September 2011
http://plato.stanford.edu/entries/sophists/
The Greek word sophistēs, formed from the noun sophia, ‘wisdom’ or ‘learning’, has the general sense ‘one who exercises wisdom or learning’. As sophia could designate specific types of expertise as well as general sagacity in the conduct of life and the higher kinds of insight associated with seers and poets, the word originally meant ‘sage’ or ‘expert’. In the course of the fifth century BCE the term, while retaining its original unspecific sense, came in addition to be applied specifically to a new type of intellectuals, professional educators who toured the Greek world offering instruction in a wide range of subjects, with particular emphasis on skill in public speaking and the successful conduct of life. The emergence of this new profession, which was an extension to new areas of the tradition of the itinerant rhapsode (reciter of poems, especially of Homer), was a response to various social, economic, political and cultural developments of the period. The increasing wealth and intellectual sophistication of Greek cities, especially Athens, created a demand for higher education beyond the traditional basic grounding in literacy, arithmetic, music and physical training. To some extent this involved the popularization of Ionian speculation about the physical world (see Presocratic Philosophy), which was extended into areas such as history, geography and the origins of civilization. The increase in participatory democracy, especially in Athens, led to a demand for success in political and forensic oratory, and hence to the development of specialized techniques of persuasion and argument. Finally, the period saw the flourishing of a challenging, rationalistic climate of thought on questions including those of morality, religion and political conduct, to which the sophists both responded and contributed. It is important to emphasize the individualistic character of the sophistic profession; its practitioners belonged to no organization, shared no common body of beliefs and founded no schools, either in the sense of academic institutions or in that of bodies of individuals committed to the promulgation of specific doctrines. In what follows we shall illustrate the diversity of sophistic activities, while considering the extent to which we can nevertheless identify common themes and attitudes.
http://en.wikipedia.org/wiki/The_Pilgrim%27s_Progress
The Pilgrim’s Progress from This World to That Which Is to Come is a Christian allegory written by John Bunyan and published in February, 1678. It is regarded as one of the most significant works of religious English literature,[1] has been translated into more than 200 languages, and has never been out of print.[2] Bunyan began his work while in the Bedfordshire county gaol for violations of the Conventicle Act, which prohibited the holding of religious services outside the auspices of the established Church of England. Early Bunyan scholars like John Brown believed The Pilgrim’s Progress was begun in Bunyan’s second shorter imprisonment for six months in 1675,[3] but more recent scholars like Roger Sharrock believe that it was begun during Bunyan’s initial, more lengthy imprisonment from 1660-1672 right after he had written his spiritual autobiography, Grace Abounding to the Chief of Sinners.[4]
The English text comprises 108,260 words and is divided into two parts, each reading as a continuous narrative with no chapter divisions. The first part was completed in 1677 and entered into the stationers’ register on December 22, 1677. It was licensed and entered in the “Term Catalogue” on February 18, 1678, which is looked upon as the date of first publication.[5] After the first edition of the first part in 1678, an expanded edition, with additions written after Bunyan was freed, appeared in 1679. The Second Part appeared in 1684. There were eleven editions of the first part in John Bunyan’s lifetime, published in successive years from 1678 to 1685 and in 1688, and there were two editions of the second part, published in 1684 and 1686.
http://en.wikipedia.org/wiki/What_the_Tortoise_Said_to_Achilles
“What the Tortoise Said to Achilles”, written by Lewis Carroll in 1895 for the philosophical journal Mind, is a brief dialogue which playfully problematises the foundations of logic. The title alludes to one of Zeno’s paradoxes of motion, in which Achilles could never overtake the tortoise in a race. In Carroll’s dialogue, the tortoise challenges Achilles to use the force of logic to make him accept the conclusion of a simple deductive argument. Ultimately, Achilles fails, because the clever tortoise leads him into an infinite regression.
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
“Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Jubjub bird, and shun
The frumious Bandersnatch!”
He took his vorpal sword in hand:
Long time the manxome foe he sought—
So rested he by the Tumtum tree,
And stood awhile in thought.
And as in uffish thought he stood,
The Jabberwock, with eyes of flame,
Came whiffling through the tulgey wood,
And burbled as it came!
One, two! One, two! And through and through
The vorpal blade went snicker-snack!
He left it dead, and with its head
He went galumphing back.
“And hast thou slain the Jabberwock?
Come to my arms, my beamish boy!
O frabjous day! Callooh! Callay!”
He chortled in his joy.
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
