[KB] Fwd: CFP for Burke Pedagogy volume

Tue May 14 10:08:36 EDT 2019

FWIW, Huglen/Clark's "Poetic Healing" has been a staple in my teaching in a
course on multigenre writing for nearly a decade.  I don't know whether my
pedagogy is Burkean, but is Huglenian.

On Tue, May 14, 2019 at 8:51 AM Mark Huglen PhD <mhuglen at umn.edu> wrote:

> Hello, all,
>
>
>
> In regard to the newly proposed book on Burke Pedagogy – Teaching Burke:
> Are we thinking Burke in courses such as Interpersonal Communication and in
> Human Relationships and Leadership; in Rhetorical Criticism, Burke’s
> Linguistic Approach to Problems of Education, and Online Education; or in
> the course Political Communication?
>
>
>
> Whether for thought here or whether this material finds itself in some way
> in Ann George and M. Elizabeth Weiser’s newly proposed book on Burke
> Pedagogy – Teaching Burke; or other books, articles, scholarship, courses,
> or uses remains to be seen. But I humbly and respectfully offer my
> thoughts. I also want to mention at the onset here that I realize this post
> is longer than the norm; so if you do not have time to read, my first
> paragraph functions as a topical summary of this post.
>
>
>
> A short while back Jack Selzer somewhat apologetically cast his KB
> discussion post as “self promotion” when mentioning that he received his
> copy of KB’s _The War on Words_ from the University of California Press. I
> found that post and link interesting and helpful to scholarship, so
> reposting here:
> https://theconversation.com/how-the-media-encourages-and-sustains-political-warfare-100941
>
>
>
> Similarly, Ed Appel recently cast his KB discussion contribution as
> “shamelessly self-indulgent” when mentioning his book _ Language, Life,
> Literature, Rhetoric and Composition as Dramatic Action: A Burkean Primer_.
> This post, too, I feel is interesting and helpful to scholarship.
>
>
>
> And so it is in this light that I too forage into the rest of my post…
> mentioning some of my own scholarly work (again, in hopefully a humble and
> respectful way) to provide something that is potentially helpful to the
> advancement of scholarship.
>
>
>
> *Burke Pedagogy in Interpersonal Communication*
>
>
>
> I admit that what lured me into writing this post is Ed’s mention of
> teaching Interpersonal Communication in conjunction with Burke’s Victimage
> pattern/Terms for Order. As we know, the Terms for Order are as follows:
> order, pollution, guilt, purification-redemption strategies (scapegoating =
> external blame, mortification = internal blame, and transcendence =
> sidestepping or moving beyond), and back to order.
>
>
>
> In a course similar to Interpersonal Communication, my course Human
> Relationships and Leadership is informed by Burke’s teachings and
> particularly the Terms for Order. Here is one of the books for the course:
>
>
>
> Huglen, Mark E., and Basil B. Clark. Poetic Healing: A Vietnam Veteran’s
> Journey from a Communication Perspective, revised and expanded edition.
> West Lafayette, IN: Parlor Press, 2005
>
>
>
> In this book and class, I integrate the Terms for Order a minimum of three
> ways: 1) the unstated yet underlying pattern for the entire book is the
> Terms for Order, which includes a flexible layout of chapters following
> that pattern (by way of reading the students feel/experience that pattern);
> 2) an explicit discussion of the Terms for Order (by way of study the
> students interpret and understand that pattern – some of the explanation is
> through a discussion of suicide by way of Marc Etkind’s collection of
> suicide notes, Jeane Y. Fisher’s analysis of a multiple murder suicide, and
> Beth A. Messner and Jacqueline A. Buckrop’s insights into suicide and the
> need to restore order); and 3) in my Chapter 6 Conclusion as well as the
> Afterword written by Bernard L. Brock, the Terms for Order are
> applied/appropriated with the circumstances of the Vietnam Veteran -- the
> vet is the coauthor of the book, Basil Clark. Importantly, the book is
> filled with poems, short stories, and a play written by the veteran, and
> interpreted/critiqued by me through a communication (and Burke) lens. The
> students are introduced to theory, the application/appropriation of theory
> to the circumstances of the veteran, and then apply/appropriate that
> insight into their own contemporary circumstances.
>
>
>
> There is much more that I will not discuss here. But here is a partial
> list of Burke concepts used in the book and in the course: dialectic,
> realms for words, what equals what and what does not equal what,
