The relation of Isocrates and Aristotle has mostly been defined by scholars as a competition or rivalry between them in a debate over the ends of rhetorical education. This essay investigates Isocrates-quotations in the Rhetoric of Aristotle and calls for a re-evaluation of the relation of Aristotle to Isocrates and to Demosthenes. Aristotle studied thoroughly the Isocratic speeches (especially Helena, Evagoras, Panegyricus, De pace, Antidosis, Philippus) and Isocrates is the only of the canon of ten Attic orators, who is quoted (...) regularly in the Rhetoric. For textual criticism the quotations of Aristotle should be used with caution, as Aristotle often quoted from memory, but his readings must not be excluded a priori. Aristotle recognizes the leading role of Isocrates as a master of literary prose in the development of rhetoric, particularly the epideictic speech. In Aristotle and the earlier Peripatetics Isocrates, who exerts influence on the ethos of the reader, has a prominent position, unlike Demosthenes, who is characterized by his ability to arouse emotions. In this judgement political reasons (promacedonian - antimacedonian) are also visible. (shrink)

One in three university students experiences mental health problems during their study. A similar percentage leaves higher education without obtaining the degree for which they enrolled. Research suggests that both mental health problems and academic underperformance could be caused by students lacking control and purpose while they are adjusting to tertiary education. Currently, universities are not designed to cater to all the personal needs and mental health problems of large numbers of students at the start of their studies. Within the (...) literature aimed at preventing mental health problems among students (e.g., anxiety or depression), digital forms of therapy recently have been suggested as potentially scalable solutions to address these problems. Integrative psychological artificial intelligence (AI) in the form of a chatbot, for example, shows great potential as an evidence-based solution. At the same time, within the literature aimed at improving academic success, the online life-crafting intervention in which students write about values and passions, goals, and goal-attainment plans has shown to improve the academic performance and retention rates of students. Because the life-crafting intervention is delivered through the curriculum and doesn’t bear the stigma that is associated with therapy, it can reach larger populations of students. But life-crafting lacks the means for follow-up or the interactiveness that online AI-guided therapy can offer. In this paper, we propose to integrate the current literature on chatbot interventions aimed at the mental health of students with research about a life-crafting intervention that uses an inclusive curriculum-wide approach. When a chatbot asks students to prioritize both academic as well as social and health-related goals and provides personalized follow-up coaching, this can prevent -often interrelated- academic and mental health problems. Right on-time delivery, and personalized follow-up questions enhance the effects of both -originally separated- intervention types. Research on this new combination of interventions should use design principles that increase user-friendliness and monitor the technology acceptance of its participants. (shrink)