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Art of Rhetoric I: Discovery of Arguments

“…it is strange if it is a shameful thing not to be able to come to one’s own aid with one’s body but not a shameful thing to do so by means of argument, which is to a greater degree a human being’s own than is the use of the body.”

Aristotle, Art of Rhetoric, 1355a 40—1355b 3.

The nature and function of rhetoric have both long been matters of controversy, even among classical and like-minded authors. We find the reason for this controversy in the complex relationality of orator and audience: for each is ordered to an object, and the correspondence of such order a matter necessarily complex. That is, persuasion—with which rhetoric is concerned—concerns a myriad of relations. The rhetorician aims to bring these relations into alignment. Rhetoric as a study concerns first the discovery of the means of such alignment and, second, their application.

Discovering the means requires keen awareness of the instruments suitable for this task. In persuasion, we attempt to change another’s beliefs. That is, we attempt to convince another of the truth of some proposition so as to act in accordance with that truth when the occasion occurs. If we are corrupt, we will do so with disregard to that propositions’ truth ourselves. If we are righteous, we will seek the clear exposition of that truth. But before we can affect such exposition, we must be clear-sighted ourselves. Attaining such clarity is the goal of this, the first of two Art of Rhetoric courses offered at the Lyceum Institute.

Overall Course Structure

This course—as but one of eight courses in our Trivium program—is not intended to be taken as a standalone pursuit but integrated with the other arts. There are no prerequisites to our study of Rhetoric I: Discovery of Arguments, although it is encouraged that students begin with Grammar I: Foundations and Logic I: Basics of Argumentation.

The Art of Rhetoric I: Discovery of Arguments is 8 weeks long, with one brief recorded lecture and two recorded discussion sessions each week.  Each discussion session is structured around readings of Aristotle’s Art of Rhetoric, Quintilian’s Institutio Oratoria, and Edward Corbett’s textbook, Classical Rhetoric for the Modern Student, with supplements and examples drawn from elsewhere in the tradition.  Our study within discovery will attend primarily to the works of Aristotle and Corbett.  Participants are expected to have read the assigned reading and listened to the lecture prior to the session, so that they may engage in a semi-structured discussion directed and moderated by the instructor and ask insightful questions about language and its use.  Moreover, continual discussion will foster that participation and engagement throughout the week.  Participants will be expected to partake in these discussions on a regular basis and will be challenged to do so directly.

Weekly Structure

Each week there will also be a 15 to 45-minute audio or video lecture, posted to Teams at the beginning of the week.  This lecture will be based upon the assigned reading, but will also stray into related topics, or may use the reading as a launching point for addressing some related issue (perhaps one more general, or perhaps one more specific). 

Though elements of the study of rhetoric can occur asynchronously—there being countless examples wherein we may encounter it on our own—discussions are nevertheless crucial for rightly directing our attention to the most salient points of expressing ourselves persuasively through language.  Accordingly, two discussion sessions per week (with a midway break) will be held on Mondays from 6:00-6:45pm ET and Thursdays from 12:00-12:45pm ET, beginning on 4 September 2023 and ending on 2 November 2023,

Required Texts

  • Edward P.J. Corbett’s Classical Rhetoric for the Modern Student (in first or second editions; PDF provided though purchase strongly recommended).
  • Aristotle’s Art of Rhetoric, translated by Robert C. Barlett (Chicago: University of Chicago Press, 2019).
  • Quintilian’s Institutio Oratoria in the Loeb edition (Latin-English facing; PDFs provided).
  • Some additional readings will also be required (PDFs to be provided).  Readings are subject to change.

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On Architecture and Order

What is architecture? How can we define it? As a human art, it seems that we cannot conceive of what it is fully or properly without efficient and final causes: certainly it is by human beings, and somehow for human beings. But for human beings to do… what? What benefit does the architect render human beings in the production of his buildings? It seems that we need a good definition—a more precise definition—if we are to say whether the products of architecture are good or bad themselves.

