Progymnasmata as epistemological positions

Thought:
We can think of the progymnasmata as guided training in taking up a structured path of epistemological positions (or chronotopes, bakhtin), that guide the student from the pre-ontic realm of oral rhetorical discourse (see Smith's Original Argument) to the rationalist discourse of written epistemological culture. Each genre opens up, discloses, a mode of Being-in-the-world, an angle or stance, a fundamental way of 'taking' and interpreting human life that is a 'whole', that is a liveable, inhabitable, mode of being in the world. (This is starting to feel like Hegel's dialectic ... and what's wrong with that?)

If this is in any way right, the progymnasmata should recapitulate the movement from Homer to Aristotle, a la Havelock (whom Smith explicitly adduces in his Heideggerian account of the ontological priority of rhetoric over dialectic and demonstration).

The advantage of approaching Learning academic literacy this way is that it institutes a path between oral casual conversation and theoretical discourse, rather than just positing a simple binary contrast - oral-written, verbal-nominal, static-processual, dialogic-monologic, etc.

It would also be important to compare the progymnasmata with Jim and his colleagues' efforts to unpack the developmental path of History, Science and Geography, etc. The difference is that they see this as a 'natural development' (perhaps!!), whereas the ancients viewed it as a structured pedagogy of formation of the Being-in-the-world of the student.