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Rhetoric is the art of discourse, wherein a writer or speaker strives to inform, persuade or motivate particular audiences in specific situations. As a subject of formal study and a productive civic practice, rhetoric has played a central role in the European tradition. Its best known definition comes from Aristotle, who considers it a counterpart of both logic and politics, and calls it "the faculty of observing in any given case the available means of persuasion." Rhetoric typically provides heuristics for understanding, discovering, and developing arguments for particular situations, such as Aristotle's three persuasive audience appeals, logos, pathos, and ethos. The five canons of rhetoric, which trace the traditional tasks in designing a persuasive speech, were first codified in classical Rome: invention, arrangement, style, memory, and delivery. Along with grammar and logic (or dialectic—see Martianus Capella), rhetoric is one of the three ancient arts of discourse.
From Ancient Greece to the late 19th century, it was a central part of Western education, filling the need to train public speakers and writers to move audiences to action with arguments. The word is derived from the Greek ῥητορικός rhētorikós, "oratorical", from ῥήτωρ rhḗtōr, "public speaker", related to ῥῆμα rhêma, "that which is said or spoken, word, saying", and ultimately derived from the verb ἐρῶ erō, "I say, I speak".
Scholars have debated the scope of rhetoric since ancient times. Although some have limited rhetoric to the specific realm of political discourse, many modern scholars liberate it to encompass every aspect of culture. Contemporary studies of rhetoric address a more diverse range of domains than was the case in ancient times. While classical rhetoric trained speakers to be effective persuaders in public forums and institutions such as courtrooms and assemblies, contemporary rhetoric investigates human discourse writ large. Rhetoricians have studied the discourses of a wide variety of domains, including the natural and social sciences, fine art, religion, journalism, digital media, fiction, history, cartography, and architecture, along with the more traditional domains of politics and the law. Many contemporary approaches treat rhetoric as human communication that includes purposeful and strategic manipulation of symbols. Public relations, lobbying, law, marketing, professional and technical writing, and advertising are modern professions that employ rhetorical practitioners.
Because the ancient Greeks highly valued public political participation, rhetoric emerged as a crucial tool to influence politics. Consequently, rhetoric remains associated with its political origins. However, even the original instructors of Western speech—the Sophists—disputed this limited view of rhetoric. According to the Sophists, such as Gorgias, a successful rhetorician could speak convincingly on any topic, regardless of his experience in that field. This method suggested rhetoric could be a means of communicating any expertise, not just politics. In his Encomium to Helen, Gorgias even applied rhetoric to fiction by seeking for his own pleasure to prove the blamelessness of the mythical Helen of Troy in starting the Trojan War.
Looking to another key rhetorical theorist, Plato defined the scope of rhetoric according to his negative opinions of the art. He criticized the Sophists for using rhetoric as a means of deceit instead of discovering truth. In "Gorgias," one of his Socratic Dialogues, Plato defines rhetoric as the persuasion of ignorant masses within the courts and assemblies. Rhetoric, in Plato's opinion, is merely a form of flattery and functions similarly to cookery, which masks the undesirability of unhealthy food by making it taste good. Thus, Plato considered any speech of lengthy prose aimed at flattery as within the scope of rhetoric.
Aristotle both redeemed rhetoric from his teacher and narrowed its focus by defining three genres of rhetoric—deliberative, forensic or judicial, and epideictic. Yet, even as he provided order to existing rhetorical theories, Aristotle extended the definition of rhetoric, calling it the ability to identify the appropriate means of persuasion in a given situation, thereby making rhetoric applicable to all fields, not just politics. When one considers that rhetoric included torture (in the sense that the practice of torture is a form of persuasion or coercion), it is clear that rhetoric cannot be viewed only in academic terms. However, the enthymeme based upon logic (especially, based upon the syllogism) was viewed as the basis of rhetoric.