Integral to architecture conception seems the broader notion of order. The work of the architect, that is, seems nothing if not the making of what has order. But where, and in what, does order germinate? Allow here a quotation of the architect and design theorist Christopher Alexander (4 October 1935—2022 March 17):

Excerpts from The Nature of Order:

The activity we call building creates the physical order of the world, constantly, unendingly, day after day. In the last five millennia, human beings have created millions upon millions of cubic yards of building, and millions of buildings, house, roads, and cities—entire worlds. Our world is dominated by the order we create.

But although we are responsible for the creation of order on this enormous scale, we hardly even know what the word “order” means. Our present idea of “order” is obscure. Although the word is often used informally by artists and biologists and physicians—usually to stand for some deep regularity we cannot quite define—we need a better understanding of the deep geometric reality of order. If we are honest we must admit we hardly even know what kind of phenomenon it is. Yet we build the world, producing its order, day by day. Thus we go on, willy-nilly creating order int he world, without knowing what it is, why we are doing it, what its significance might be.

In the 20th century we have passed through a unique period, one in which architecture as a discipline has been in a state that is almost unimaginably bad. Sometimes I think of it as a mass psychosis of unprecedented dimension, in which the people of earth—in large numbers and in almost all contemporary societies—have created a form of architecture which is against life, insane, image-ridden, hollow. The ugliness which has been created in the cities of the world, and the banality and pretentiousness of many 20th-century buildings, streets, and parking lots have overwhelmed the earth. Much of this construction is caused by developers, hosing authorities, owners of hotels, motels, airport authorities. In that sense architects might be considered blameless, since in some degree the ugliness of what has been created is caused by new relations between time, money, labor, and materials and by a set of conditions in which the real thing—authentic architecture that has deep feeling and true worth—is almost impossible.

But architects are not blameless. For the most part, architects have stood by, content to play their role s part of the 20th-century machine. They gild the lily of commercial development with pretentiousness. Many architects have raised the designer-conscious fashion of building to new levels, have invented absurd ways of thinking about architecture, have altogether poisoned the earth with an abundance of terrible and senseless designs which have few redeeming features.

I believe that we have in us a residue of a world-picture which is essentially mechanical in nature—what we might call the mechanist-rationalist world-picture. Whether or not we believe that we are subscribing to this picture, whether or not we are aware of the impact of its residue in us, even when we consider ourselves moved by spiritual or ecological concerns, most of us are still—I believe—to a greater or lesser extent in the grip of some residue of this mechanical world-picture. Like an infection, it has entered us, it affects our actions, it affects our morals, it affects our sense of beauty. It controls the way we think when we try to make buildings and—in my view—it has made the making of beautiful buildings all but impossible.

Selections from Christopher Alexander 1980–2002: The Nature of Order: An Essay on the Art of Building and the Nature of the Universe, Book One: The Phenomenon of Life.

This topic—the nature of architecture—cannot in fact be divorced from the question of the human soul, and, specifically, its development of habits. We live in a built-environment. The built-environment informs our perceptual behavior: how our eyes and ears are attuned, how we relate to the phenomena of places, distances; echoes and reverberations, how we are enveloped by air, by sound and silence, by light and shadow. Buildings envelope us every day, from waking to sleeping. We practice our daily behaviors at home or in offices, in coffee shops and grocery stores. Our religious cathexis depends in no small measure on the structure of our houses of worship. The weight of law finds its reflection in the gravitas of the courtroom and the houses of legislation.

Do we think enough about how these buildings come to be—and whether they are fitting to our being?

Philosophical Happy Hour

Interior from Havana, Cuba, free public domain CC0 image.

If you’d like to join us for a discussion of architecture and order in the built-environment, we would be happy to have you! Our happy hours are held (almost) every Wednesday from 5:45–7:15pm ET and are (almost always) open to the public. You can join the weekly mailing list by using the contact form here, or join directly by using the link on the right side of the screen here.

“The deepest and most important teaching of Classical Architecture concerns the human soul: before any other work it is necessary to forge your own soul, making it a temple of virtue and knowledge. Those who do not know how to build themselves, will never be able to build anything beautiful and noble.” 

