Dating the So-called Dissoi Logoi

Conley, Thomas

doi:10.5840/ancientphil19855128

Cited by 13 publications

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“…Njeno najstarejšo omembo najdemo v delu Dvojne trditve (Δισσοὶ λόγοι): μέγιστον δὲ καὶ κάλλιστον ἐξεύρημα εὕρηται μνάμα καὶ ἐς πάντα χρήσιμον, ἐς τὰν σοφίαν τε καὶ ἐς τὸν βίον »Kot največja in najlepša iznajdba pa je bilo odkrito pomnjenje in koristno je za vse -za modrost in za življenje.« Navedba je povzeta iz fragmentarnega odlomka, ohranjenega na koncu enega od rokopisov Seksta Empirika, ki ga je Henry Estienne (Henricus Stephanus) naslovil Διαλέξεις (Razprave ali Pogovori ali Predavanja), vključen pa je v zbirko Fragmenti predsokratikov; avtor dela ni znan (Diels-Kranz 90, fr. 9, 374-376;Conley, 1985). Kot iznajditelja mnemonike Marmor s Parosa (Marmor Parium), sumarna zgodovinska kronika s Parosa, ohranjena v obliki epigrafskega napisa, ki navaja pomembne zgodovinske dogodke v obdobju med letoma 1582 in 299 pr.…”

Section: Antične Osnoveunclassified

Studium memoriae

Hriberšek

2018

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Prve teoretske zapise o spominu najdemo v hipokratskih spisih; z njim sta se ukvarjala tudi aleksandrinska zdravnika Herofil in Erazistrat ter pozneje Galen. Prva prava znanstvena razprava o spominu je bil Aristotelov spis O spominu in spominjanju; večina piscev pred njim se je s spominom ukvarjala zgolj sporadično. Posebno poglavje, ki je v antiki tesno povezano z obravnavo spomina, je mnemotehnika, ki je imela velik pomen predvsem zaradi retorike. Med latinskimi pisci sta se s spominom ukvarjala predvsem Ciceron in Kvintilijan. Med številnimi komentatorji Aristotelovih del sta komentarje k spisu O spominu in spominjanju napisala samo dva: Psevdo-Temistij (Sofonias) in Aleksander iz Afrodiziade. Pomembna vezna člena med antiko in srednjim vekom sta bila Avrelij Avguštin in zlasti Boetij. V latinščino so Aristotelova dela, tudi zbirko Parva naturalia, prevedli v 12. stoletju. Med prevajalci izstopata Jakob iz Benetk in še posebej Willem van Moerbeke. Pravi zagon Aristotelovemu nauku o spominu pa sta s svojim delom dala arabska učenjaka: Avicenna (Ibn Sina) s Knjigo o duši (Liber de anima) in Averroes (Ibn Rušd) s komentarjem-kompendijem k Parva naturalia; Avicennovo delo je v 12. stoletju v sodelovanju z Dominikom Gundissalinom v latinščino prevedel Avendauth (Ibn Daud), Averroesov kompendij k Parva naturalia pa v 13. stoletju Mihael Škot. Na podlagi Avicennovega in Averroesovega dela je nastalo tudi nekaj anonimnih razprav, ki se ukvarjajo s spominom, z vprašanji spomina pa sta se ukvarjala tudi francoski frančiškanski teolog Jean de la Rochelle in Guillaume de'Auvergne. Povsem novo poglavje pri obravnavi spomina nastopi z delom Alberta Velikega in Tomaža Akvinskega.

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Section: Antične Osnoveunclassified

Studium memoriae

Hriberšek

2018

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“…Con respecto a la discutida datación del opúsculo, véase Robinson (1979), pp. 34-41 y Conley (1985).…”

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Protágoras: aparecer y ser en el marco de la praxis política

Álvarez

2020

Rev. Filos.

