Arlene Holmes-Henderson

This book explores the questions of when, where, how and why Aristotle has appeared in England, Scotland, Ireland and Wales since the Restoration in 1660, through to Irish Independence in 1922. The primary focus is on ethics and politics, natural science, and rhetoric and the arts. Chapters explore the impact of specific events in the history of Aristotelian reception over this period, taking the reader thematically on a journey through Aristotle’s diverse academic interests. The authors argue that Aristotle's authority has been omnipresent but never monolithic: it has been vigorously contested. This giant of western culture has by no means been used uniformly to reinforce established authority or symbolise Catholic conservatives; he has equally been adopted by radicals and progressives. Aristotle’s authority has been invoked by apologists for absolute monarchy and by Chartist revolutionaries; by patriarchal opponents of women’s rights and by suffrage activists; by apologists for slavery and by advocates of universal suffrage; by critics of stage censorship and by its advocates; by Deists questioning God’s involvement in human affairs and Roman Catholics insisting upon it. This volume explores all these various interpretations, appropriations and adaptations of his work. This fascinating study appeals not only to students and scholars of classics and philosophy, but also to specialists in British and Irish early modern and modern history, popular culture, political and intellectual history, as well as those studying the history of science, sexuality, and rhetoric.

A timeless tool for effective communication, civic participation and a means to deciphering the human condition, rhetoric is now enjoying a revival in schools. This book positions rhetoric as an essential component of the curriculum, helping learners to read and think critically, listen actively and speak persuasively. Beyond this, it shows how rhetoric empowers young people with the knowledge and skills to become informed and critical citizens. Drawing on the authors’ expertise in teaching, curriculum design and academic research, the book considers what it means to teach rhetoric, why there is a rationale to do so with fidelity, and offers guidance for implementing it across the curriculum. It offers a progression model to help students understand the social structures of language through the subjects they already study with a sensitivity to the subject content. Essential reading for teachers and school leaders, this pioneering text provides everything needed to revive rhetoric in schools, enabling students to thrive both academically and in the wider world. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives CC BY] 4.0 license.

A timeless tool for effective communication, civic participation and a means to deciphering the human condition, rhetoric is now enjoying a revival in schools. This book positions rhetoric as an essential component of the curriculum, helping learners to read and think critically, listen actively and speak persuasively. Beyond this, it shows how rhetoric empowers young people with the knowledge and skills to become informed and critical citizens. Drawing on the authors’ expertise in teaching, curriculum design and academic research, the book considers what it means to teach rhetoric, why there is a rationale to do so with fidelity, and offers guidance for implementing it across the curriculum. It offers a progression model to help students understand the social structures of language through the subjects they already study with a sensitivity to the subject content. Essential reading for teachers and school leaders, this pioneering text provides everything needed to revive rhetoric in schools, enabling students to thrive both academically and in the wider world. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives CC BY] 4.0 license.

An Open Access edition will be available on publication on the Liverpool University Press website, thanks to funding from the Arts and Humanities Research Council (AHRC). In the UK A-Levels and GCSEs in Classical Civilisation and Ancient History offer exciting avenues through which to access the cultures of people who spoke ancient Greek and Latin, and their neighbours, across the ancient Mediterranean and Black Sea worlds. They are inherently interdisciplinary, offering an outstanding opportunity to study a civilisation in the round, using diverse sources from literary and philosophical texts to legal documents, inscriptions, art, architecture and archaeology. Yet many people are either unaware of the existence of these courses, or do not understand their contents. This unprecedented study, by two Classics Professors at the University of Durham with extensive experience of teaching in schools and HEIs, charts the subjects’ historical development and emergence in their current form since the mid-20th century, explaining and illustrating their contents. It describes the skills and competencies that they confer, which are valued by university admissions offices and employers alike. It presents the results of interviews with several significant participants in the story of these classical subjects and of questionnaires filled in by many additional teachers and students. It also offers practical advice on how to introduce Classical Civilisation and/or Ancient History at secondary level, with guides to bibliographical and other resources.