Vitruvian man, from the edition of De Architectura of Giovan Battista Caporali, 1536

Falling in Love with an Easy Life

An excerpt from the concluding pages of Solzhenitsyn’s Gulag Archipelago, Part II, recollecting time spent in the Butyrki transit prison of central Moscow. In particular, he here notes a contrast with the prisoners of his own generation—most of whom fought in the Second World War with some pride in their service for the Motherland—and the younger prisoners. This younger generation, while their peers were busy “falling in love with an easy life”, saw through the falsehoods of socialism.

Dawn of the Great Truth

Was it not here, in these prison cells, that the great truth dawned? The cell was constricted, but wasn’t freedom even more constricted? Was it not our own people, tormented and deceived, that law beside us there under the bunks and in the aisles?

Not to arise with my whole land
Would have been harder still,
And for the path that I have trod
I have no qualms at all.

The young people imprisoned in these cells under the political articles of the Code were never the average young people of the nation, but were always separated from them by a wide gap. In those years most of our young people still faced a future of “disintegrating,” of becoming disillusioned, indifferent, falling in love with an easy life—and then, perhaps, beginning all over again the bitter climb from that cozy little valley up to a new peak—possible after another twenty years? But the young prisoners of 1945, sentenced under 58-10, had leaped that whole future chasm of indifference in one jump—and bore their heads boldly erect under the ax.

In the Butyrki church, the Moscow students, already sentenced, cut off and estranged from everything, wrote a song, and before twilight sang it in their uncertain voices:

Three times a day we go for gruel,
The evenings we pass in song,
With a contraband prison needle
We sew ourselves bags for the road.

We don’t care about ourselves any more,
We signed—just to be quicker!
And when will we ever return here again
From the distant Siberian camps?

Good Lord, how could we have missed the main point of the whole thing? While we had been plowing through the mud out there on the bridgeheads, while we had been covering in shell holes and pushing binocular periscopes above the bushes, back home a new generation had grown up and gotten moving. But hadn’t it started moving in another direction? In a direction we wouldn’t have been able and wouldn’t have dared to move in? They weren’t brought up the way we were.

Our generation would return—having turned in its weapons, jingling its heroes’ medals, proudly telling its combat stories. And our younger brothers would only look at us contemptuously: Oh, you stupid dolts!

Aleksandr Solzhenitsyn, The Gulag Archipelago, Vol.I, Part II.

Knowledge and History

We must remind ourselves, often, that ignorance of the past condemns us to its repetition. This past need not have disappeared into the mist of ancient history. Ignorance grasps us by default. We repulse it by constant effort. Today, we see many, indeed, “falling in love with an easy life”—unthinking consumption of the lotus flower. It comes today in many forms. Drugs. Pornography. Endless streaming entertainment. The promise of a universal basic income. The hope of automation. Simultaneously, others are realizing the inhumane consequences of taking a daily soporific. Meaningless distractions. Life without purpose. The sickness of pleasure for its own sake. “Good Lord, how could we have missed the main point of the whole thing?” You will find no freedom in such a love; only slavery.

Let us wake up, and remain alert.

(If you do not own the Gulag Archipelago, you can purchase all three volumes in paperback for $44—well worth it!)

