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The Last Years of School Rhetoric and the End of the Classical Trivium
Södertörn University, School of Culture and Education, Rhetoric.ORCID iD: 0000-0002-0310-1929
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
2017.
Keyword [en]
rhetoric, history of rhetoric, education, history of education, curriculum, curriculum history, rhetorical education, history of rhetorical education, trivium, artes liberales, liberal arts, canon, classical education, school rhetoric, 19th century, humanities, humanism, neo-humanism, renaissance humanism, school humanism, classical humanism, bildung, formal education, grammar, dialectic
National Category
Languages and Literature Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-33654OAI: oai:DiVA.org:sh-33654DiVA: diva2:1153982
Conference
International Society for the History of Rhetoric) Twenty-First Biennial Conference, London, UK, 26-29 July, 2017
Funder
Swedish Research Council
Note

The early nineteenth century has been regarded as the period that marks the definitive end of rhetorical education in Sweden. In my presentation, I will show how a Renaissance Humanist curriculum centering on the classical trivium - grammar, dialectic, and rhetoric - was dissolved in the emerging Swedish school system during the first part of the nineteenth century.

The presentation offers an investigation into the demise of traditional school rhetoric, as well as into the pedagogical and ideological currents affecting the standing of rhetoric, and of Humanist education, between c. 1800 and 1850.

Rhetorical education, and the curricular changes that take place during the period are discussed on multiple levels. Firstly and foremostly, the rhetorical education, which is gradually displaced in the School Acts governing the instruction - as well as in actual classroom practice. Secondly, the education in the trivium, where shifts in the balance between the three subjects prove to be fatal to the study of rhetoric. Thirdly, the functions of a Classical and Renaissance legacy in the age of New Humanism, Bildung, and formal reasoning. Fourthly, and finally, the purpose of education in a budding Modernity when schooling undergoes significant expansion as well as ideologically based differentiation.

Changes on each of these levels - from instruction to ideology - should, taken together, be seen as an explanation not only to the end of rhetorical education, but to the Renaissance Humanist curriculum.

Available from: 2017-11-01 Created: 2017-11-01 Last updated: 2017-11-01Bibliographically approved

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Rimm, Stefan

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf