Loftus 1 Caitlin Loftus November 10, 2014 Bibliographic Project ENGW 3336.01
Bibliographic Project Introduction Ancient Greece and Rome were the foundation of modern day theories; rhetoric, style, sublimity, etc. However, one of the most important ideas that came from these ancient civilizations was the skills taught in the academies set up by these philosophers. Two philosophers stand out when it comes to education, and they are Cicero and Quintilian. Cicero and Quintilian are the basis of what would become liberal arts education that is taught here, at St. Edward’s University. The question being asked in this paper is: Should modern higher education combine professional training with traditional liberal arts advocated by Quintilian and Cicero? My question is important because it goes into the teachings of Cicero and Quintilian, and brings up the idea of why should our current liberal arts university combine or not combine professional training. Sources Consulted The sources I’ve collected are mostly from modern-day periodicals such as JSTOR Journals, Journal Of Curriculum Studies, Renaissance Quarterly, Asia Pacific Education Review, New Directions For Community Colleges, Liberal Education, Medieval Academy of America, Modern Age, Society, Irish Philosophical Society and Classical World. I also used chapters from three books, Rhetoric As Pedagogy : Its History, Philosophy, And Practice: Essays In Honor Of James J. Murphy, Orators & Philosophers: A History of the Idea of Liberal Education, and Rhetoric At Rome : A Historical Survey / M.L. Clarke. All of these sources are modern day, with some of them including the opinions of deceased theorists. The sources used in this paper are from all different fields based on the articles or books they are in, for some touch base on education or religion with philosophy while others talk about the classics or different countries and rhetoric. However some of the readers might not be professors. Some of the sources discuss trivium, quadrivium and why Quintilian only focused on trivium while Cicero was more universal. The other sources either side with how the traditional way that Cicero and Quintilian taught, while other sources think that the traditional liberal arts should be combined with professional programs or career prep. Findings Trivium, Quadrivium, Quintilian and Cicero People forget what a liberal arts education entails today in the modern world. Mark W. Roche and Linne R. Mooney both talk about what the trivium and quadrivium entail. They describe the trivium as grammar (language), rhetoric (oratory) and dialectic (logic). The quadrivium is described to be geometry, arithmetic, music and astrology. Looking at the trivium and quadrivium, they
Loftus 2 together look like the everyday education that we have as college students. However there was a big debate, according to Bruce A. Kimball, about combining the trivium and quadrivium during the 1800s, for the classics felt that the science side was trying to take over. Yet the two now co-exist in liberal arts education. Liberal arts education today also entails the joining of professional education, according to Todd Hutton. Hutton feels that students should have to study both professional programs and liberal arts, for they work better together. Hutton feels that they work better together because liberal arts education in general does not help a student today in a modern world but paired with a profession the skills combined improve how the student thinks about what they are learning overall greatly. The liberal arts education has been changed over the course of history, but Cicero and Quintilian have the most influence on liberal arts education, for they created the basis of the liberal arts education after redefining parts of it from the Greeks and creating a new system. Several professors and scholars had information and ideas about Cicero and Quintilian in regards to their teachings (curriculum). Sources who thought that Liberal Arts should mostly be Traditional or not combined with other subjects Some sources felt that traditional should remain separate from professional learning. Marc Guerra, S. Michael Halloran, Charles Adams, Donald C. Stewart, Angelo Bottone, and Robert C. Koons are the sources that felt that traditional education should be separate from professional training. What they mean is that rhetoric itself should be separate from other subjects, so the trivium separate from the quadrivium. Halloran and Adams write about Blair and Ramus, respectively, who based some of their teachings off of Cicero and Quintilian. In both articles, the authors only discuss the teaching of rhetoric in schools, showing that they focused more on the rhetorical aspect of Cicero and Quintilian’s teachings, which influenced only rhetoric in their eyes. Donald C. Stewart did not appreciate Quintilian’s teachings and felt that they should leave education alone. Marc Guerra was kind of like Stewart, only he wanted liberal arts to make a comeback but felt that with how schools only focus on professional training, liberal arts is stuck at this weird place that they can’t get out of for this time period. Both Stewart and Guerra think that the liberal arts are out of its time. Koons just thinks that science is over-taking the liberal arts and the two should stay separate because then liberal arts would just be science based. Angelo Buttone felt that the ideal education should have the students focused in different subjects but education should not focus on utility as the end goal of a student’s education. All of these theorists and scholars make excellent points. Sources that thought that Traditional Liberal Arts and Professional Training should combine While some sources thought that traditional and professional training should not combine, other sources begged to differ. Ethyle Wolfe, Morimichi Kato, Gordon