John Deely on the “Practical Value” of Logic

Peirce rightly speaks of the practice of boasting of the utility of this or that science as a “nauseating custom” (1898a, alt. ver. : CP 1.667). This is because the practice in question almost invariably is indulged in for purposes quite unrelated to the true character of the science in question or to the advance of scientific inquiry as such. Nonetheless, there is a legitimate general sense in which all the sciences, logic and ethics included, may be said to have a practical value, inasmuch as, in the light of understanding gained from any given inquiry, application of that understanding may be made to meliorate some state of affairs or other. It is essential, however, to notice that this general “practical value” is a consequence of theoretical understanding, and not something separate from or independent of a properly scientific—that is to say, thematic and systematized—study of, for example, the symbolic structures of thought, on the one hand (in the case of logic) and action, its motives and consequences, on the other (in the case of ethics). No doubt our practice of discourse will be influenced by a study of logic, and, if the study is sound, improved. But to aim at this improvement directly and from the outset is a fundamental blunder. It is no wonder that many courses in “critical thinking” amount to little more than an elaborate spelling out of the steps to go through m choosing the best refrigerator to buy for your home, or a hopelessly superficial skill in identifying and labeling “fallacies”. For this reason, one of the most notable students of logic (Joseph 1916: 10) went so far as to recommend that we abandon speaking of logic as an art, in order to make plain what is in fact the case: that any properly human practical value of logic is in consequence of its theoretical study, and not an end that can be attained directly. In this sense, any scientific study has a “practical value”.

But, while any scientific study has practical value in an indirect sense, the practical value of logic, even if indirect, goes beyond that of the other special sciences, and precisely for this reason logic is commonly viewed not just as a “general education” requirement, but as a “core requirement”—that is to say, as one of the foundations of liberal arts education even from the days when science in our modern sense had not yet been established or envisioned as part of the curriculum of schooling at any level. In other words, uniquely in the case of the science of logic, we are quite justified in speaking of its utility or “practical value” for reasons that are related both to the nature of logic as a science and to the advance of logic as a scientific inquiry.

The exceptional extent of logic’s indirect practicality becomes apparent in Joseph’s spelling out (ibid: 11) of the threefold rationale for the practical value of logic. Of the three elements he identifies in this rationale, the first logic shares with any science, as we have taken note. The remaining two, however, distinguish logic’s foundational character as permeating the humanities and the sciences alike—that is to say, the whole of our discourse.

The first practical value of logic in general education, the one it shares with any exact science, is that it demands a careful, systematic and precise treatment of its own subject matter, which tends to produce a habit resulting from an appreciative understanding of the need and importance of carefulness in the study of any subject.

The second practical value of logic, however, lies in an effect which the study of a special science like chemistry, physics, or biology, is not equally calculated to produce. This effect is a better realization of what general forms are latent in the language we habitually use (especially where it is a question of our natural language, hut also in specialized and “artificial” circumstances of discourses which… inevitably interface with and influence the prejacent natural language, ensuring its continual evolution, in fact, and expansion into new scientific fields), through becoming familiar with the task of examining our reasonings precisely to see whether their form is conclusive in itself in its contrast with the factual content.

The third practical value of logic is likewise commensurate with our discourse in its totality, whether everyday or scientific, theoretically or practically oriented: logic requires us to deal directly with what knowing is, insofar as there are standards implicit in thought itself by which it is possible to separate knowledge from opinion and also to distinguish levels or grades of both, thereby making us more alive and sensitive to, as well as more careful about, shortcomings in our own opinions and those others try to persuade us of.

I think we need not go as far as Joseph recommended in abandoning all talk of logic as an art in order to appreciate the difference between logica docens and logica utens and to appreciate the essential dependency of the latter on the former as far as it concerns an educational context beyond the exercise of practical reason. It is true that the theoretical study of logic not only can be but, in recent years, has been entirely divorced from the context of actual discourse in common experience. But this need not he the case (nor is it wholly new), and may even be regarded, in many instances, as a pedagogical aberration. Nor does the late modern artificialization of the context of logical study change the fact that there are indirect consequences of logical study for everyday discourse when the foundations of such study are properly established (a project toward which this book is mainly aimed). These consequences are nonetheless real, and become direct from the side of the theoretical understanding once acquired. There is nothing wrong with pursuing the theoretical study in such a way as to facilitate that indirect consequence, that overflow, as it were, into practical reasonings, and much to recommend such a pursuit, however much late modernity chose to eschew it. Indeed, what has always distinguished logic as a liberal art from logic developed as a science in its own right, without any regard for its connections with daily discourse, is just this way of pursuing properly logical study.

John Deely 1985–2015: Logic as a Liberal Art, 12–15 (not to be confused with Houser’s Logic as a Liberal Art).

