Progymnasmata in practice, from antiquity to the present day.
Ulm| N° d'inventaire | 22828 |
| Format | 16 x 24 |
| Détails | 556 p., paperback. |
| Publication | Paris, 2020 |
| Etat | Nine |
| ISBN | 9782728806768 |
The progymnasmata (preparatory rhetorical exercises) are a set of speech forms considered fundamental and complementary: in the most widespread list (that of Aphthonios), there are twelve of them: the fable, the story, the chria, the maxim, the contestation (and confirmation), the commonplace, the praise (and blame), the parallel, the ethopoeia, the description, the thesis and the proposition of law. Organized in a progressive series, supplemented by accompanying exercises (reading, listening, paraphrasing...) and a wide range of manipulations, their methodical learning, both orally and in writing, allowed adolescents to perfect their linguistic skills and to develop the expressive and argumentative abilities necessary for their cultural, social and political life. Originating in classical Greece, whose literary heritage they erected into a collection of models, they found a relatively stable form in the Hellenistic period before being transmitted, adapted and practiced for more than two thousand years, until 19th-century Europe, then being discarded without being replaced. Today we are witnessing the renaissance of this type of teaching of Letters, brought back into fashion in various countries at different levels, both school and university. This work focuses on the practice of these exercises, considered first from a historical perspective and then in the form of detailed reports of contemporary experiences.
The progymnasmata (preparatory rhetorical exercises) are a set of speech forms considered fundamental and complementary: in the most widespread list (that of Aphthonios), there are twelve of them: the fable, the story, the chria, the maxim, the contestation (and confirmation), the commonplace, the praise (and blame), the parallel, the ethopoeia, the description, the thesis and the proposition of law. Organized in a progressive series, supplemented by accompanying exercises (reading, listening, paraphrasing...) and a wide range of manipulations, their methodical learning, both orally and in writing, allowed adolescents to perfect their linguistic skills and to develop the expressive and argumentative abilities necessary for their cultural, social and political life. Originating in classical Greece, whose literary heritage they erected into a collection of models, they found a relatively stable form in the Hellenistic period before being transmitted, adapted and practiced for more than two thousand years, until 19th-century Europe, then being discarded without being replaced. Today we are witnessing the renaissance of this type of teaching of Letters, brought back into fashion in various countries at different levels, both school and university. This work focuses on the practice of these exercises, considered first from a historical perspective and then in the form of detailed reports of contemporary experiences.