A twelve-volume textbook on the theory and practice of rhetoric

The Oxford Handbook of Quintilian aims to trace Quintilian's influence on the theory and practice of rhetoric and education up to the present. Chapters cover topics including Quintilian's Institutio oratoria, his views on education and literary criticism, and his reception and influence.

Quintilian on the Teaching of Speaking and Writing, edited by James J. Murphy and Cleve Wiese, offers scholars and students insights into the pedagogies of Marcus Fabius Quintilianus (ca. 35–ca. 95 CE), one of Rome’s most famous teachers of rhetoric. Providing translations of three key sections from Quintilian’s important and influential Institutio oratoria (Education of the Orator), this volume outlines the systematic educational processes that Quintilian inherited from the Greeks, foregrounding his rationale for a rhetorical education on the interrelationship between reading, speaking, listening, and writing, and emphasizing the blending of moral purpose and artistic skill. Translated here, Books One, Two, and Ten of the Institutio oratoria offer the essence of Quintilian’s holistic rhetorical educational plan that ranges from early interplay between written and spoken language to later honing of facilitas, the readiness to use language in any situation. Along with these translations, this new edition of Quintilian on the Teaching of Speaking and Writing contains an expanded scholarly introduction with an enhanced theoretical and historical section, an expanded discussion of teaching methods, and a new analytic guide directing the reader to a closer examination of the translations themselves. A contemporary approach to one of the most influential educational works in the history of Western culture, Quintilian on the Teaching of Speaking and Writing provides access not only to translations of key sections of Quintilian’s educational program but also a robust contemporary framework for the training of humane and effective citizens through the teaching of speaking and writing.

Publisher Description

Offers a radical re-appraisal of rhetoric's relation to literature, with fresh insights into rhetorical sources and their reception in Roman poetry.

Lawyers, law students and their teachers all too frequently overlook the most comprehensive, adaptable and practical analysis of legal discourse ever devised: the classical art of rhetoric. Classical analysis of legal reasoning, methods and strategy is the foundation and source for most modern theories on the topic. Beginning with Aristotle's Rhetoric and culminating with Cicero's De Oratore and Quintilian's Institutio Oratoria, Greek and Roman rhetoricians created a clear, experience-based theoretical framework for analyzing legal discourse. This book is the first to systematically examine the connections between classical rhetoric and modern legal discourse. It traces the history of legal rhetoric from the classical period to the present day and shows how modern theorists have unknowingly benefited from the classical works. It also applies classical rhetorical principles to modern appellate briefs and judicial opinions to demonstrate how a greater familiarity with the classical sources can deepen our understanding of legal reasoning.

The art of persuasion, as practised today in political debate as well as in the courts of law, has been developed in the rhetorical tradition, but its authors have disappeared from view. One of them was Quintilian, who wrote his Institutio oratoria at the end of the first century AD. This book is special because it contains one of the fullest surveys of rhetorical insights ever written and because it has come down to us in its entirety. Quintilian's rhetorical system has been used in teaching rhetoric at universities since the Middle Ages. The purpose of 'Quintilian and the Law' is to reintroduce Quintilian's Institutio oratoria to modern readers, and to show that the topics discussed in it are still very much alive today. To that end, modern experts of law and rhetoric present their views on the Institutio oratoria, each dealing with one of the twelve books of which it consists. The authors were free to choose their own way of working, so that some books are described in their entirety, others are discussed from one particular point of view, and others still are treated only with regard to a particular section. In Roman times, the shortest way to a political career was by working in the law courts. There, one could acquire a reputation for having a thorough knowledge of the law and for being able to speak well in public. In his Institutio oratoria, Quintilian not only formulated important insights in juridical argumentation, in the art of speech-writing, and in the performative aspects of advocacy, he also discussed the ethical problems involved. Because Quintilian larded his instructions with numerous examples from practice, his book takes us back into the Roman law courts and helps us experience their exciting atmosphere. The essays in this book reflect the wide range of subjects discussed by Quintilian. They deal with (one of) six themes: (1) the ideal orator in a historical perspective, (2) his education, (3) rhetoric and communication, (4) argumentation, (5) Roman law in the Institutio oratoria, and (6) emotions in the courtroom. However, in honour of its author, they are arranged in the order of the Institutio oratoria.

Originally published in 1924, this book contains the Latin text of the first book of Quintillian's Institutionis Oratoriae. Quintillian's work on oratorical principles was much respected during the revival of Classical learning in the Renaissance, but largely forgotten subsequently. Colson supplies a detailed exegetical commentary, as well as a thorough history of the composition of Quintillian's work and its transmission through the ages. This book will be of value to anyone with an interest in ancient oratory or in this long-neglected text.

In Alfonso Vagnone’s Tongyou jiaoyu (On the Education of Children, c. 1632) Giulia Falato examines the text’s literary value and its contribution to the introduction of Renaissance pedagogy into late-Ming China. HAKEN!!!