Sign up for the Lyceum Institute before May 8 and you can join us in our study of Logic! Open to all members. Enroll here.

Trivium: The Art of Logic 2023

On 1 May 2023, we will begin our second Trivium course of the year: The Art of Logic. Our first discussion session will take place on 8 May 2023 at 6:00pm ET. This course is open to all enrolled Lyceum Institute members; having taken Grammar is not a prerequisite. If you would like to sign-up and take this course, enroll here. You can find out more about our approach to studying logic here.

In brief, however: is there right reasoning concerning reasoning itself? Can we reason rightly about other things if we are misled as to the nature of reasoning itself? Of course we can; but incidentally, rather than properly, and in a manner not precisely under our own control. Without having successfully undergone training in logic, we are much more likely to go awry in the formation of our beliefs—holding things untrue or unfitting to reason, that is—than otherwise. Thus, even though it is quite difficult, Thomas Aquinas rightly says that we ought to begin our learning from logic:

And for this reason it is necessary in learning to begin from logic, not because it is easier than the other sciences—indeed, it has the greatest difficulty, since it concerns second intentions—but because the other sciences depend upon it, insofar as it teaches the mode of proceeding in all the other sciences.

c.1257-59: In de trin., q.6, a.1, p.2, ad.3: “Et hac ratione oportet in addiscendo a logica incipere, non quia ipsa sit facilior ceteris scientiis, habet enim maximam difficultatem, cum sit de secundo intellectis, sed quia alia scientiae ab ipsa dependent, in quantum ipsa docet modum procedendi in omnibus scientiis.”

In our course, we will concern ourselves not only with learning to analyze propositions and syllogisms of both categorical and hypothetical structure, to parse prose writing for its logical structure (and errors therein), and to illuminate the illative relation which ties together all our reasoning, but also situate logic both historically and as it fits within the broader tradition of the Trivium.

Again, this seminar is open to all Lyceum Institute members, at every level of enrollment. Our primary (required) textbook is R.E. Houser’s Logic as a Liberal Art.

What is Music?

Few, if any of us, go very long without hearing music. We have available to us more hours of streaming than ever we could hear in several lifetimes. It sits available through every device; it attends nearly every commercial, every television show. The quality of a movie may be greatly enhanced, or perhaps even ruined, by the accompanying score. But what is music? We may define it narrowly, that is, with respect to its form as such: some articulation of sound as organized with pitch or rhythm for the purpose of being heard… and find this dissatisfying.

Antiquity’s Approach to Music

As with many questions, we have much to learn from antiquity. Saints Augustine of Hippo and Anicius Manlius Severinus Boethius both wrote treatises on music, and for both—as for Plato—music formed an integral part of education. Within its doctrines were contained not only vocal and instrumental performance but also lyrical meter for poetry. And perhaps much more important, and much more telling, was the intrinsic connection of the musical to the moral.

…since there happen to be four mathematical disciplines, the other three share with music the task of searching for truth; but music is associated not only with speculation but with morality as well. For nothing is more characteristic of human nature than to be soothed by pleasant modes or disturbed by their opposites. This is not peculiar to people in particular endeavors or of particular ages. Indeed, music extends to every endeavor; moreover, youths, as well as the aged are so naturally attuned to musical modes by a kind of voluntary affection that no age at all is excluded from the charm of sweet song. What Plato rightfully said can likewise be understood: the soul of the universe was joined together according to musical concord. For when we hear what is properly and harmoniously united in sound in conjunction with that which is harmoniously coupled and joined together within us and are attracted to it, then we recognize that we ourselves are put together in its likeness. For likeness attracts, whereas unlikeness disgusts and repels.

Anicius Manlius Severinus Boethius c.505 AD: De institutione Musica, lib.1, c.1, in the translation by Calvin M. Bower, p.2.

Perhaps, if we wish to understand what music is, we should recover and re-examine these classical sources. But perhaps we can draw on some other sources, as well.

