Reflective Action or Reflective Living?



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Blogger’s Note: This reflection was written in response to
a class reflection
written by Carol Medrano for one of her courses in the graduate reading program. Carol’s essay may be read by clicking this link
.


Carol–I appreciate this opportunity to engage in a little dialectical discussion
with you here, so thanks for asking me to take a look at your reflection. Several
thoughts . . . I’ll share a few (ah, summer, when I can play hookey from the
required task, whatever it is, and diverge a bit in some side roads of thinking
and discussion):


You do a wonderful job countering the myth that reflection is solely a private
activity. It’s social. You summarize many other features from the analysis of
Dewey, but the social aspect is your main focus.

As teachers, the challenge is, "How do we create spaces, opportunities, requirements/threats/cajolings/pleadings
for reflective action? for reflective dialectical action?" It’s challenging,
but I’m beginning to see ways whereby the whole class can be organized–at the
point of conception–around the needs/rewards/dynamics of reflection.

The challenge becomes not merely one of having a single "reflective action"
added on at the end of something, but to have the reflective attitude guide
the process of learning from the onset and throughout. Part of this can’t be
taught, of course. Some people are "naturally" more prone to reflective
stances than others, etc. But reflectiveness can certainly be coached in all….
And therein is the challenge.

There’s a similar problem with group work. How do you shift from an ineffective
and rather typical use of small groups (I’ll characterize this ineffective use
as isolated instances of small group work thrown in randomly from time to time
to address certain lesson needs) to a more effective practice in which the teacher
perpetually supports and coaches collaborative interaction as a genuine social/intellectual
skill and disposition? One solution, I think, is to start your pedagogical planning
(in July) with the principles of "group" in mind rather than the task
they’ll be doing. Our usual procedure is to start with the lesson, and from
there proceed to the method of group work for engaging in the lesson. I’m suggesting
we turn the planning around. Why not start all our planning with the idea of
the group as the pincipal thing? We then ask in our day-to-day planning, "What
activities support, challenge, grow the group….?" We design learning
goals, curricular approaches, activities, etc. with the idea of the group impact/dynamics
invovled. In essence, the group becomes the organizing principle of our teaching
rather than the lesson itself.

The same holds true for reflection. How do we organize things if our main objectives
are rooted in the processes of reflection rather than the external learning standards,

curricula, etc. that are handed over to the teacher (often with a flick and a
threat)?

I’m beginning to see ways of doing this kind of reversal of prioritization.
But it’s really more than merely making a "priority" of reflection
or collaboration. It’s deeper; it’s starting with reflection and collaboration
as founding principles that give rise to all else. And at this point, I’ll close,
and only suggest that yes, I’ve begun to glimpse ways of organizing this way
(and relegating standards, goals, curricula, and other externals to afterthoughtsserious
afterthoughts that exert powerful shaping influences, but that keep their place,
too :).

But I have an exit analogy–on a somewhat negative slope. I’m reminded of
other highly effective organizations that might serve as models for the planner
of reflective/collabortive pedagogies: the military, cults, and gangs. They
start out with organizing principles of the "group," the "unit,"
"loyalty," "obedience," "duty," etc. They build
the organization first, and then apply actions to this or that situation. But
there is nothing "ad hoc" about these groups (unlike us in school
who are often so perilously ad hoc). These organizations are modes of being;
they are so un-ad hoc that, on their surface, their routines apppear to be the
antithesis of pragmatic, efficient action. Rather than dealing with the specific
issue at hand ("today’s lesson") they deal with the organizaiton
itself
–its needs, its values, its code. But ultimately pragmatism and
efficiency do get nailed, and big time. But what if–in thinking about how to
coach reflection and collaboration–we look to the rituals and principled modes
of organization of the military, cults, and gangs?


Montana, 1948, Isolation, Adolescence. . . 



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Of the many reactions I had to Montana, 1948, the one that stands
out is my appreciation of the narrator. He’s an adolescent boy, caught in the
middle of things within and beyond him—his childhood, adult crimes and
crises, differing forms of love, punishments, justice, and various kinds of
typical and atypical forces. The boy is archetypally "adolescent"
(I can’t even recall his name at this point, though it was only a few weeks
ago that I read the novel). In him meet all kinds of extreme forces, and his
narration provides a patient and deep view of internal and external turbulence.
He explains, for instance, how he is driven by a type of unconventional "wildness"
(this aspect of him is so internalized that no observer could have ever detected
it through the boy’s behavior or speech); most of all, of course, he is afflicted/affected
by the fierce landscape of Montana, 1948, a place and time whose "definition"
winds up being the full presentation of the novel itself.

