{"id":316,"date":"2017-03-27T20:56:12","date_gmt":"2017-03-27T20:56:12","guid":{"rendered":"https:\/\/fs.wp.odu.edu\/mmize\/?page_id=316"},"modified":"2018-03-01T01:19:56","modified_gmt":"2018-03-01T01:19:56","slug":"cccc-2014","status":"publish","type":"page","link":"https:\/\/fs.wp.odu.edu\/mmize\/cccc-2014\/","title":{"rendered":"2015 Conference on College Composition and Communication (CCCC)"},"content":{"rendered":"<h2 style=\"text-align: center\"><span style=\"font-weight: 400\"> \u2018Sheweth the Image and Ways of Good Living\u2019: <\/span><span style=\"font-weight: 400\">Imitation as Educational Practice and Rhetorical Strategy<\/span><\/h2>\n<p><span style=\"font-weight: 400\"> In <\/span><i><span style=\"font-weight: 400\">Institutio Principis Christiani<\/span><\/i><span style=\"font-weight: 400\"> (1516), Desiderius Erasmus claims, \u201cThe main hope of getting a good prince hangs on his proper education\u201d (Jardine 5). The early modern era gave rise to several powerful female figures, leading to anxieties regarding education, rhetoric and gender in relation to the obligations of rank. Erasmus, Thomas More, and Juan Luis Vives addressed such concerns, illustrating the ways in which the <\/span><i><span style=\"font-weight: 400\">principum specula<\/span><\/i><span style=\"font-weight: 400\"> tradition adapted to the exigencies of the early modern moment. <\/span><\/p>\n<p><span style=\"font-weight: 400\">Embedded in their work is a discussion of imitation, overtly encouraging students to practice emulating authors, orators, and historical figures as part of daily training, while quietly constructing one\u2019s daily behavior as a rhetorical act which is informed by audience and purpose. This stress on mimicry, beyond merely drawing on Classical practices, derives from the scholars\u2019 own complicated social status. Correll describes the precarious position of the the humanist instructor within the courtly hierarchy, stating, \u201c&#8230; the scheme of tutoring and nurturing one&#8217;s superiors retains connections to notions of feminine decorum and duty, and discloses the uneasy presence of the socially constructed feminine, threatening to erupt from its place within the new cultural manhood\u201d (257).<\/span><\/p>\n<p><span style=\"font-weight: 400\">Thus, this presentation explores the dynamic between early modern scholars\u2019 subordinate social status and the mandate to create instructions for a royal, female student. It then examines the subtle incorporation of their personal strategies of mimicry and submission into their curriculum as potential tools for their students, subordinate figures themselves due to their sex, to employ as vital rhetorical strategies in their bid for authority. Particular texts to be considered include Vives\u2019 <\/span><i><span style=\"font-weight: 400\">The Instruction of a Christian Woman <\/span><\/i><span style=\"font-weight: 400\">(1523) and <\/span><i><span style=\"font-weight: 400\">On a Plan of Study for Children <\/span><\/i><span style=\"font-weight: 400\">(1524).<\/span><\/p>\n<p style=\"text-align: center\">[gview file=&#8221;https:\/\/fs.wp.odu.edu\/mmize\/wp-content\/uploads\/sites\/479\/2017\/03\/Vives-2015.pdf&#8221;]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u2018Sheweth the Image and Ways of Good Living\u2019: Imitation as Educational Practice and Rhetorical Strategy In Institutio Principis Christiani (1516), Desiderius Erasmus claims, \u201cThe main hope of getting a good prince hangs on his proper education\u201d (Jardine 5). The early modern era gave rise to several powerful female figures, leading to anxieties regarding education, rhetoric [&hellip;]<\/p>\n","protected":false},"author":598,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/pages\/316"}],"collection":[{"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/users\/598"}],"replies":[{"embeddable":true,"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/comments?post=316"}],"version-history":[{"count":5,"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/pages\/316\/revisions"}],"predecessor-version":[{"id":457,"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/pages\/316\/revisions\/457"}],"wp:attachment":[{"href":"https:\/\/fs.wp.odu.edu\/mmize\/wp-json\/wp\/v2\/media?parent=316"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}