This dissertation addresses the following question: what are the implications of John of Salisbury's rhetorical theory for his approach to education? The Metalogicon, John's defense of the trivium, represents the primary text analyzed throughout the project. John's medieval rhetorical theory explicated the reciprocal relationship between rhetoric and education. The art of rhetoric acquired educational elements by providing ethical-theoretical frameworks to inform the practices of students and teachers. Experiences from the practices of students and teachers influenced the art of rhetoric. John called for an approach to medieval rhetorical education that could be placed into the service of all people living in God's world. Five chapters offer answers to the guiding question. <br>Chapter One, "John of Salisbury: A Rhetorician of the Middle Ages," situates John within the historical moment of the High Middle Ages in Western Europe. John's personal experiences and the overall significant historical events shaped his perspective about medieval rhetorical education. Chapter Two, "John of Salisbury's Intellectual Influences: Cicero and Aristotle," explores how the writings of Cicero and Aristotle informed John's assumptions about the relationship between Ciceronian rhetoric and Aristotelian dialectics within medieval rhetorical education. John attempted to place the newly translated Latin writings of Aristotle, The Organon, into the service of medieval rhetorical education. <br>Chapter Three, "John of Salisbury's The Metalogicon: An Artifact of Medieval Epideictic Rhetoric," examines The Metalogicon as a composition representing medieval epideictic rhetoric. John offered an account of his educational experiences in which he praised teachers who promoted the liberal arts, blamed teachers who rejected the liberal arts, and celebrated the timeless values of a philosophical approach to education. Chapter Four, "The Metalogicon as Rhetorical Dialectical Synthesis," articulates John's contribution to medieval rhetorical theory. John synthesized Ciceronian rhetoric with Aristotelian dialectics to expand the scope of rhetorical practices. Chapter Five, "The Metalogicon: A Medieval Response to Contemporary Calls for Educational Praxis," concludes the dissertation by announcing John's call for praxis as the telos of medieval rhetorical education. The Metalogicon offered implications to the communication discipline by addressing John's contribution to medieval rhetorical theory and articulating pedagogical practices beneficial to contemporary educators. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Habilitationsschrift--Munich. / Includes bibliographical references (p. [285]-297) and index.

Habilitationsschrift--Munich. / Includes bibliographical references (p. [285]-297) and index.

My dissertation demonstrates the importance of an examination of the literary works included as part of the curriculum in fourteenth- and fifteenth-century English grammar schools both for understanding the instruction of generations of schoolchildren and for reading the Middle English literature created and read by those trained in these schools. As Chapter 1 explains, thirty-four extant manuscripts used in an educational context in late medieval England, listed with their contents in the Appendix, suggest the identification of seven literary works that appear to have been taught most often: Disticha Catonis, Stans puer ad mensam, Cartula, Peniteas cito, Facetus, Liber Parabolarum, and Ecloga Theoduli. Considering these schoolbooks both individually and as a group reveals their usefulness for teachers and the instruction that they share: an emphasis on epistolary conventions, an awareness of the malleability of selves and social hierarchies, and the prioritization of ordinary human experience. As this project shows, the influence of the lessons of the grammar classroom pervades the production of vernacular literature and the reading practices of contemporary audiences. In Chapter 2, a reading of Chaucer’s Troilus and Criseyde informed with a knowledge of the formal features of letter writing, particularly the attention to audience stressed in the grammar schoolbooks, reveals Criseyde’s control of both the story’s ending and the responses of readers through her final letter to Troilus. Chapter 3 offers a reexamination of The Book of Margery Kempe that argues against Kempe’s presumed illiteracy and demonstrates how she utilizes classroom teachings on self presentation in both her lived experience and the writing of her Book to manipulate her reception by her contemporaries and readers of the text. The final chapter turns to the works of John Lydgate to show how he incorporated the schoolroom’s emphasis on the diversity of ordinary human experience into his influential Fall of Princes, thereby spreading grammar school lessons to new audiences. Appreciating the teachings of the literary schoolbooks thus enables not only a better understanding of the grammar curriculum that shaped schoolchildren for two centuries but also a recognition of schoolbooks’ profound effect on authors and audiences in late medieval England. / text