> orientations, pious and impious acts, pentad, perspective by incongruity,
> and trained incapacity. Other concepts include the war, game, and garden
> orientations; hidden handicaps; anti-relational and relational
> communication; as well as sounding out hollow idols when the veteran tries
> to find the meaning of it all – Friedrich Nietzsche; World Hypotheses and
> Root Metaphors that function to propel thought – Steven Pepper; and
> Symbolic Killings in the interpersonal communication terrain – Burke.
>
>
>
> In contrast to the fall-redemption nature of the Terms for Order, we also
> discuss the blessing/growth concept introduced by Bernard L. Brock. I would
> like to remind you that James W. Chesebro summarized the contrast between
> fall-redemption and blessing growth in the KB Journal article “Remembering
> Bernard L. Brock” several years ago now. https://kbjournal.org/chesebro
>
>
>
> A signature assignment for the students in this Burke-oriented Human
> Relationships class is to create a Dictionary of Terms (minimum of 150
> Communication/Burke concepts and definitions).
>
>
>
> Here is more about Burke Pedagogy in Interpersonal Communication, but with
> less description:
>
>
>
> Huglen, Mark E., editor. Interpersonal Communication in Multiple Contexts:
> Representative Anecdotes. Dubuque, IA: Kendall-Hunt. 2018
>
>
>
> This book is different from all other Interpersonal Communication texts
> because of the following: a) it is cast within the framework of Burke’s
> “representative anecdotes” -- there is a discussion of representative
> anecdotes in the introduction, and each chapter is cast as a representative
> anecdote, but that is where Burke is left – in the introduction; b) it is
> multidisciplinary, including topic areas such as criminal justice,
> student-parent teacher interactions, college athletics recruitment,
> information technology, race relations, healthcare, public relations,
> fundraising, and others; and c) the authors of the chapters are
> multidisciplinary as well so are not experts in the area of communication
> much less Burke studies. The authors bring their own academic backgrounds
> into the chapters to produce insights. There are fourteen chapters,
> including the chapter “What’s in Your Script: Getting Beyond Race to Deal
> with Race” by Alvin Killough and Erin Killough and the chapter
> “Interpersonal Conversations: Dialogic Teaching in a World Literature
> Classroom” by Rachel McCoppin.
>
>
>
> *Burke Pedagogy in Rhetorical Criticism*
>
>
>
> Johannesen, Danielle, and Mark Huglen, eds. Iconic Sports Venues:
> Persuasion in Public Spaces. New York, NY: Peter Lang. 2017
>
>
>
> Included in this book are the following chapters that use Burke in some
> way: “Constructing a Mecca for American Golf: Southern Gentility and the
> Sacred at Augusta National” by Clarke Rountree; the chapter “With Our
> Hearts in La Boca: Violence and Identification in La Bombonera” by M.
> Elizabeth Weiser; “The Louisiana Superdome and the Semiotics of Disaster”
> by Michael William Phau; as well as my chapter “Ralph Engelstad Arena.”
> Other venues included in the book are as follows: Stadium of Olympia and
> Collosseum of Rome, Wrigley Field, Mitchell’s Corn Palace, Hinkle Field
> House and the Hoosiers, Lambeau Field, Huron Arena, Madison Square Garden,
> the Wrestling Ring, and the Man/Fan Cave.
>
>
>
> *Burke’s “Linguistic Approach to Problems of Education”*
>
>
>
> Regarding Burke’s Linguistic Approach and four rungs of learning, Rachel
> McCoppin and I established a fifth rung back in 2006: active revision. Here
> is how we have expanded that fifth rung throughout the years:
>
>
>
> McCoppin, Rachel, and Mark E. Huglen. “Being Actively Revised by the
> Other: Opposition and Incorporation.” Teaching Ideas for the Basic
> Communication Course, Vol. 10. Ed. Barbara Hugenberg and Lawrence
> Hugenberg. Dubuque, IA: Kendall/Hunt Publishing Company for the National
> Communication Association, 2006
>
>
>
> This is about Burke’s Linguistic Approach, our rung #5, and the basic
> communication course – Public Speaking.
>
>
>
> Huglen, Mark E., and Rachel McCoppin. “Extending Kenneth Burke and
> Multicultural Education: Being Actively Revised by the Other.” Humanistic
> Critique of Education. Ed. Peter M. Smudde. Lafayette, IN: Parlor Press,
> 2010.
>
>
>
> This is about Burke’s Linguistic Approach, our rung #5, and multicultural
> education.
>
>
>
> Huglen, Mark E. “Degrees of Emphasis and Influence in Listening and Human
> Relations.” The International Journal of Listening, 24: 174-176, 2010
>
>
>
> This is about Burke’s Linguistic Approach, our rung #5, and listening. As
