ProQuest Dissertations - The University of Arizona Campus Repository

eality rather than a paradigmatic presentation. Rigorous
reasoning was not possible because the subject matter was
imperfect, and since rhetorical persuasion includes the
popular mentality, other means would be more effective. The
disfavor with which Scholasticism was regarded would have
extended to matters of logic. His lesson is the world he
presents.
Ce grand monde. . . c'est le miroiier ou
il nous faut regarder pour nous connoistre
de bon biais. Somme, je veux que ce soit
le livre de mon escholier (I, xxvi, Thibaudet,
1961, p. 557).
The exempla are related to the emblem, and art of
making things speak. The sentences accompanying the emblem
seek the enigma, but do not exclude other meanings (Balavoine,
1985, p. 59). They are defined as a symbol composed of an
image and of a sentence, which serves to express a rule of
life or the personal program of its bearer. It was the basis
for many games in society, permitting characterization of
oneself or others by improvisations of this type (Klein, 1957,
p. 320).
18
For Aristotle, a term does not demonstrate the full
definition, but shows what it must be (Berti, 1971, p. 361).
Aristotle held that scientific explanation is of generalities
(laws), rather than of specific events (p. 109), by which