However, since the time of Aristotle, logic has changed. For example, Modal logic has undergone a major development that also modifies rhetoric. Yet, Aristotle also outlined generic constraints that focused the rhetorical art squarely within the domain of public political practice. He restricted rhetoric to the domain of the contingent or probable: those matters that admit multiple legitimate opinions or arguments.
The contemporary neo-Aristotelian and neo-Sophistic positions on rhetoric mirror the division between the Sophists and Aristotle. Neo-Aristotelians generally study rhetoric as political discourse, while the neo-Sophistic view contends that rhetoric cannot be so limited. Rhetorical scholar Michael Leff characterizes the conflict between these positions as viewing rhetoric as a "thing contained" versus a "container." The neo-Aristotelian view threatens the study of rhetoric by restraining it to such a limited field, ignoring many critical applications of rhetorical theory, criticism, and practice. Simultaneously, the neo-Sophists threaten to expand rhetoric beyond a point of coherent theoretical value.
Over the past century, people studying rhetoric have tended to enlarge its object domain beyond speech texts. Kenneth Burke asserted humans use rhetoric to resolve conflicts by identifying shared characteristics and interests in symbols. By nature, humans engage in identification, either to identify themselves or another individual with a group. This definition of rhetoric as identification broadened the scope from strategic and overt political persuasion to the more implicit tactics of identification found in an immense range of sources.
Among the many scholars who have since pursued Burke's line of thought, James Boyd White sees rhetoric as a broader domain of social experience in his notion of constitutive rhetoric. Influenced by theories of social construction, White argues that culture is "reconstituted" through language. Just as language influences people, people influence language. Language is socially constructed, and depends on the meanings people attach to it. Because language is not rigid and changes depending on the situation, the very usage of language is rhetorical. An author, White would say, is always trying to construct a new world and persuading his or her readers to share that world within the text.
Individuals engage in the rhetorical process anytime they speak or produce meaning. Even in the field of science, the practices of which were once viewed as being merely the objective testing and reporting of knowledge, scientists must persuade their audience to accept their findings by sufficiently demonstrating that their study or experiment was conducted reliably and resulted in sufficient evidence to support their conclusions.
The vast scope of rhetoric is difficult to define; however, political discourse remains, in many ways, the paradigmatic example for studying and theorizing specific techniques and conceptions of persuasion, considered by many a synonym for "rhetoric."
Throughout European History, rhetoric has concerned itself with persuasion in public and political settings such as assemblies and courts. Because of its associations with democratic institutions, rhetoric is commonly said to flourish in open and democratic societies with rights of free speech, free assembly, and political enfranchisement for some portion of the population. Those who classify rhetoric as a civic art believe that rhetoric has the power to shape communities, form the character of citizens and greatly effect civic life.
Rhetoric was viewed as a civic art by several of the ancient philosophers. Aristotle and Isocrates were two of the first to see rhetoric in this light. In his work, Antidosis, Isocrates states, "We have come together and founded cities and made laws and invented arts; and, generally speaking, there is no institution devised by man which the power of speech has not helped us to establish." With this statement he argues that rhetoric is a fundamental part of civic life in every society and that it has been necessary in the foundation of all aspects of society. He further argues in his piece Against the Sophists that rhetoric, although it cannot be taught to just anyone, is capable of shaping the character of man. He writes, "I do think that the study of political discourse can help more than any other thing to stimulate and form such qualities of character." Aristotle, writing several years after Isocrates, supported many of his arguments and continued to make arguments for rhetoric as a civic art.
In the words of Aristotle, in the Rhetoric, rhetoric is "... the faculty of observing in any given case the available means of persuasion." According to Aristotle, this art of persuasion could be used in public settings in three different ways. He writes in Book I, Chapter III, "A member of the assembly decides about future events, a juryman about past events: while those who merely decide on the orator's skill are observers. From this it follows that there are three divisions of oratory – (1) political, (2) forensic, and (3) the ceremonial oratory of display". Eugene Garver, in his critique of "Aristotle's Rhetoric", confirms that Aristotle viewed rhetoric as a civic art. Garver writes, "Rhetoric articulates a civic art of rhetoric, combining the almost incompatible properties of techne and appropriateness to citizens." Each of Aristotle's divisions plays a role in civic life and can be used in a different way to affect cities.