Loftus 3 Liang, M.L. Clarke, and Barry Brummett all believed that professional learning and traditional education should be combined to create a better liberal arts education system. In their articles, they all discuss how liberal arts education should combine with professional training, on different levels. Wolfe gets her point across by using Cicero’s De Oratore and how Cicero mentions vast amounts of subjects that every student should learn before going to the professional world, which Brummett agrees with and talks about with communications in his article. Wolfe goes into detail about them, showing her knowledge of the trivium and quadrivium, which is “mathematics, music, literature and poetry, natural sciences, ethics, and public affairs.� M.L Clarke does the same thing as Wolfe, only with Quintilian and how he in cooperated the trivium and quadrivium together to show how a liberal arts education should work, by the subjects working together. Liang talks about Quintilian, just a Clarke, and how he includes various different subjects for his students, including math and history and the trivium. Kato also mentions Cicero and says that humanistic education (liberal arts education) should focus on using clear language for it benefits all different aspects of education and it is a great skill to have, showing that Kato thinks that some things should be universal in subjects. Conclusion Cicero and Quintilian have influenced liberal arts education for centuries as well as rhetoric itself. As I wrote this paper both sides of the question stuck with me. I understand why some theorists and scholars do not believe that we should combine both professional training and liberal arts education. Some schools have just become focused on giving students degrees in only the field they know and not giving them skills in any other field, which can hurt them later in life. They have the mindset of knowledge as being more than a tool. However the theorists and scholars that think professional training and liberal arts education have an even stronger point. By giving students a broader education in multiple subjects but still focusing on one is the right way to go. If students want to focus on the classics than they can with a Rhetoric or Philosophy major, however all students should know math and writing and reading, with a little bit of science. With the way that the job markets are going, students need to have a broad education so that they are able to be hired and spread the idea of liberal arts education.
Loftus 4 Annotated Bibliography Adams, John C. "Gabriel Harvey's Ciceronianus And The Place Of Peter Ramus' Dialecticae Libri Duo In The Curriculum."Renaissance Quarterly 43.(1990): 551-569. Humanities Full Text (H.W. Wilson). Web. 12 Nov. 2014. John Adams is not very well-known, however it is supposed that he is a scholar of rhetoric. The source is a scholarly article. The audience is other scholars of rhetoric and possibly professors of rhetoric. Adams makes claims about Gabriel Harvey’s Ciceronianus helped set up the curriculum of Cambridge by combining Ramus and Cicero’s ideals. Harvey is seen as a Ramist, however Adams claims that both Ramus and Harvey based their Ciceronianuses off of Cicero’s ideas. While they did away with style, Harvey kept invention and dialectic, while Ramus took them away during his reformation of the liberal arts curriculum, which is connected to Cicero and the ideal orator debate of the time. Adams writes about how Cicero’s ideals were taken and changed, through Ramus and then Harvey, to create the curriculum of dialectic discourse that Cambridge and later Harvard used. I will use this to show how Cicero’s ideas were used in curriculum, even though they were edited (Ramus created his own ideals but they were based off of some of Cicero’s) and that they only focused on rhetoric and not other liberal arts subjects. Bottone, Angelo. “The Influence of Cicero on Newman’s Idea of a Liberal Education.” Yearbook of the Irish Philosophical Society (2009): 1-14. Web. 9 Dec. 2014. Angelo Bottone is a professor at the Dublin Business School, in the School of Arts. This sources audience would be professors or people who love to read philosophy, since the paper is in a philosophy paper. The main claim of this paper is what influence on John Henry Newman’s idea of Liberal Education Cicero had. Throughout the article, the answer was jostled around a bit; however, Newman’s idea of liberal education was based on Cicero’s (actually it’s closer to Quintilian’s) idea of a rhetor, or gentleman as they are called in the article. The idea was that every student (gentleman) should be well educated in all subjects, while also having good morals. Newman also talks about how utility should be taken away from education, meaning that while utility has positive consequences knowledge should be no means to an end. Bottone focuses on the morals and virtue side a bit, given that Newman is religious to the Catholic faith and talks about it a lot, and argues that that is not what education is solely about. I will use this article to show that other theorists thought that career prep should not be combined with liberal education because it does not help the students learn for the knowledge itself. Brummett, Barry. "Taking A Metaperspective On Rhetorical Education." Journal Of Curriculum Studies 44.6 (2012): 809-814. Academic Search Complete. Web. 8 Nov. 2014. Barry Brummett is chair of the Department of Communications and Charles Sapp Centennial professor at the University of Texas at Austin. The source is a scholarly article. The audience of this source would be other communications professors as well as communications students. The audience could also include rhetoric teachers and students as well, for the article brings in classical orators, especially Cicero. This article claims the “metaperspective” in rhetorical education