This book teaches, in its quietly desperate way, the need for extended
definition. In doing so, it prompts sympathy, the humane outcome of understanding
and involvement. The book takes us into troubling extremes, the real history
of a place, the kind of history that is never written in history books, but
only literature, and here in the form of "sexual abuse, murder, suicide"
(170). Read hastily or inattentively, this extended definition of Montana, 1948,
might well lead us to an easy outsider’s conclusion, as typified in the comment
of the narrator’s wife years later at a family meal: "David [ah, that’s
the boy’s name! I found it in looking up this quotation] told me what happened
when you lived in Montana. That sure was the Wild West, wasn’t it?" But
the more proper conclusion comes from the father’s almost violent and deeply
resonant (to David) response: "Don’t blame Montana! […] Don’t ever blame
Montana!" (175).

Amidst it all—between the wildness and the father’s fierce final defense
of Montana, the boy is there—invisible and serious—and he holds
his world together. Amidst all the extremes swirling around him, he functions
and acts—or rather just functions. Action is for adults. The boy is not
a major player in the unfolding crises, but all the events register with him;
they take root in his understanding, and so we have to ask, to what extent do
they become his understanding? Whatever effect they have, the influence
in one-directional: the boy is a recipient of Montana, 1948, not an agent in
it.

The isolation of adolescence is archetypal, and the depiction of it in this
novel reverberates in my unconscious and in the collective unconscious, one
feels, of all who have survived adolescence. The boy is just part of the landscape,
and he is maneuvered around by his parents and others as they attempt to solve
monumental personal, family, professional, and community problems. Everything
David hears—he hears a lot—is overheard. At one point he wishes,
poignantly, that someone would just talk to him about the goings on—to
have things explained, to provide him his opening, to have a discussion, to
break through the loneliness, to set right some of the upheaval….

The boy remains quiet, and the cauldron simmers, though the lid never blows.
On the one hand, I’m reminded of a quote from somewhere in The Rhetoric
of Motives
by Kenneth Burke. Burke says (I’m paraphrasing), as though to
offer a formula for mental health therapy: find the secret; therein
the neuroses lie… This boy is beset with secrets. He learns, even as his mother
and father learn, of the secret crimes of Uncle Frank, the town’s doctor and
a respected pillar of the community. Despite his sophistication and power, Uncle
Frank has committed grievous crimes, and these crimes command redress. The burden
of addressing Frank’s actions falls primarily to David father, Frank’s brother,
who happens to be the town’s sheriff. But a deep portion of the burden falls
to David, who must come to terms with the brutalities and the confusions of
Frank’s actions. And in following David’s narration, we chart a process with
odd resonances to similar times when our characters were tested and buffeted.
For while most of us do not have an uncle like Frank, all adolescents/adults
have been tormented by "the secret"—if not of sexual abuse,
murder, and suicide, at least of sexuality, competition, and
guilt.

Like the best optimistic Young Adult fiction, the story chronicles a survivor’s
tale. What it doesn’t do is glorify the bravado or authority of adolescence
the way so much of our culture so stupidly does. I bemoan the cult of adolescent
superiority that runs rampant in our culture. Adolescent cool, the cluelessness
of adults, the liberations of sex, drugs, and extremes—whatever its forms,
such romantic nonsense gratifies adolescents with an opiate of assurance—however
wrongheaded, dangerous, or just plain irrelevant that assurance is to the real
afflictions at hand. Montana, 1948 depicts a sensitive, intelligent,
virtuous—and yes, confused—child-adult mixing it all up in the quiet
chaos of ordinary life. David is not "cool," but his shortage of cool
and superiority is as relevant to his problems as the shortage of bourbon was
relevant to the problem of all that extra ice on the Titanic. As we read on,
we see that this kid needs the adult world, and he is unapologetic
in that need. Unfortunately, the adult world is just "there" for him.
But truth be told, he is just "there" for the adults, too.