Because rhetoric is a public art capable of shaping opinion, some of the ancients including Plato found fault in it. They claimed that while it could be used to improve civic life, it could be used equally easily to deceive or manipulate with negative effects on the city. The masses were incapable of analyzing or deciding anything on their own and would therefore be swayed by the most persuasive speeches. Thus, civic life could be controlled by the one who could deliver the best speech. Plato explores the problematic moral status of rhetoric twice: in Gorgias, a dialogue named for the famed Sophist, and in The Phaedrus, a dialogue best known for its commentary on love. This concern is still maintained to nowadays.
More trusting in the power of rhetoric to support a republic, the Roman orator Cicero argued that art required something more than eloquence. A good orator needed also to be a good man, a person enlightened on a variety of civic topics. He describes the proper training of the orator in his major text on rhetoric, De Oratore, modeled on Plato's dialogues.
Modern day works continue to support the claims of the ancients that rhetoric is an art capable of influencing civic life. In his work Political Style, Robert Hariman claims, "Furthermore, questions of freedom, equality, and justice often are raised and addressed through performances ranging from debates to demonstrations without loss of moral content". James Boyd White argues further that rhetoric is capable not only of addressing issues of political interest but that it can influence culture as a whole. In his book, When Words Lose Their Meaning, he argues that words of persuasion and identification define community and civic life. He states that words produce "... the methods by which culture is maintained, criticized, and transformed." Both White and Hariman agree that words and rhetoric have the power to shape culture and civic life.
In modern times, rhetoric has consistently remained relevant as a civic art. In speeches, as well as in non-verbal forms, rhetoric continues to be used as a tool to influence communities from local to national levels.
Rhetoric as a course of study has evolved significantly since its ancient beginnings. Through the ages, the study and teaching of rhetoric has adapted to the particular exigencies of the time and venue. The study of rhetoric has conformed to a multitude of different applications, ranging from architecture to literature. Although the curriculum has transformed in a number of ways, it has generally emphasized the study of principles and rules of composition as a means for moving audiences. Generally speaking, the study of rhetoric trains students to speak and/or write effectively, as well as critically understand and analyze discourse.
Rhetoric began as a civic art in Ancient Greece where students were trained to develop tactics of oratorical persuasion, especially in legal disputes. Rhetoric originated in a school of pre-Socratic philosophers known as the Sophists circa 600 BC. Demosthenes and Lysias emerged as major orators during this period, and Isocrates and Gorgias as prominent teachers. Rhetorical education focused on five particular canons: inventio (invention), dispositio (arrangement), elocutio (style), memoria (memory), and actio (delivery). Modern teachings continue to reference these rhetorical leaders and their work in discussions of classical rhetoric and persuasion.
Rhetoric was later taught in universities during the Middle Ages as one of the three original liberal arts or trivium (along with logic and grammar). During the medieval period, political rhetoric declined as republican oratory died out and the emperors of Rome garnered increasing authority. With the rise of European monarchs in following centuries, rhetoric shifted into the courtly and religious applications. Augustine exerted strong influence on Christian rhetoric in the Middle Ages, advocating the use of rhetoric to lead audiences to truth and understanding, especially in the church. The study of liberal arts, he believed, contributed to rhetorical study: "In the case of a keen and ardent nature, fine words will come more readily through reading and hearing the eloquent than by pursuing the rules of rhetoric." Poetry and letter writing, for instance, became a central component of rhetorical study during the Middle Ages. After the fall of the Republic in Rome, poetry became a tool for rhetorical training since there were fewer opportunities for political speech. Letter writing was the primary form through which business was conducted both in state and church, so it became an important aspect of rhetorical education.