The Poles of Feeling and Intellectuality

One such source, and far from the only contemporary thinker deserving of consideration with regard to this question, is the late John Deely, who once offered a definition that may provoke an interesting conversation. He wrote:

An idealized system of prospective audial experiences which will evoke, sustain, or counter within an Innenwelt basic elements of mood, emotion, or feeling. Within this prospective, in fact, there is an analog range between the asymptotic poles of sheer feeling vs. sheer intellectuality, along which the system can be formalized in an endless variety of relational patterns, according to emphasis within which definite types or styles can be conventionally constituted (“classical”, “folk” “Indian”, “African”, etc.).

Definition of John Deely provided in a handwritten note to Eero Tarasti and his wife [https://www.youtube.com/watch?v=CqUldV0D5DU @ 15:30]

As a quick explanatory note, the Innenwelt is “like a cognitive map that relates the self to the world of objects” (in the words of Kalevi Kull). To have asymptotic poles of feeling vs. intellectuality as evoked, sustained, or countered within the Innenwelt is to have one’s thoughts and feelings able infinitely to approach one another but never fully coalesce into a perfect unity; and conversely, to be repelled by one another, but never to be fully separated.

This definition hardly stands as definitive—and even in what it provides, there remains much to be clarified. But it is provocative nonetheless. As such, we would invite you to join us this evening for our Philosophical Happy Hour (from 5:45–7:15pm ET) to engage in a conversation about music: its nature, purpose, structure, value, and function in our human lives, from the mundane to the sacred and everything in between. Use the form below.

Request an Invite

I.M. Bochenski on the Concept of Formal Logic

Preliminary definition of the subject matter of the history of logic is hard to come by. For apart from ‘philosophy’ there is perhaps no name of a branch of knowledge that has been given so many meanings as ‘logic’. Sometimes the whole history of philosophy, and even knowledge in general, has been thus named, from metaphysics on the one hand, cf. Hegel, to aesthetics (‘logic of beauty’) on the other, with psychology, epistemology, mathematics etc. in between. With such a wide choice it is quite impossible to include in a history of logical problems all that has been termed ‘logic’ in the course of western thought. To do so would practically involve writing a general history of philosophy.

But it does not follow that the use of the name ‘logic’ must be quite arbitrary, for history provides several clues to guide a choice between its many meanings. This choice can be arrived at by the following stages.

1. First let us discard whatever most authors either expressly ascribe to some other discipline, or call ‘logic’ with the addition of an adjective, as for example epistemology, transcendental logic, ontology etc.

2. When we examine what remains, we find that there is one thinker who so distinctly marked out the basic problems of this residual domain that all later western inquirers trace their descent from him: Aristotle. Admittedly, in the course of centuries very many of these inquirers – among them even his principal pupil and successor Theophrastus – have altered Aristotelian positions and replaced them with others. But the essential problematic of their work was, so far as we know, in constant dependence in one way or another on that of Aristotle’s Organon. Consequently we shall denote as ‘logic’ primarily those problems which have developed from that problematic.

3. When we come to the post-Aristotelian history of logic, we can easily see that one part of the Organon has exercised the most decisive influence, namely the Prior Analytics. At some periods other parts too, such as the Topics or the Posterior Analytics, have indeed been keenly investigated and developed. But it is generally true of all periods marked by an active interest in the Organon that the problems mainly discussed are of the kind already to hand in the Prior Analytics. So the third step brings us to the point of describing as ‘logic’ in the stricture sense that kind of problematic presented in the Prior Analytics.

4. The Prior Analytics treats of the so-called syllogism, this being defined as a λογος in which if something is posited, something else necessarily follows. Moreover such λογοι are there treated as formulas which exhibit variables in place of words with constant meaning; an example is ‘B belongs to all A‘. The problem evidently, though not explicitly, presented by Aristotle in this epoch-making work, could be formulated as follows. What formulas of the prescribed type, when their variables are replaced by constants, yield conditional statements such that when the antecedent is accepted, the consequent must be admitted? Such formulas are called ‘logical sentences’. We shall accordingly treat sentences of this kind as a principal subject of logic.