So the story takes root. Individuals, though intertwined, fail to interact—at
least overtly. Deep down, in the secret recesses of individual psyches, the
wounds reverberate. Adolescence is tough, but the realistic portrayal of it,
in literary works like Montana, 1948, brings redemption and satisfaction,
if belatedly. . . .


Towards Shared Planning in Team-Based Instruction



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As far as team-based instruction
goes, I have one main recommendation: I think that the team must find a way
to share their curricular plans in as much detail, in as much advance,
and as regularly as possible. Teachers rarely get into the specifics
of their teaching/learning goals and methods when they work individually. If
at all, such sharing would happen at the department level; it likely happens
with new teachers. But I think in most cases it tapers off, particularly as
teachers become busy managing and organizing their workload. I’d be interested
to hear from those who have worked on teams. Does lesson planning go differently
when a team is charged with the task? Does the team plan themes and goals together?
Specific goals and methods?

For example, consider how a team meeting would go if the English teacher led
off by saying something like, "In teaching Othello, I will lead
the children through an exploration of the notion of ‘women as property’…"
What if the teacher then proceeded to quote lines and share specific lesson
plans and activities on how this issue will be investigated by the students
in her English class? Such groundwork might lead to insights and possibilities
not necessarily possible if individuals planned in the traditional, isolated
way. Might not, in such a collaborative environment, the social studies teacher
get an idea for a unit on gender in different cultures or across the ages? Or
for a unit on notions of monogamy? Or any of the themes…. What if the team
decided on having each member take turns to bring to the fore the ways that
an agreed-upon theme plays out in his or her subject matter? The crucial part
is that the group members all share what their angle in is–so
that every teacher might make references day-in day-out to the various "radiations"
or "spokes" all protruding from (or to) the "hub" of the
theme. It’s unlikely, however, that there is shared ownership of the curriculum
and methods across the most teams, as they actually exist in the real, hectic
world of school teaching. It ‘s unlikely in our posited example–the interdisciplinary
team teaching Othello–that everyone on the team has read Othello….

But consider the possibilities if the Othello brainstorming were shared,
and the planning were consensus based. Consider, for instance, if the group
decided the shared focus was to be on the theme of "manipulation."
Possibilities blossom … in the individual minds of the experts, all supported
by the group dialogue, all differentiated by members’ specialized disciplinary
lenses. The math teacher steps up and asserts: So much of math, which involves
simply shifting numbers and variables from one side of the equation to the other,
is simply the legal, premeditated, deliberate practice of manipulation–taking
what Iago does and stripping it of its moral charge (its negative moral
charge, says the mathematician with a devilish grin)–and getting away with
what you can get away with–because the symbol system at hand allows for (some
would say encourages) such processes–all to the end of securing some
advantage. The language of jealousy (or any human emotion or experience) in
this sense is not all that different from the language of algebra. So many wonderful
lesson plans about manipulation could help children exercise symbolic, linguistic
prowess. But first, you, as teacher, would have to strip the term of its pejorative
sense, and come to appreciate it almost as an art form. Iago’s performance looks
quite different in those terms. Have the class cull examples of manipulation.
Have them engage in one-upsmanship. The prize goes to the best tale of manipulation!
Create a portfolio of nominees of "The Iago Achievement Award." OR!
Shifting things around, what if you had the kids in math class take a "Show
Your Work
" episode, and retell it in terms of the morality
of human manipulation? Go Shakespearean on that quadratic equation. Talk about
the scheming of subtracting an entity from your side (protagonist), the left
side, so that your "opposite," the right side (antagonist), had to
do exactly the same thing, lest the equality of the equal sign, that which may
not be compromised, the beloved parallel shafts in eternal balance and beloved
by all (even that right side), should lose its balance and collapse into itself
and in that collapse, threaten that greater collapse, for where might balance
ever be found again, if equality itself was to be made unequal…?

Now this all seems heady stuff, but I have to say–from my recent experience
working nightly with my freshman daughter on her algebra that it was a major
stumbling block getting her to understand the notion of manipulation for manipulation’s
sake
that is at the root of so much of algebraic prowess (not to mention Iago’s
highly stylized machinations). She would say, whenever I tried to get her to
"play" with an equation, to manipulate it (according to rule) this
way or that way, she would say with a roll of her eyes, "What’s the point?"
Since she couldn’t see the outcome, she couldn’t take the leap simply to engage
in algebraic maneuvers right there at her disposal. Over and over I pleaded:
So many of the good results of the Solved Problem stem from
the sheer willingness–and ability–to manipulate like expressions simply for
the sake of manipulating them. To know that "5-2" and the number "3"
are exactly the same thing, and that the one can be substituted for the other….