> you know, sections on listening are part of many different courses in
> communication, including Public Speaking, Interpersonal Communication,
> Human Relationships and Leadership, and others.
>
>
>
> *Burke Pedagogy in Online Education*
>
>
>
> Huglen, Mark E. “An Image of Online Education as “Poetic Humanism.”
> Kentucky Journal of Communication (2004): 43-54
>
>
>
> Conditions of appeal and the poetic individuation of form 2 + 2 = ___. I
> use this approach as an organizing orientation for my online teaching. I
> use the individuation of form from _Counter Statement_, Burke’s discussion
> of the poetic in _Permanence and Change_, along with a host of other
> scholars such as Brock's _Kenneth Burke and the 21st Century_, Berger and
> Luckman’s _The Social Construction of Reality_, Giroux’s _Border Crossings:
> Cultural Workers and the Politics of Education_, Plato, Watzlawick’s
> _Invented Reality_, and others.
>
>
>
> *Burke Pedagogy in Political Communication*
>
>
>
> Brock, Bernard L., and Mark E. Huglen, James F. Klumpp, and Sharon Howell.
> Making Sense of Political Ideology: The Power of Language in Democracy.
> Boulder, CO: Rowman & Littlefield, 2005
>
>
>
> I use this book in my Political Communication course, which I have taught
> for many years now. The entire orientation of the book and course follows
> in the spirit of Burke’s orientation toward scholarship; and, of the five
> layers/dimensions or so of our theory of political ideology, of which I
> feel that three are distinctly Burke oriented: pentad in relation to
> political positions, attitudes toward change in relation to political
> positions, and moments of catharsis in relation to political positions
> (other layers are orientations toward the world in relation to political
> positions and root metaphors in relation to political positions). Today, I
> mainly use the theory of political ideology, with the details of political
> happenings written in the book used as historical examples. After learning
> this material, the students apply/appropriate the theory of political
> ideology into their own contemporary situations, which could be politics in
> society and/or politics in organizational/professional settings.
>
>
>
> As many of you know (and reminded by the KB Journal article “Remembering
> Bernard L. Brock by Chesebro), Brock taught a political communication
> course for many years, but never published those ideas until three students
> encouraged him to do so in the latter part of his life. So not long before
> what turned out to be his passing (we weren’t expecting a soon-to-be
> passing), former students along with Brock – James F. Klumpp (professor and
> longtime teacher of political communication himself), Sharon Howell
> (professor and longtime chair at Oakland University), and myself – took up
> the task to publish not only Brock’s ideas, but also our own pertaining to
> political communication…
>
>
>
> In ensuing yet waning days, Brock proudly held the book _Making Sense of
> Political Ideology_ in his hands, in his hospital bed before passing…
>
>
>
> But those initial insights by way of Burke and Burke Pedagogy from Brock
> in that course Political Communication and more from the coauthors live on
> in the book and in the minds and lives of students and teachers of the
> course Political Communication.
>
>
>
> Mark
>
>
>
> ---------- Forwarded message ---------
> From: George, Ann <a.george at tcu.edu>
> Date: Fri, Apr 19, 2019 at 11:17 AM
> Subject: [KB] CFP for Burke Pedagogy volume
> To: kb at kbjournal.org <kb at kbjournal.org>
>
>
> Greetings, Burkeans!
>
>
>
> Liz Weiser and I are putting together an edited collection on Burkean
> pedagogy, and we hope you’ll consider submitting a piece to the volume.
> We’d like to get more teachers and students to engage with the theorist and
> pedagogue who’s been so influential to all of our work.
>
>
>
> Please pass the attached CFP along to anyone you think might be interested.
>
>
>
> Ann George
>
>
>
>
>
> Ann George, Professor
>
> Department of English
>
> Faculty Affiliate, Program in Women & Gender Studies
>
> TCU Box 297270
>
> Texas Christian University
>
> Fort Worth, TX 76129
>
> 817.257.6247 (O)
>
> a.george at tcu.edu
>
>
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-- 

*David Beard*

*Associate Professor of Rhetoric, Scientific and Technical
CommunicationGraduate Faculty in English, UMDGraduate Faculty in Literacy
and Rhetorical Studies, UMTC*
*Graduate Faculty in the*
* Master of Liberal Studies, UMD*Department of English, Linguistics, and
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