Loftus 5 through different short essays and pop culture. The article talks about how rhetoric is not just a subject on its own but it is applied to all subjects, citing physics and mathematics as example subjects and calling rhetoric a philosophy. Brummett references Cicero a few times throughout the article as well as Burke and several other philosophers. The article touches more on the current teachings in rhetorical education but ends with the notion that how our education is today and that a more in-depth understanding of the article can be explained through Cicero’s De Oratore. I think that this article is helpful because it goes beyond just rhetoric itself for education. While the article did not mention liberal arts education, it brought up a key component that Cicero felt should be in education and that is applying rhetorical teachings to all subjects. Clarke, M. L., and D. H. Berry. Rhetoric At Rome : A Historical Survey / M.L. Clarke. n.p.: London ; New York : Routledge, 1996., 1996. ST EDWARDS UNIV's Catalog. Web. 26 Oct. 2014. M. L. Clarke is a professor of Latin at the University College of North Wales. The source is a chapter from a book. The audience for this book is other classical professor or even students for the book could pass as a college text book for a theories class. This book address Cicero and Quintilian’s rhetorical theories (as well as Quintilian’s teachings) at a greater length. M. L. Clarke went into great length went studying Cicero’s and Quintilian’s works as well as researching about them in other sources. The chapter that I will be using talks about how Quintilian tried to incorporate more subjects than just the basic rhetorical ones. For example, the chapter talked about how Quintilian linked philosophy and music, as well as how Quintilian did not think law should be taught and that the mature orator should know law without schooling. The chapter also talks about how Quintilian used controversiae and sometimes declamation, which he criticized a lot in his writings but still used. I plan on using this chapter to show how Quintilian taught a liberal arts education in ancient Rome. I will probably compare it to modern day curriculum and show how similar they are. Guerra, Marc. "The Place Of Liberal Education In Contemporary Higher Education." Society 50.3 (2013): 251-256. Religion and Philosophy Collection. Web. 7 Dec. 2014. Marc Guerra is a professor of Theology at Assumption College in Massachusetts. The audience for this source would be professors or people in general who take an interest in or are involved with religion or philosophy, since the paper is in a special issue of Society. The main claim of this source is looking at where liberal arts fit in current higher education. Guerra says that there seems to be no place in contemporary higher education however liberal education has its purpose in higher education. Students now go to school to learn the utilities that they need to get a good job in the job market. Guerra says that even though there is no place we still cling to the idea of liberal arts education helps prepare students culturally for the
Loftus 6 world and it is the place that liberal arts is going to stay for the mean time. I will use this article to show that some authors believe that the two should be combined but believe that it is hopeless for liberal arts education to truly mix with professional training. Even though Guerra does not directly state anything about Cicero or Quintilian but he does address the main question I am talking about. Halloran, S. Michael. “Hugh Blair’s Use of Quintilian and the Transformation of Rhetoric in the 18th Century.” Rhetoric and Pedagogy: Its History, Philosophy and Practice. New York: Lawrence Erlbaum Associates, Inc., 2010. Web. 7 Dec. 2014. S. Michael Halloran is a professor in the Department of Language, Literature and Communication at Rensselaer Polytechnic Institute in Troy, New York. The source is a scholarly book of complied scholarly articles of which I will be using at least one. The audience of the source is classical and rhetoric professors and possibly students. The article found in the book that will help me claimed that Hugh Blair’s use of Quintilian changed rhetoric in the 18th Century (basically the title). Throughout the article, the author references how Blair would make over 20 references to Quintilian in his teachings at the University of Edinburgh. Blair adapted Quintilian’s teachings and theories, and modernized them, which then spread to the Americas and is how we gained our current rhetorical teachings taught. Much of what Blair talked about was the canons of rhetoric, usually style and invention. Blair did not always agree with what Quintilian has stated or what past philosophers/theorist have stated, such as the plain, middle and grand styles from the medieval period. I would use this article because it shows Blair only focused on the rhetorical teachings of Quintilian, and not the liberal arts education in general. Hutton, Todd S. "The Conflation Of Liberal & Professional Education." Liberal Education 92.4 (2006): 54-59. Academic Search Complete. Web. 16 Nov. 2014. Todd Hutton is the President of Utica College, a liberal arts college