Anyway…anyway…

I think the power of a team approach is unleashed when all the teachers involved
are able to make regular references to what is going on in the other
classes. I am convinced that the value of a team approach does not lie in the
"lessons" per se; it lies in having the teachers all on the same page.
But to make this happen, you really need to insist that your team gets to the
specifics of its curriculum. Every teacher must somehow be
willing to take the leap to be conversant in every discipline. To some
extent. That’s where the potential of the "in-class connecting reference"
lies…. If approached in the right way, this "bringing up to speed"
of one another could be highly collaborative–or it could be divisive and threatening.
I don’t think, however, teams should just assume that the issue is solved or
not an issue–simply because you’re all colleagues and professionals. The most
damaging attitude is the one whereby individuals, out of collegial respect or
personal fears about their competence in other disciplines, leave interdiscipliary
planning to each expert. That’s not collaboration! Just as I think kids in the
classroom have to be taught explicitly how to collaborate, I think teachers
need to be taught (or to teach themselves) how to be teammates. What if there
were some formal team-building activity that oriented everyone to the vision
of interconnected planning and instruction?

I anticipate that one rejoinder is going to be, "Who has the time for
this kind of shared planning?" But anything worth doing is worth doing
well. In this sense, the costs of such an approach are analogous to the costs
of integrating technology in your teaching. To do it right involves excessive
costs; it can take over. But after you let it take over, you’re in a different
place, and you begin to glimpse possibilities you haven’t seen before. And with
the other rewards comes a new, heightened efficiency–and the freeing up of
time in unexpected ways. But this whole process would take lots of administrative
support so that such planning meetings might be continued and supported over
extended periods of time. For I would emphasize that in the shared planning
model the advance planning (before the semester) is not nearly as important
as the day-to-day, in-process team interaction as the lessons are being taught.
The day-to-day activity ideas flow from the in-process brainstorming and discussions
of the team.

So in a nutshell, here is my formula:

  1. Get the team to share specifics of their curricular plans. Be formal about
    this. Assign each team member one day to bring the group up to speed on his/her
    upcoming lessons, goals, activities.
  2. Come to some agreement as a team on the theme of each chunk of time.
  3. Find some way to keep the focus on team meetings during the semester,
    rather than just before the semester. Find some way to achieve agreement
    on the structure of the meetings; so often teachers need to de-pressurize,
    so there are powerful lures just to vent and short-circuit real thinking in
    team meetings. It can be a lot of work to have the kind of curricular-sharing
    meetings I’m talking about, so I think the group needs to be strategic about
    protecting the productivity of the day-to-day, in-process meetings.

Finally, I would simply say that the kind of collegial discussion I have sketched
here does happen and has happened since the creation of the
first school at the very dawn of collegiality. I’ve seen it in various schools
where the faculty members do talk to each other. So I’m not proposing
anything new. But I don’t think the "institutions" of school and professional
life support these practices. People engage in them because they are
professional and dedicated and intelligent, and they see what is needed to make
something work. The question I’m getting at is how can we reform professional
structures to be more "friendly" to the kinds of interactions and
collaborations that are needed to make innovations like team approaches work
in the way they need to work to tap into their potential?


Avatars of the Word and Disintegrating Educations



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Our book club read Avatars of the Word by James O’Donnell, a classicist/techie/vice-provost,
who teaches at the University of Pennsylvania.

Near the end of Avatars, O’Donnell made some points about the future of
higher education. Although I’ve found myself nodding in agreement through much
of the book, I took a little issue with some of his ideas about how we should
reform our teaching-learning practices. In particular, he mentions the need
for learning experiences in colleges to be relevant to or modeled on the kind
of experiences students will have as adults in the world: "the traditional
classroom is among other things a place for rehearsing behaviors of use in later
life" (185).


I do agree with this notion, but my encounter of it here has led me to a somewhat
tendentious quarrel with it, along these lines: Might we, through
such thinking, be overly fitting the purposes of college to the (superficial)
purposes of society? Might not one argue that, rather than provide
direct preparation, or “training,” for adult life, college should instead provide a
countering or corrective influence to adult life?

