Battle Exhortation: The Rhetoric of Combat Leadership
By Keith Yellin
Published by Univ of South Carolina Press, 2008
ISBN 1570037353, 9781570037351
191 pages
Possible. It seems like a stretch, but there's an early chapter on Greeks in there. Additionally, perhaps leadership can be linked to teacher/pedagogy?
Aaron Freundschuh
‘New Sport’ in the Street: Self-Defence, Security and Space in Belle Epoque Paris
French History Advance Access published on December 1, 2006, DOI 10.1093/fh/crl026.
French History 20: 424-441.
Of possible interest discussion self-defense. More interested in this in terms of bibliographies and sources.
Chapman, Kris. "Ossu! Sporting masculinities in a Japanese karate dōjō" Japan Forum 16.2 (2004). 09 Jan. 2009
Possibly interesting material on sports and masculinities. Get to examine the bibliographies. See if there's a discussion of budo vs. bujutsu.
Crowther, Nigel. "Sports, nationalism and peace in ancient Greece" Peace Review 11.4 (1999). 09 Jan. 2009
More than 100 years ago, Baron Pierre de Coubertin, the founder of the modern Olympic movement, declared that the Olympic games should promote “international understanding, brotherhood and peace.” Was this a modern concept, a dream of Coubertin, or did it resurrect the ideals of the ancient Olympics?
On the one hand, the ancient Olympic games certainly promoted in Greece a sense of unity among the independent city states, for Greece was for much of its history not a united nation but rather a collection of individual cities. Every four years the games brought together as many as 40,000 spectators, athletes, politicians, merchants and cultural figures to a festival that celebrated not only sports but also religion—since it honored Zeus and other gods. It was also a kind of trade fair, as were some of the more modern Olympics, such as the one held in Paris in 1900. The ancient Olympic games were the biggest single gathering of any kind in the Greek world, and thus their importance to the Greeks can hardly be overemphasized.
That was the official abstract. Maybe I need this? A little bit of background? I'm not sure, but I did not want to lose track of this.
Militarism, Sport, Europe: War Without Weapons
By J. A. Mangan
Published by Routledge, 2003
ISBN 0714653608, 9780714653600
316 pages
Virtually everywhere, directly or indirectly, modern men are prepared for war through sport. It has been no different in the past. Throughout history a constant imperative has been a moral commitment to defend the society. Sport has played its part in the inculcation of this commitment. However, sport has also been considered both a substitute for war and an antidote to war. This collection explores the relationship between sport and war and brings together established authors, including Peter J Beck, Hans Bonde, Vassil Girginov, J A Mangan, John McClelland and Gertrud Pfister, and emerging authors such as Steve Bailey, Penelope Kissoudi, Orestis Kustrin, Callum McKenzie, Alethea Melling, Antonio Misseroli, Hamad Ndee and Roberta Vescori.
This looks quite exciting with a lot of potential, but it is super expensive. Review the chapter selection more closely.
Showing posts with label MA. Show all posts
Showing posts with label MA. Show all posts
Thursday, January 8, 2009
Rhetoric & Training & Greece: Potential Texts
Bodily Arts: Rhetoric and Athletics in Ancient Greece
By Debra Hawhee
Published by University of Texas Press, 2004
ISBN 0292705840, 9780292705845
226 pages
Check out The Arts of Training chapter
Hawhee, Debra.
Agonism and Arete
Philosophy and Rhetoric - Volume 35, Number 3, 2002, pp. 185-207
Appears to be very similar to the first chapter of her book Bodily Arts.
The Poet as Athlete
Mary R. Lejkowit
Journal of Sport History, Vol. 11, No. 2 (Summer, 1984)
In press, in Sport in the Cultures of the Ancient World, edited by Z.
Papakonstantinou. Special issue of The International Journal of the History of Sport.
London and New York: Routledge, 2009.
Sport, war and democracy in classical Athens
David M. Pritchard
School of History, Philosophy, Religion and Classics, University of Queensland,
Brisbane, QLD 4072, Australia. Email: d.pritchard@uq.edu.au
The Smell of Sweat: Greek Athletics, Olympics, and Culture
By William Blake Tyrrell
Published by Bolchazy-Carducci Publishers, 2004
ISBN 086516553X, 9780865165533
264 pages
By Debra Hawhee
Published by University of Texas Press, 2004
ISBN 0292705840, 9780292705845
226 pages
Check out The Arts of Training chapter
Hawhee, Debra.