that the article focuses on. The source is a peer-reviewed opinion, journal article. The audience is other liberal arts presidents, and parents and students who are looking at colleges. Hutton claims that liberal arts education should be integrated with professional education. Hutton writes about how liberal arts education helps instruct students in their professional education for the real world. Hutton shows this through examples of the current curriculum for business majors at Utica College. Hutton writes that the college is trying to bring the two forms of education together, instead of keeping them separate. This source will be useful in general background of liberal arts education section of my findings. This is because it explains how liberal arts education is done today and how education today is trying to bridge the gap back to how education was. Kato, Morimichi. "Significance Of The Rhetorical And Humanistic Tradition For Education Today." Asia Pacific Education Review 15.1 (2014): 55-63. PsycINFO. Web. 11 Nov. 2014. Morimichi Kato is a professor of the Department of Education at the Sophia University in Tokyo, Japan. The source is a scholarly article. The audience of the source would be other education professors, and not just Japanese but also
Loftus 7 international since Kato cites many English sources. Kato’s claim is that the theories of humanistic and rhetorical traditions are beneficial to today’s education. The theories are categorized into three groups; public spiritedness, language and multiperspective knowledge. Kato makes references to Cicero through out the article, especially in the language section. Cicero is talked to have opposed the Stoics’ theories and how an educated person should understand language and make a presence in public speaking (Kato mentions how some authors felt the public speaking in politics lead to his downfall.). Kato talks about how Cicero’s ideas, such as using the body to bring forward language in a new way, is helpful and should be used in education today. I will use this in my paper to show that professors want to bring back the traditions, not only in America but also in Japan. I would also use this piece to show how Cicero’s ideas helped bring forward humanistic education, or liberal arts education, which is being used more often now and how some of the ideals can be used across subjects, showing that liberal arts education can combine with professional training. Kimball, Bruce A. Orators & Philosophers: A History of the Idea of Liberal Education. New York: College Entrance Examination Board, 1995. Print. Bruce A. Kimball is historian of education that went to Dartmouth College and Harvard University, as well as Harvard Law School for two years. He has taught at Harvard College, University of Houston, Yale University, University of Rochester and Ohio State University. This source is a scholarly book completely written by Kimball and was originally published in 1986. The book itself talks about liberal education and philosophers/orators. The chapter used in this paper is called Confrontation in America of Oratorical and Philosophical Traditions. This chapter looks at the history of liberal arts education in America and the increased idea of specialization. The chapter talks about how students started to break away from the original curriculum and started to individualize their own education. The chapter also discusses the argument between the classics and the science sides of education, for the classics did not like the scientist teaching and the science side did not like the classics for they “criticized life.” I will use this chapter to discuss when the split between the professional learning and higher education happened in modern America. Koons, Robert C. "The War Of The Three Humanisms: Irving Babbitt And The Recovery Of Classical Learning." Modern Age 52.3 (2010): 198-207. Academic Search Complete. Web. 6 Dec. 2014. Robert C. Koons is a professor at the University of Texas at Austin in the department of Philosophy. This article is a scholarly article. The audience of this article is professors of education or rhetoric or philosophy and followers of Irving Babbit, who this article is about. The article talks about Irving Babbit’s ideas of tradition returning to the liberal arts. Koons discusses Babbit’s book discusses three different types of humanism, or the liberal arts; the three are scientific humanism, sentimental humanism, and classical humanism. Babbit writes about how classical tradition, study of literature and such, is overtaken by scientism, making things overspecialized. Koons concludes that classical tradition should be brought back but must be kept separate from scientism. I would use this article to added to the point that some theorists believe we should keep things separate. The article mentions how