I’m thinking of an individual who has, in fact, made such an argument. That
person (no surprise here to those who know me) is Kenneth Burke, who in his
1955 essay, "Linguistic Approach to Problems in Education," describes
the purpose of education as a kind of "preparatory withdrawal" from
life in order to equip us for life. Burke’s notion stands as a kind
of counter-statement to O’Donnell’s view: Education should function, Burke implies,
as a thing unlike life (thus the withdrawal) that helps gird you for
the struggles of life (thus the "preparation"). We go to college to
experience something different than the kinds of things and ideas we
will experience as adults. In this view, college provides not only a "broader
context" to adult experiences but also functions as an antidote to them–a
"counter-statement" to the assertions, or pressures of life. College
might equip us for life by stimulating our imaginations to think in grooves
very different from those that are etched by the pragmatic purposes of career
and social involvement. This value of college, Burke suggests, might be connected
with experiences of mortification, humility, appreciation–I think he even calls
it the "fear of God," though in a very secular sense. So what of it?
What do we think of this notion of college as a place set aside to scare us,
make us tentative, slow us down in our assertiveness?

More than anything, Burke seems to be promoting a cult of "interfence,"
as a type of protection against the efficiency of easy certainties. This is
an ironic approach to education–education as a kind of systematic complication
of our knowledge rather than mere confirmation, expansion, or application of
it. There is another Burkean context that come to mind–his essay on Thomas
Mann and Andre Gide in Counter-Statement. There Burke is talking about
the writer’s "art," but the points apply readily to concepts of "education."

Burke’s celebration of the perverse conscientiousness of Mann’s heroes and
the decadent irony of Gide’s anti-heroes points to a curricular ideal in a would-be
school of "preparatory withdrawal." Gide’s approach to irony, for
instance, helps us to break the spell of the "adult world" and its
ready-made reality. Burke quotes Gide, whose autobiography speculates on the
creation of "a whole civilization gratuitously different from our own"
(103):

I thought of writing the imaginary history of a people,
a nation, with wars, revolutions, changes of administration, typical happenings….
I wanted to invent heroes, sovereigns, statesmen, artists, an artistic tradition,
an apocryphal literature, explaining and criticizing movements, recounting
the evolution of forms, quoting fragments of masterpieces…. And all to what
purpose? To prove that the history of man could have been different—our
habits, morals, customs, tastes, judgments, standards of beauty could have
all been different—and yet the humanity of mankind would remain the
same. (103)

From Mann’s conscientious attitude of "containment," we get a "sympathy
with the abyss," an orientation quite inefficient for "rehearsing
behaviors of use in later life." Or to put it more positively, what of
the notion of college as a type of a "magic mountain" experience?
One goes to the magic mountain to experience routines and purposes of a very
different pace, style, and quality than those afforded by the hustle-bustle,
work-a-day world.

College as a "magic mountain" may be a traditional idea, and one
might even cite conventional notions of higher education’s role to promote independent,
critical thinking. But Burke’s notions of "preparatory withdrawal,"
inefficiency, and irony imply a goal of discomfort for education more
than anything else. In summing up his analysis of Mann and Gide, Burke asks
a question that for me functions as a first principle for an educational program:
"Irony, novelty, experimentalism, vacillation, the cult of conflict—are
not these men trying to make us at home in indecision, are they not trying to
humanize the state of doubt?"

Anyway, what of this notion of college as a "magic mountain"–a place
to which we withdraw, so that we might gain the (often ironic) resources
to encounter (or simply counter) the shaping forces of the world? O’Donnell’s
statement (that I have pulled out of context for my own purposes) made me think
of all this–most of all, the quote below from the conclusion of the Thomas
Mann and Andre Gide chapter. Just change the word "art" with "education":

…society might well be benefited by the corrective
of a disintegrating art [EDUCATION], which converts each simplicity into a
complexity, which ruins the possibility of ready hierarchies, which concerns
itself with the problematical, the experimental, and thus by implication works
corrosively upon those expansionistic certainties preparing the way for our
social cataclysms. An art [EDUCATION] may be of value purely through preventing
a society from becoming too assertively, too hopelessly, itself. (105)