Agonism and Arete
Philosophy and Rhetoric - Volume 35, Number 3, 2002, pp. 185-207
Appears to be very similar to the first chapter of her book Bodily Arts.
The Poet as Athlete
Mary R. Lejkowit
Journal of Sport History, Vol. 11, No. 2 (Summer, 1984)
In press, in Sport in the Cultures of the Ancient World, edited by Z.
Papakonstantinou. Special issue of The International Journal of the History of Sport.
London and New York: Routledge, 2009.
Sport, war and democracy in classical Athens
David M. Pritchard
School of History, Philosophy, Religion and Classics, University of Queensland,
Brisbane, QLD 4072, Australia. Email: d.pritchard@uq.edu.au
The Smell of Sweat: Greek Athletics, Olympics, and Culture
By William Blake Tyrrell
Published by Bolchazy-Carducci Publishers, 2004
ISBN 086516553X, 9780865165533
264 pages
Riffs on the Diss
My Working Topic:
How can the scholar/warrior traditions of Greece, Asia, and Japan contribute positive training models and influence to the composition classroom?
I know that it is terribly early, and I also know that my dissertation topic will probably mutate a number of times. Still, I have found it very useful in my experience to explore, work through, and contemplate materials earlier rather than later. This is one of the reasons why I spent so much time putting my application together and why I did not apply to PhD programs for some time: I wanted to know what I would read and write about. When in the program, I wanted to be able to work towards my diss with every class (if possible, of course).
Still, it is important for me to think through some of the ways that this can apply. For example, rather than just work on with one culture's tradition of scholar warrior, by finding three different cultures I'll be able to compare values and training traditions. I hope to pull the strongest traits from each one, and I also hope to find some common themes in each of them. If they are common between the three cultures, then there is probably a lot to be said for them.
One way I see this kind of work manifesting in a "real" academic career is an awareness of the importance of working with student athletes, non-traditional writing classes--such as doing field work--and the potential for offering hybridized classes that have training elements ala Lerner and his Aikido/sociology blend. The last is unlikely, or it may require a strongly funded school or significant seniority. Regardless, they are options worth considering.
When I look at WPA work, I see a very hybridized position of scholar, manager, boss, and intellectual. The confluence of these roles, and their potential fragmentation or implosion, is also a position which could benefit or be strengthened by viewing outside models which balanced multiple, and potentially conflicting, roles. Thus, as an aspiring WPA, these analyses of scholar/warrior could inform my future decisions and ability to achieve my work in a more stabile and strategic fashion.
In the classroom, I see a number of iterations from the scholar/warrior. Greatest, of course, is personal accountability. Second, reintroduction of blatant classical rhetorical methodologies. This does not mean the full rhetorical program. Instead, after a couple years of my own reading and review of works already done in the field, I will have a better notion of how rhetoric has been applied in the comp classroom and then will be able to contribute my own views on this approach.
One of the more important positions I see coming from S/W is the pronounced ethos, and the value of ethos in action in students and instructor. Given some of the work done by hooks on passion--and I am sure others have done related work--I wonder about how I could research or write about returning ethos, honor, and accountability into the classroom.
It sounds very archaic, and it is probably too roughly worded there. Still, it needed to be said. Similarly, I think people might take offense and say that there is accountability in the classroom, that people are behaving in honorable ways. Yes, there are individuals who are honorable, and they surely know that. However, given the incidents of cheating, the treatment/abuse of workers on college campuses, the outspoken desire of many students to get grades without earning them, the demonstrated-largely-by-anecdote trend of instructors desiring pay while teaching poorly, and on and on all show a system where people do less than they need or ought to simply because they can get away with it. There is no honor in that.
That is one of my major motivations: to develop a sense of honor and integrity as a professional. Then, can I figure out how to communicate this to my students...? I do not think you can force anyone to be honorable; rather, leading by example is the way to go. And it does not hurt to have relevant readings and policies in place. Still, it is a complicated issue.
