell us about practical wisdom?
2. How does Aristotle explain the role of ethos or character in his philosophy. How does character develop in the Bible?
3. What is Aristotle’s concept of the soul? How does it compare to the Christian idea of the soul?
4. Why is causation important to Aristotle’s philosophy? How does the Bible explain causation?
5. How did Aristotle influence the self-actualization philosophy of the twentieth century?
6. Explain the ethical system of Aristotle’s Golden Mean. Does it always work? How does the Bible state the golden mean or not?
7. What are Aristotelian virtues? How do they compare with biblical virtues?
8.What does Aristotle believe about free will, voluntary and involuntary actions? How does this concept compare to the biblical concept of free will?
9. How does Aristotle explain habits? What does the Bible tell us about our habits?
10. What is Aristotle’s concept of justice? What is the biblical concept of justice?
11. How does Aristotle see the body’s role, especially in the area of health? What is the biblical view of the body and health?
12. According to Aristotle, why is friendship significant? What is the biblical concept of friendship?
13. What is the final goal of happiness for Aristotle? How is it different from joy and pleasure? What is the Christian principle of happiness, joy, and pleasure?
Continuing the Discussion of Aristotle’s Rhetoric
The following are supplemental resources for the students in my Early Western Civilization seminars:
Thinking Of Rhetoric As More Than Language
The Rhetoric of Interactive Music Gaming
Fun With Rhetorical Analysis Using Cereal
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