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In this study, I read late medieval vernacular texts of Mandeville’s Travels, Chaucer’s Wife of Bath’s Prologue and Tale, and Margery Kempe’s Book in terms of memory, place and authorial identity. I show how each author constructs ethos and alters narrative form by using memory and place. I argue that the discourses of memory and place are essential to authorial identity and anchor their eccentric texts to traditional modes of composition and orthodoxy. In Chapter one, I argue that memory and place are essential tools in creating authorial ethos for the Wife of Bath, Margery Kempe, and John Mandeville. These writers use memory and place to anchor their eccentric texts in traditional modes of composition and orthodoxy. Chapter two reads Mandeville’s treatment of holy places as he constructs authority by using rhetorical appeals to authority via salvation history and memory. His narrative draws on multiple media, multiple texts, memoria, and collective memory. Chapter three examines the rhetorical strategy of the Wife of Bath’s Prologue and Tale as directly linked to practices of memoria, especially in her cataloguing of ancient and medieval authorities and scripture. Chaucer’s Wife legitimates her travel and experience through citing and quoting from medieval common-place texts and ultimately makes a common-place text of her own personal experience. Chapter four argues that memory is the central structuring strategy and the foundation for Margery’s arguments for spiritual authority and legitimacy in The Book of Margery Kempe. I read the Book’s structure as a strategic dramatization of Margery’s authority framed by institutional spaces of the Church and by civic spaces of the medieval town. Chapter five considers the implications of reading the intersections of memory and place in late-medieval construction of authority for vernacular writers as contributing to a better understanding of medieval authorial identity and a clearer appreciation of structure, form, and the transformation of the pilgrimage motif into the travel narrative genre. This project helps strengthen ties between the fields of medieval literature, women’s writing and rhetoric(s), and Genre Studies as it charts the interface between discourse, narrative form, and medieval conceptions of memory and authorial identity.

Medieval rhetoric, as a field and as a subject, has largely been under-developed and under-emphasized within medieval and rhetorical studies for several reasons: the disconnect between Germanic, Anglo-Saxon society and the Greco-Roman tradition that defined rhetoric as an art; the problems associated with translating the Old and Middle English vernacular in light of rhetorical and, thereby, Greco-Latin precepts; and the complexities of the medieval period itself with the lack of surviving manuscripts, often indistinct and inconsistent political and legal structure, and widespread interspersion and interpolation of Christian doctrine. However, it was Christianity and its governance of medieval culture that preserved classical rhetoric within the medieval period through reliance upon a classic epideictic platform, which, in turn, became the foundation for early medieval rhetoric. The role of epideictic rhetoric itself is often undervalued within the rhetorical tradition because it appears too basic or less essential than the judicial or deliberative branches for in-depth study and analysis. Closer inspection of this branch reveals that epideictic rhetoric contains fundamental elements of human communication with the focus upon praise and blame and upon appropriate thought and behavior. In analyzing the medieval world’s heritage and knowledge of the Greco-Roman tradition, epideictic rhetoric’s role within the writings and lives of Greek and Roman philosophers, and the popular Christian writings of the medieval period – such as Alfred’s translation of Boethius’ Consolation of Philosophy, Alfred’s translation of Gregory the Great’s Pastoral Care, Ælfric’s Lives of Saints, Ælfric’s Catholic Homilies, Wulfstan’s Sermo Lupi ad Anglos, and the anonymously written Vercelli and Blickling homiles – an early medieval rhetoric begins to be revealed. This Old English rhetoric rests upon a blended epideictic structure based largely upon the encomium and vituperation formats of the ancient progymnasmata, with some additions from the chreia and commonplace exercises, to form a unique rhetoric of the soul that aimed to convert words into moral thought and action within the lives of every individual. Unlike its classical predecessors, medieval rhetoric did not argue, refute, or prove; it did not rely solely on either praise or blame; and it did not cultivate words merely for intellectual, educative, or political purposes. Instead, early medieval rhetoric placed the power of words in the hands of all humanity, inspiring every individual to greater discernment of character and reality, greater spirituality, greater morality, and greater pragmatism in daily life.