Purposes
Such poems may simply have been recorded or read for entertainment, or to convey a moral or religious lesson. The Owl and the Nightingale includes extended dialogues on rhetorical skills and has been seen as an instruction in (or possibly a parody of) the teaching of rhetorical technique. For example, both employ the medieval rhetorical tools of appealing to authority (by quoting Alfred the Great) and by attempting to goad the opponent into anger and then a mistake (stultiloquiem). During the eighth and ninth centuries, it was customary for students to debate their masters in schools and universities, and debates in litigation were likewise becoming more popular. These situations – which increased the relevance of the genre – were sometimes alluded to or parodied in debate poems.
The fiery debate in The Owl and the Nightingale is ended with a wren intervening, but critics have variously argued that either the owl or the nightingale is better at employing rhetorical strategy. One critic, Kathryn Hume (in Cartlidge, XIX), suggests that the poem is itself a moralistic warning against pointless quarreling.
Read more about this topic: Medieval Debate Poetry
Famous quotes containing the word purposes:
“His purposes will ripen fast,
Unfolding ev’ry hour;
The bud may have a bitter taste,
But sweet will be the flow’r.”
—William Cowper (1731–1800)
“Researchers, with science as their authority, will be able to cut [animals] up, alive, into small pieces, drop them from a great height to see if they are shattered by the fall, or deprive them of sleep for sixteen days and nights continuously for the purposes of an iniquitous monograph.... “Animal trust, undeserved faith, when at last will you turn away from us? Shall we never tire of deceiving, betraying, tormenting animals before they cease to trust us?””
—Colette [Sidonie Gabrielle Colette] (1873–1954)
“There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.”
—John Dewey (1859–1952)