Loftus 8 Babbit’s book is of great influence, along with Quintilian’s On the Education of the Orator, and that the classical tradition section has ideas from Cicero and other philosophers, which I think will be useful along with Koons’ conclusion of Babbit’s book. Laing, Gordon J. "Quintilian, the Schoolmaster." The Classical Journal 1920: 515. JSTOR Journals. Web. 12 Nov. 2014. Gordon J. Laing was a scholar who became head editor of the University of Chicago Press, and has an award named after him, the Gordon J. Laing Award. This source is a scholarly article. The audience of this source is other professors of the classical area of teaching as well as education professors that focus on the liberal arts. The article claims that there are two types of education/teaching, one being liberal (indirect) and the other is focused (direct), and that schools struggle with the two. Laing claims that this curriculum struggle has been around since Quintilian’s time, and Laing examines Quintilian’s teachings from when a child is young (infanthood) to an adult (secondary school/college). Laing talks about how infants have to be surrounded by those who speak eloquently and how secondary school students must study Greek and Latin together as well as poetry and geometry (basically the trivium). I would use this in my paper to show how Quintilian’s views of curriculum and teaching have shaped modern liberal arts education and show that Quintilian influenced the idea that we should combine professional training and liberal arts education. Mooney, Linne R. "A Middle English Text on the Seven Liberal Arts." Speculum 1993: 1027. JSTOR Journals. Web. 6 Dec. 2014. Linne R. Mooney is a professor of Medieval English Paleography at the University of York. This source is a scholarly article. The audience of this article is probably rhetorical theorists, professors of rhetoric in the medieval period and professors of rhetoric theory. The main claim of this article is about a document from the Middle Ages that goes over the seven liberal arts in English. The author of the original text references several different theorists for the seven different liberal arts and Quintilian is mention as a philosopher for rhetoric. The article does not discuss Quintilian’s section in detail but it shows that Quintilian’s teachings survived to make it into a text that teaches the seven liberals. This article will be used to show that Quintilian’s teachings of rhetoric in the liberal arts were translated into middle age English, showing that his teachings were of great importance. I would also use this to show that liberal arts was important during the Medieval period, even if they do not go into detail on Quintilian or Cicero. Wolfe, Ethyle R. "Cicero's De Oratore And The Liberal Arts Tradition In America." Classical World 88.6 [1506] (1995): 459-471. MLA International Bibliography. Web. 21 Oct. 2014. Ethyle Wolfe was a professor of Brooklyn College, who eventually became the Dean of Humanities, and she died in 2010. Wolfe’s article is a peer-reviewed research article that was published by the Classical Association of the Atlantic States, Inc. This article was written for history professors and it was to connect Cicero’s De
Loftus 9 Oratore to the liberal arts education, and the question of whether or not liberal arts and career prep should be taught together or separately, in America. Wolfe talks about how liberal arts education and career preparation should not be taught separately and talks about all of the subjects that Cicero cited in De Oratore; geometry, literature and poetry, music, law, philosophy (all of these were in Latin so I may be wrong on one or two of them). Wolfe connects Cicero’s curriculum with general education today and how curriculum isn’t the issue in education but how to combine liberal arts education with career prep/general education. This article is useful because it goes into detail about Cicero’s teachings and curriculum, and how liberal arts curriculum is based off some of these, especially when it comes to universities and career prep. It goes in-depth on Cicero’s writings, which bring forward his educational ideals. This article is useful because it talks about the modern day curriculum and Cicero’s curriculum. Roche, Mark W. "The Landscape Of The Liberal Arts." New Directions For Community Colleges 2013.163 (2013): 3-10. Academic Search Complete. Web. 21 Oct. 2014. The author is Mark W. Roche, and he is a professor of German Language and Literature, and Philosophy at Notre Dame University. The source is a scholarly periodical. Roche’s audience is other education professors, college administrators, and students, more so at community colleges than universities. The article is important to the audience because it urges them to change how community colleges are run, and how a liberal arts program might benefit the students more. Roche explains a brief history of the liberal arts education, such as that it has the trivium and quadrivium, and how we mainly associate liberal arts education with liberal arts universities and small colleges. Roche also talks about how a liberal arts education can benefit the students and why community colleges need to stop teaching vocational classes. This article is useful to me because it gives information about liberal arts education in the past. The article also talks about how liberal arts education is beneficial to students today. Stewart, Donald C. "The Legacy Of Quintilian." English Education (1979): ERIC. Web. 3 Dec. 2014. Donald C. Stewart was a professor, known for teaching freshmen, and scholar in the 1970s that has passed away in recent years. The source is scholarly because it was printed in an English education periodical. Stewart’s audience is other English professors, especially professors in freshmen writing classes. The article addresses whether or not Quintilian made a good impact on education and whether or not it is good for today. Stewart talks about the history of Quintilian as well as the theorists that followed Quintilian’s style of thought/teaching, such as Blair. Stewart does not discredit Quintilian but he feels that Quintilian’s teachings of writing, as well as Blair, are not suited for the freshmen writing classrooms. I would use this
Loftus 10 piece because it goes with the idea that we should keep the traditional away from general education/career prep. If a student wishes to learn these things than they can learn it in a classroom that focuses on it.