The blending of scholar/warrior is similar, too, to my interests in composition and technical communication. Writing is so terribly important to me, and I do not think that splitting it up or dividing it up is a good thing. Sure, it can be a useful approach at the start, but I do not have a solution to propose. That is another reason I'm in the program. I hope to get enough reading, writing, and thinking done so that I can evaluate and consider various modes of teaching writing as well as how to manage a writing program that has all of these various facets.
Undergirding all of this work is my experience as an adjunct. I am not sure how that will play out or influence matters, but I am certainly looking forward to the research and publication potentials surrounding issues of adjuncts in comp, TC/TW, and how they compare. I am also looking forward to more consideration and discussion of the experiences of WPAs running tc/tw and comp programs when compared to just comp.
How can the scholar/warrior traditions of Greece, Asia, and Japan contribute positive training models and influence to the composition classroom?
I know that it is terribly early, and I also know that my dissertation topic will probably mutate a number of times. Still, I have found it very useful in my experience to explore, work through, and contemplate materials earlier rather than later. This is one of the reasons why I spent so much time putting my application together and why I did not apply to PhD programs for some time: I wanted to know what I would read and write about. When in the program, I wanted to be able to work towards my diss with every class (if possible, of course).
Still, it is important for me to think through some of the ways that this can apply. For example, rather than just work on with one culture's tradition of scholar warrior, by finding three different cultures I'll be able to compare values and training traditions. I hope to pull the strongest traits from each one, and I also hope to find some common themes in each of them. If they are common between the three cultures, then there is probably a lot to be said for them.
One way I see this kind of work manifesting in a "real" academic career is an awareness of the importance of working with student athletes, non-traditional writing classes--such as doing field work--and the potential for offering hybridized classes that have training elements ala Lerner and his Aikido/sociology blend. The last is unlikely, or it may require a strongly funded school or significant seniority. Regardless, they are options worth considering.
When I look at WPA work, I see a very hybridized position of scholar, manager, boss, and intellectual. The confluence of these roles, and their potential fragmentation or implosion, is also a position which could benefit or be strengthened by viewing outside models which balanced multiple, and potentially conflicting, roles. Thus, as an aspiring WPA, these analyses of scholar/warrior could inform my future decisions and ability to achieve my work in a more stabile and strategic fashion.
In the classroom, I see a number of iterations from the scholar/warrior. Greatest, of course, is personal accountability. Second, reintroduction of blatant classical rhetorical methodologies. This does not mean the full rhetorical program. Instead, after a couple years of my own reading and review of works already done in the field, I will have a better notion of how rhetoric has been applied in the comp classroom and then will be able to contribute my own views on this approach.
One of the more important positions I see coming from S/W is the pronounced ethos, and the value of ethos in action in students and instructor. Given some of the work done by hooks on passion--and I am sure others have done related work--I wonder about how I could research or write about returning ethos, honor, and accountability into the classroom.
It sounds very archaic, and it is probably too roughly worded there. Still, it needed to be said. Similarly, I think people might take offense and say that there is accountability in the classroom, that people are behaving in honorable ways. Yes, there are individuals who are honorable, and they surely know that. However, given the incidents of cheating, the treatment/abuse of workers on college campuses, the outspoken desire of many students to get grades without earning them, the demonstrated-largely-by-anecdote trend of instructors desiring pay while teaching poorly, and on and on all show a system where people do less than they need or ought to simply because they can get away with it. There is no honor in that.
That is one of my major motivations: to develop a sense of honor and integrity as a professional. Then, can I figure out how to communicate this to my students...? I do not think you can force anyone to be honorable; rather, leading by example is the way to go. And it does not hurt to have relevant readings and policies in place. Still, it is a complicated issue.
The blending of scholar/warrior is similar, too, to my interests in composition and technical communication. Writing is so terribly important to me, and I do not think that splitting it up or dividing it up is a good thing. Sure, it can be a useful approach at the start, but I do not have a solution to propose. That is another reason I'm in the program. I hope to get enough reading, writing, and thinking done so that I can evaluate and consider various modes of teaching writing as well as how to manage a writing program that has all of these various facets.