NCA Presentation on Kenneth Burke’s Late Essays





Logology and Back–The Late Essays of Kenneth Burke


To
Logology and Back–The Late Essays of Kenneth Burke

by Angelo Bonadonna,
Saint Xavier University

(Delivered at the National
Communication Association Convention, Chicago, Illinois, November 12, 2004)

Nearly thirty years ago,
in the summer of 1975, Burke confided to Cowley,

The thing is, Malcolm, since Libbie cleared out, I have quit putting
out my books.  For two reasons:  the second is that she helped
so much by having been a secretary;  the first is that she helped so
much by my being so crazy about her, I was driven to prove, prove, prove,
only roundabout to the shitten world, because so directly every day and
night to her I was appealing.  (6/9/75)

In this praise of Libbie
as Muse and secretary, we see Burke’s typical "both-and" dialectic: 
the consummation of Idea and Matter, or Purpose and Agency, or action and
motion, transcendence and immanence, Libbie as Soul-mate, Libbie as Body-mate. 
The decline and death of Libbie roughly coincide with the publication of Burke’s
last book, Language as Symbolic Action, so one is tempted to take Burke’s
elegant praise as an accurate statement of his publishing motives.
[1]

The trouble is Burke did
continue to publish, and rather voluminously, (however volume-lessly, in terms
of a single book).  In all, Burke wrote reviews, essays, poems, postscripts,
replies, and countless letters;  he dabbled in music composition, delivered
talks, granted interviews–in a word, he verbalized–and with the kind of
scope and energy typical of any other period in his life.

How might we best characterize
this last and very productive stage of Burke’s verbalizing?  Limiting
the task, as I intend, to just one segment of Burke’s public writings, the
forty-plus critical essays of the post-Libbie, post-LSA era, will probably
ease the difficulty but slightly.  Regardless of how one chooses to discuss
or narrow him, Burke defies convenient pigeonholing, and this elusiveness
of his has gone far towards enhancing his celebrity status among postmodern
critics.  On the other hand, Burke himself never tired of pointing out
that the language using animal is a classifying animal, so it seems
only natural for us to come to terms–to find the right name for this Last
Phase of Burke’s career.

The earlier periods of his
life are more or less loosely defined by decade:  the teens present Burke
the Flaubert, the literary aesthete in New York City; the twenties gave us
the literary critic, music reviewer, short story writer and novelist; the
thirties added a literary theorist beneath the critic, and threw in a post-depression,
quasi-socialist social theorist;  the forties give rise to a language
philosopher;  the fifties a rhetorician;  the sixties a logologer.

Such a list, while it suggests
the scope of Burke’s speculations and their development from literature through
human relations to language theory, presents a rather hollow version of Burke.
It leaves us with mere titles, which, as Burke himself might remind us, are
always inadequate when left to stand in their naked, oversimplified generality. 
Our search here must not merely be for a name for the period, but for
a suitable strategy for appreciating the full complexity of all that
is subsumed in that name.  Burke said language not only enables
but requires us to approach situations strategically.  So as I
re-read the essays of this period, I kept a running tab of possible strategies
by which to encompass this most discursive of situations.  What I wish
to share with you today is a log of those strategies in a presentation that
is perhaps more pastiche than panorama, but one that is nonetheless offered
as a heuristic for investigating just what to do with these provocative and
varied pieces of Burke.

First, I thought I might
take the lead of other Burkean commentators and identify the distinctive nature
of the late essays.  James Chesebro, for instance, identifies 1968 as
the year that Burke finally gave up his "comedic posture" and got
into the serious business of ontological inquiry (141).  Cary Nelson,
on the other hand, uses Burke’s late work as the basis for formulating his
deconstructionist counter-Burke to the humanist Burke of earlier criticism.

Or in a more humanistic
vein, I could turn to Bill Rueckert who identifies "the Burke who took
to the road in the late sixties and has stayed on the road ever since, lecturing,
talking, reading, thinking on his feet–the critic at large in the most literal
and Emersonian sense of this phrase, which is:  the thinker let loose
in our midst" ("Rereading" 254).  On the road with Kenneth
Burke–some very inviting possibilities there–a strategy, might I punningly
suggest, destined to discover just what was driving Burke those many days
and words.

Moving along, Strategy 2: 
Treat the final essays as Burke’s attempt to finalize his system.  On
July 19, 1972, Burke wrote to Cowley  "Give me but two more years,
and I’ll prove my point"–though I should point out, as Burke does, that
he was drunk when he wrote that.