5. Some logicians have limited themselves to the discovery, examination, and systematic ordering of logical theorems, e.g. many scholastic and mathematical logicians, as also Aristotle himself in the Prior Analytics. But logic so understood seems too narrowly conceived. For two kinds of problem naturally arise out of the theorems. First those about their nature – are they linguistic expressions, word-structures, psychical forms or functions, objective complexes? What does a logical law mean, what does a statement mean? These are problems which nowadays are dealt with in semiotics. Second, problems relevant to the question how logical laws can be correctly applied to practical scientific thought. These were dealt with by Aristotle himself, principally in the Posterior Analytics, and nowadays are the concern of general methodology. So semiotic and methodological problems are closely connected with logic; in practice they are always based on semiotics and completed in methodology. What remains over and above these two disciplines we shall call formal logic.

6. A complete history of the problems of logic must then have formal logic at its centre, but treat also of the development of problems of semiotics and methodology. Before all else it must put the question: what problems were in the past posited with reference to the formulation, assessment, and systematization of the laws of formal logic? Beyond that it must look for the sense in which these problems were understood by the various logicians of the past, and also attempt to answer the question of the application of these laws in scientific practice. We have now delimited our subject, and done so, as we think, in accordance with historical evidence.

But such a program has proved to be beyond accomplishment. Not only is our present knowledge of semiotic and methodological questions in the most important periods too fragmentary, but even where the material is sufficiently available, a thorough treatment would lead too far afield. Accordingly we have resolved to limit ourselves in the main to matters of purely formal logic, giving only incidental consideration to points from the other domains.

Thus the subject of this work is constituted by those problems which are relevant to the structure, interconnection and truth of sentences of formal logic (similar to the Aristotelian syllogism). Does it or does it not follow? And, why? How can one prove the validity of this or that sentence of formal logic? How define one or another logical constant, e.g. ‘or’, ‘and’, ‘if—then’, ‘every’ etc. Those are the questions of which the history will here be considered.

Ioseph Maria Bochenski, A History of Formal Logic

I.M. Bochenski’s History of Formal Logic presents a clear and systematic discussion of the major figures in the history of logic who have attended to problems in the above consideration, from antiquity to the early twentieth century, as well as a contrast between Western and Indian logic. We will use this text as a supplement in our upcoming Trivium: Art of Logic course (beginning May) which is available to all enrolled members.

Trivium: Art of Grammar 2023

Today (2 January) we begin our 2023 course in studying the Trivium: Art of Grammar. Our first discussion session will take place on 9 January 2023 at 6:00pm ET. This course is open to all enrolled Lyceum Institute members. If you would like to sign-up and take this course, enroll here. You can find out more about our approach to studying grammar here.

Too few of us know well enough the nuances and difficulties of the English language, or of language in general. Yet all of us live today in a world suffused by language. The more time we spend in digital environments, especially, the more we find ourselves comprised by linguistic structures. A careful study of the English language is necessary to guard oneself against misinformation, deception, and abuse. The Lyceum Institute offers an accessible program and supportive community for undertaking such a study.

Humble Beginnings for Human Education

To all our visitors, members, faculty, patrons, and benefactors: I am deeply humbled by the time, dedication, and resources that you have given to this endeavor—more so by the fact that each good we have received seems to have resulted in returns with exponential interest. A single seed, well-nurtured, may produce many fruits; and the seeds first sown at the Lyceum Institute are just beginning to flower. We began with four seminars, taught by one faculty members, in 2019. In just a few short years, we have blossomed to seven faculty, twelve seminars, six Latin courses, German, three Trivium courses—and more. From these humble beginnings, we are aspiring to great things: true human education.

As we turn the corner into the new year, I yet again must ask for your continued support. All seeds require continued nourishment. Your funds will enable us to accomplish our goals in 2023 and beyond. Click the link below to learn more about our progress and our goals, and to see our GiveButter campaign.

Even if you cannot contribute financially, please spread the word about the Lyceum Institute! You can also subscribe to our Newsletter, choose another means of support, or enroll and participate in our program!