A brief introduction:
Since ‘truth’ involves a disquisition (seeking, investigation) of the subject, academic pursuit serves to organize an accurate résumé of the concomitant imaginative topoi. While written inscription is necessarily of considerable import, there happened an array of condemnations directed against the plural “arts” of circulation after Plato’s Academy — simply because its architectonic involves as yet unarticulated words & ideas.
Multiple suggested questions surface:
- Which attitudes & attributes are understood by this implied diffusion?
- What happened to rhetorical comprehension? How?
- Where is the ‘state’ of writing at? Who educates the orators?
- What affiliation exists between logography and philosophy?
Out the gate, I will say that I do not write to persuade. I write mostly that I do not argue with myself. And yet, who doesn’t offer arguments? Always I’ve been given to think of how I’ve already made my best argument, but this site may amount to an account of the mechanism of “subordinating connectives” through which it could – almost – obtain.
This is not about ‘academic practice’ at a university. In this disjunctive epoché, it more closely resembles the farmer Hesiod’s village in Ascra. Put differently, I’m hoping neither to teach nor to entrain. I want to put to the test both those words and these ideas. Insight is well-worth tracking. Any organization arising at this locality is accidental and unplanned. An audience has not been appointed to hear what is going to be built: it sounds like a challenge.
This general dispositio anticipates an eventual “educational” focus. Per Aristotle’s work, I invite under these conditions a contingent address: “…about things that could not have been, and cannot be, other than they are…” (Rhetoric, 1.2, 1357a. 4-7). It is not uniquely attentive to the wide, Ionic Greek, and later philosophical “arena” as a whole.
Admittedly, that Homeric legacy of oral argumentation might run far unsurpassed, but one would infer this blog is better matched for the purposes of research and quiet study. In fact, a tenuous intent of this academy aims at the development of a publishing “barn” pursuant to the Works and Days, wherein an occasional distribution of writings by other people crops up.
The forum listens to what writing is worth, while it slowly discovers what it might accomplish should it consider the arrival of meaning. I wish to contest the parataxis of the one rhapsode “along with” the ornate hypotaxis of the other, more subjunctive bard. One must attend to the incipient logic of the circumstances & events. It’s all irreducibly complex, hesitating in want of a certain qualification.
An abstract of this compact academy is found under its evidently adjectival way of argumentation. This “second-best” form of literacy is that which throws an expression of itself into the contemplation of this edifying participle, as shielded in the ideational trials of time…
“Knowledge” requires a difficult alignment of perception, intellect, and emotion, where learning should be concerned. The ancient Academy remains enigmatic.