Undergirding all of this work is my experience as an adjunct. I am not sure how that will play out or influence matters, but I am certainly looking forward to the research and publication potentials surrounding issues of adjuncts in comp, TC/TW, and how they compare. I am also looking forward to more consideration and discussion of the experiences of WPAs running tc/tw and comp programs when compared to just comp.
Reading List
This is the start of my reading list and short justification notes.
My Working Topic:
How can the scholar/warrior traditions of Greece, Asia, and Japan contribute positive training models and influence to the composition classroom?
Locate history/evolution of rhetoric into composition.
Locate history/discussion of scholar/warrior paradigms in Japan, China, Greece.
Locate comparisons/discussions of sports and war.
Locate definitions/histories of humanitas.
Locate definitions/histories of paedeia.
Locate current coaching pedagogies
Books
Artistotle. Rhetoric.
It is not possible to discusses rhetoric without Aristotle.
Dao, Deng Ming. Scholar Warrior.
Introductory and source for materials on Chinese scholar-warrior.
Draeger, Donn F. Classical Bujutsu.
Top-notch martial arts scholar Draeger's take on Bujutsu. Useful as a source of definitions, terms, and general history.
Draeger, Donn F. Classical Budo.
Top-notch martial arts scholar Draeger's take on Budo. Useful as a source of definitions, terms, and general history.
Articles
Levine, Donald.
My Working Topic:
How can the scholar/warrior traditions of Greece, Asia, and Japan contribute positive training models and influence to the composition classroom?
Locate history/evolution of rhetoric into composition.
Locate history/discussion of scholar/warrior paradigms in Japan, China, Greece.
Locate comparisons/discussions of sports and war.
Locate definitions/histories of humanitas.
Locate definitions/histories of paedeia.
Locate current coaching pedagogies
Books
Artistotle. Rhetoric.
It is not possible to discusses rhetoric without Aristotle.
Dao, Deng Ming. Scholar Warrior.
Introductory and source for materials on Chinese scholar-warrior.
Draeger, Donn F. Classical Bujutsu.
Top-notch martial arts scholar Draeger's take on Bujutsu. Useful as a source of definitions, terms, and general history.
Draeger, Donn F. Classical Budo.
Top-notch martial arts scholar Draeger's take on Budo. Useful as a source of definitions, terms, and general history.
Articles
Levine, Donald.
Paper Topics 5364
I like to start thinking about things early.
From TOPIC:
and more:
The key points that have my attention are in bold.
Potential Topics:
Compare/contrast current/classic rhet surrounding olympics (broad)
same but combat sports, i.e. classic pankration and current MMA
rhetoric of sports or combat
rhetoric re: warriors/atheletes
focus on the epideitic rhetoric of sports?
Google Scholar produced a number of good results, and views, on pankration
From TOPIC:
The term paper will be a typical academic study of about 4000-5000 words, or about 16-20 pages double spaced, 12 point New Times Roman. Obviously, the primary subject will be classical Rhetoric, but your thesis may extend beyond just our time period, 500 BC to 400 AD, and beyond the tradition of oral political and judicial oratory. What I mean by this is that you may apply the precepts we will study to other times and even other genres of expression. We will talk more about this in the coming weeks, but if you’ve read my slightly incendiary little essay, “What is Classical Rhetoric?” (item 1.1), you should realize that I take Rhetoric, even classical Rhetoric, as the essential element (beyond language itself) of what I somewhat clinically refer to as the “negotiated society,” more easily understood as the “free society” or democracy.
and more:
In these ways, classical Rhetoric should not be thought of as existing in an isolated time period “back then,” but instead seen as the original paradigm of how society functions when it functions well. This paradigm, or these paradigms, are applicable to a wide range of human endeavors -- politics, art, war, education, business.
Your principal subject must be classical Rhetoric, of course, but you may either further explain something you find interesting in the period or compare-and-contrast with something operating entirely outside the period. What you should avoid is a "report," or a summary of what scholars have already summarized.
The key points that have my attention are in bold.
Potential Topics:
Compare/contrast current/classic rhet surrounding olympics (broad)
same but combat sports, i.e. classic pankration and current MMA
rhetoric of sports or combat
rhetoric re: warriors/atheletes
focus on the epideitic rhetoric of sports?
Google Scholar produced a number of good results, and views, on pankration
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