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“…= fr. DK90) testuaren inguruan, ik Conley & Polansky (1985),Robinson (1979). Rossetti (1980);Solana (1996).…”

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Mugimendu sofistikoaren eta erretorikaren gaien bidez Filosofia Batxilergoan irakasteko hainbat gako

Lera

2019

Tantak

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The following text offers an innovative teaching proposal. Its main aim is to show that the issues of sophistic and rhetoric can be introduced in first years’ senior high school subject called Philosophy and that doing so is totally convenient in order to develop several scopes and competences determined by the curricular decree. With that goal in our mind, first, in its introduction, this research clarifies which its structure, motivation, state of the art and main aim are. Second, it makes reference to the goals, competences and subjects determined by the current academic decree, so as to show which the theoretical basis and framework of this proposal are. Third, the sophistic movement and rhetoric are introduced from a historical point of view, highlighting some of the concepts related to them and introducing the main themes discussed by them. Fourth, the text offers some ideas concerning how to teach the issue of the sophistic movement and how to strengthen students’ rhetorical skills by means of some key texts, material and activities. Finally, the text infers several conclusions; it would be also interesting to point out this among the conclusions: by means of the topics chosen and the activities and methodology proposed, not only would some of the aims, competences and contents related to the subject called Philosophy be developed, but many of the abilities, as well, that must be reinforced in an indirect way by the ensemble of subjects during the whole senior high school.Through the analysis of all these issues, it should be possible to create some specific educational proposals to be developed in classroom. That is, this work is presented with the scope of being a useful and inspiring material for creating teaching units about sophistic and rhetoric.LABURPENAOndoko testuak proposamen didaktiko berritzaile bat eskaintzen du. Xede nagusia litzateke agerian uztea mugimendu sofistikoaren eta erretorikaren gaiak Batxilergoko lehen mailako Filosofia ikasgaian txerta daitezkeela, eta hori egitea oso aproposa litzatekela curriculum dekretuak zehazten dituen hainbat helburueta konpetentzia garatze aldera. Xede horrekin, lehenik eta behin, sarreran, estu honen egitura, motibazioa, status quaestionis-a eta helburu nagusia zehazten dira. Bigarrenik, egungo curriculum dekretuak finkatutako helburu, konpetentzia eta gai nagusiei erreferentzia egiten zaie, gure proposamenaren oinarri teorikoa eta esparrua agerian utziz. Hirugarrenik, mugimendu sofistikoa eta erretorika aurkezten ditugu ikuspegi historiko batetatik, eurekin estuki lotutako hainbat kontzeptu nabarmenduz eta sofistek landu zituzten gai nagusiei sarrera eginez. Laugarrenik, testu honek hainbat ideia eskaintzen ditu mugimendu sofistikoa eta erretorika klasean nolalandu ahal den iradokiz eta testu, material eta jarduera jakin batzuen bitartez ikasleen gaitasun erretorikoak nolaindar daitezkeen erakutsiz. Azkenik, esandakotik hainbat ondorio ateratzen dira: hautatutako gaien bitartez eta proposatutako jarduera eta metodologiaren bidez, Filosofia ikasgaiari dagozkion hainbat gai, konpetentzia eta eduki zehatz garatzeaz gain, Batxilergo osoan zehar irakasgai guztien elkarrekintzaren bitartez zeharka indartu behar diren zenbait gaitasun landuko lirateke. Gure proposamenaren laguntzaz, posible izan beharko litzateke eskolan garatzeko moduko unitate didaktiko zehatzak sortzea. Hau da, fistikaren eta erretorikaren gaineko unitate didaktiko zehatzak sortzeko lagungarria izan daitekeen material gisa aurkezten da testu hau.GAKO-HITZAK: Filosofia, irakaskuntza, bigarren hezkuntza, mugimendu sofistikoa, erretorika.

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Dating the So-called Dissoi Logoi

Cited by 13 publications

References 0 publications

Studium memoriae

Studium memoriae

Protágoras: aparecer y ser en el marco de la praxis política

Mugimendu sofistikoaren eta erretorikaren gaien bidez Filosofia Batxilergoan irakasteko hainbat gako

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