Rhetorical education became more restrained as style and substance separated in 16th-century France with Peter Ramus, and attention turned to the scientific method. That is, influential scholars like Ramus argued that the processes of invention and arrangement should be elevated to the domain of philosophy, while rhetorical instruction should be chiefly concerned with the use of figures and other forms of the ornamentation of language. Scholars such as Francis Bacon developed the study of "scientific rhetoric." This concentration rejected the elaborate style characteristic of the classical oration. This plain language carried over to John Locke's teaching, which emphasized concrete knowledge and steered away from ornamentation in speech, further alienating rhetorical instruction, which was identified wholly with this ornamentation, from the pursuit of knowledge.
In the 18th century, rhetoric assumed a more social role, initiating the creation of new education systems. "Elocution schools" arose (predominantly in England) in which females analyzed classic literature, most notably the works of William Shakespeare, and discussed pronunciation tactics.
The study of rhetoric underwent a revival with the rise of democratic institutions during the late 18th and early 19th centuries. Scotland's author and theorist Hugh Blair served as a key leader of this movement during the late 18th century. In his most famous work "Lectures on Rhetoric and Belles Lettres", he advocates rhetorical study for common citizens as a resource for social success. Many American colleges and secondary schools used Blair's text throughout the 19th century to train students of rhetoric.
Political rhetoric also underwent renewal in the wake of the US and French revolutions. The rhetorical studies of ancient Greece and Rome were resurrected in the studies of the era as speakers and teachers looked to Cicero and others to inspire defense of the new republic. Leading rhetorical theorists included John Quincy Adams of Harvard who advocated the democratic advancement of rhetorical art. Harvard's founding of the Boylston Professorship of Rhetoric and Oratory sparked the growth of rhetorical study in colleges across the United States. Harvard's rhetoric program drew inspiration from literary sources to guide organization and style. Recently, there have been studies conducted examining the rhetoric used in political speech acts to illustrate how political figures will persuade audiences for their own purposes.
Debate clubs and lyceums also developed as forums in which common citizens could hear speakers and sharpen debate skills. The American lyceum in particular was seen as both an educational and social institution, featuring group discussions and guest lecturers. These programs cultivated democratic values and promoted active participation in political analysis.
Throughout the 20th century, rhetoric developed as a concentrated field of study with the establishment of rhetorical courses in high schools and universities. Courses such as public speaking and speech analysis apply fundamental Greek theories (such as the modes of persuasion: ethos, pathos, and logos) as well as trace rhetorical development throughout the course of history. Rhetoric has earned a more esteemed reputation as a field of study with the emergence of Communication Studies departments as well as Rhetoric and Composition programs within English departments in universities and in conjunction with the linguistic turn. Rhetorical study has broadened in scope, and is especially utilized by the fields of marketing, politics, and literature.
Rhetoric, as an area of study, is concerned with how humans use symbols, especially language, to reach agreement that permits coordinated effort of some sort. Harvard University, the first university in the United States, based on the European model, taught a basic curriculum, including rhetoric. Rhetoric, in this sense, how to properly give speeches, played an important role in their training. Rhetoric was soon taught in departments of English as well.
The relationship between rhetoric and knowledge is an old and interesting philosophical problem, partly because of our different assumptions on the nature of knowledge. But it is fairly clear that while knowledge is primarily concerned with truth (i.e. assuming that there is such a thing as truth), rhetoric is primarily concerned with statements and their effects on the audience. The word "rhetoric" may also refer to "empty speak", which reflects an indifference to truth, and in this sense rhetoric is adversarial to knowledge. Plato famously criticized the Sophists for their rhetoric which had persuaded people to sentence his friend Socrates to death regardless of what was true. However, rhetoric is also used in the construction of true arguments, or in identifying what is relevant, the crux of the matter, in a selection of true but otherwise trivial statements. Hence, rhetoric is also closely related to knowledge.
Eloquentia Perfecta is a Jesuit rhetoric that revolves around cultivating a person as a whole, as one learns to speak and write for the common good.