<div dir="ltr"><p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal"><font face="Times New Roman, serif"><span style="font-size:16px">Hello, all,</span></font></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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?</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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. </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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: </span><a href="https://theconversation.com/how-the-media-encourages-and-sustains-political-warfare-100941" target="_blank" style="color:blue"><span style="font-size:12pt;font-family:"Times New Roman",serif;color:rgb(17,85,204)">https://theconversation.com/how-the-media-encourages-and-sustains-political-warfare-100941</span></a><span style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">Similarly, Ed Appel recently cast his KB discussion contribution
as “shamelessly self-indulgent” when mentioning his book _</span><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> Language, Life,
Literature, Rhetoric and Composition as Dramatic Action: A Burkean Primer_. This
post, too, I feel is interesting and helpful to scholarship.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">Burke Pedagogy in Interpersonal
Communication</span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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. </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial">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:</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">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<span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif;background-image:initial;background-position:initial;background-size:initial;background-repeat:initial;background-origin:initial;background-clip:initial"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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. </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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. </span><a href="https://kbjournal.org/chesebro" style="color:blue">https://kbjournal.org/chesebro</a><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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). </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">Here is more about Burke Pedagogy in Interpersonal Communication,
but with less description:</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">Huglen, Mark E., editor. Interpersonal Communication in Multiple
Contexts: Representative Anecdotes. Dubuque, IA: Kendall-Hunt. 2018<span style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:12pt;font-family:"Times New Roman",serif">Burke Pedagogy in Rhetorical
Criticism</span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">Johannesen, Danielle, and Mark Huglen, eds. Iconic Sports Venues: Persuasion
in Public Spaces. New York, NY: Peter Lang. 2017<span style="font-size:12pt;font-family:"Times New Roman",serif"></span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:12pt;font-family:"Times New Roman",serif">Burke’s “Linguistic Approach
to Problems of Education”</span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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:</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">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</p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">This is about Burke’s Linguistic Approach, our rung #5, and the
basic communication course – Public Speaking.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">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.</p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">This is about Burke’s Linguistic Approach, our rung #5, and
multicultural education.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">Huglen, Mark E. “Degrees of Emphasis and Influence in Listening and
Human Relations.” The International Journal of Listening, 24: 174-176, 2010</p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:12pt;font-family:"Times New Roman",serif">Burke Pedagogy in Online
Education</span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">Huglen, Mark E. “An Image of Online Education as “Poetic Humanism.”
Kentucky Journal of Communication (2004): 43-54</p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><b><span style="font-size:12pt;font-family:"Times New Roman",serif">Burke Pedagogy in Political
Communication</span></b></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif">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</p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"> </p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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…</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">In ensuing yet waning days, Brock proudly held the book _Making
Sense of Political Ideology_ in his hands, in his hospital bed before passing… </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif"> </span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:12pt;font-family:"Times New Roman",serif">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.</span></p>
<p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><br></p><p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:16px;font-family:"Times New Roman",serif"><br></span></p><p class="MsoNormal" style="margin:0in 0in 0.0001pt;line-height:normal;font-size:11pt;font-family:Calibri,sans-serif"><span style="font-size:16px;font-family:"Times New Roman",serif">Mark</span><br></p><br><br><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">---------- Forwarded message ---------<br>From: <strong class="gmail_sendername" dir="auto">George, Ann</strong> <span dir="ltr"><<a href="mailto:a.george@tcu.edu">a.george@tcu.edu</a>></span><br>Date: Fri, Apr 19, 2019 at 11:17 AM<br>Subject: [KB] CFP for Burke Pedagogy volume<br>To: <a href="mailto:kb@kbjournal.org">kb@kbjournal.org</a> <<a href="mailto:kb@kbjournal.org">kb@kbjournal.org</a>><br></div><br><br>
<div lang="EN-US" link="#0563C1" vlink="#954F72">
<div class="m_7840023464771809142WordSection1">
<p class="MsoNormal"><span style="font-size:11.0pt">Greetings, Burkeans!<u></u><u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><u></u> <u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black">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. </span><span style="color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black"> </span><span style="color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt;color:black">Please pass the attached CFP along to anyone you think might be interested.<u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black"><u></u> <u></u></span></p>
<p class="MsoNormal"><span style="color:black">Ann George<u></u><u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><u></u> <u></u></span></p>
<p class="MsoNormal"><span style="font-size:11.0pt"><u></u> <u></u></span></p>
<p class="MsoNormal"><span style="color:black">Ann George, Professor</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">Department of English</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">Faculty Affiliate, Program in Women & Gender Studies</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">TCU Box 297270</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">Texas Christian University</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">Fort Worth, TX 76129</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black">817.257.6247 (O)</span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><span style="color:black"><a href="mailto:a.george@tcu.edu" target="_blank"><span style="color:#954f72">a.george@tcu.edu</span></a></span><span style="font-size:11.0pt;color:black"><u></u><u></u></span></p>
<p class="MsoNormal"><u></u> <u></u></p>
</div>
</div>
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