Strategy 3:  List and
characterize Burke’s co-hagglers of the period, from Wellek, Jameson, and
Howell to Vitanza, Lentricchia, Booth, and McKeon, and everyone in between.

Strategy 4:  Compare
the situatedness of these essay with the situatedness of the earlier works. 
What would Burke the dialectician have been against if he didn’t have technology–the
perfect scapegoat, since it is so perfectly the caricature, as he says, of
human rationality?

Strategy 5:  Account
for the temporal progression among the essays or a sub-group within the essays,
like, for instance, the Helhaven satires.

Strategy 6:  Organize
by genre.

Strategy 7:  Construct
a concordance of the major recurrent themes, which are as follows:  analogical
extension;  catharsis and transcendence;  ecology;  the victimization
of nature;  or, the infanticidal motive of "Ever Onward" ("Creativity"
74);  or "technologism," the belief that the solution to the
problems of technology is more technology ("Communication" 148); 
or, "hypertechnologism";  or, "technological psychosis"; 
or, the irrationality of the excess of rationality;  or, the "pandemoniac
multiplicity" of technology ("Towards Looking Back" 189); 
dramatism as ontology/logology as epistemology;  the trinitarian addition
of consummation to Burke’s earlier theories of expression and communication; 
entelechy;  archetype;  consummation as "a kind of creative
yielding to potentialities which are seen by the given seer to be implicit
in the given set of terms" ("Poetics" 403);  the autosuggestiveness
of creativity ("Creativity" 77);  the compulsiveness of creativity; 
the rounding out of a material operation by a corresponding act of symbolism
("Doing and Saying");  substitution and duplication; 
symbolic duplication as cathartic release or entelechial compulsion ("(Psychological)
Fable");  the attitude of apprehensiveness;  psychic immobilization
("Eye-Poem");  transcendence.

Strategy: 8  How about
cataloguing new moments in Burke lore, as for instance those rare glimpses
of Burke responding to much more recent cultural and scenic phenomena than
those commented on in his more established works?  A favorite of mine
is his appreciative but cautionary response to J. Hillis Miller in particular
and postmodern criticism in general.  After discussing Miller’s analysis
of Hopkins, Burke writes, "This brings out the whole issue in which a
lot of my colleagues are now interested–that of the marvels of verbal structure. 
But I have to push back now;  they’ve brought that out too much. 
People have accused me of just reducing things to words;  the whole system
is absolutely the opposite of that.  That is, I make a fundamental distinction"
("On Literary Form" 85)–and on he goes into his action/motion dualism. 
Most certainly, Burke does not reduce things to just words.  His environmentalism–or
anyone’s for that matter–is only logical if we grant that there is indeed
something outside the text.

Certainly the most songful
of strategies would be to cull aphorisms from the readings.  Burke credited
Libbie as the inventor of the Flowerish, and when she passed, so too did the
art form for Burke.  But, glancing through the readings, one can readily
spot traces of the erstwhile flourish.  For example:  "no construction
without destruction" ("Communication" 137);  "the
driver drives the car, but the traffic drives the driver" ("Why
Satire 311);  "Organisms live by killing ("Communication"
136);  "We are happiest when we can plunge on and on" ("Towards
Helhaven 19);  "Spontaneously, what men hope for is more"
("Why Satire" 320);  "Congregation by segregation"
("Rhetorical Situation" 268);  "Life is a Pilgrimage. 
Life is a first draft, with constant revisions that are themselves first drafts. 
. . .   Life is a series of prerequisite courses, in which we are
all drop-outs" ("Rhetoric" 33);  .­.­. [I]n a
cult of tragedy, one is asking for it" ("Dancing" 27); 
"Language is one vast menagerie of implications" ("Theology"
153);  Logology’s wan analogue of hope is "the futuristically slanted
and methodological engrossment in the tracking down of implications, which
may amount to translating the grand oracular utterance, "Know thyself"
into "Spy on thyself" ("Variations" 165);  and finally,
my favorite:  "Though language does talk a lot, the very essence
of its genius is in its nature as abbreviation" ("(Nonsymbolic)
Motion" 823).

A few strategies are implied
in my title, "To Logology and Back."  For instance, we might
ask just where is Burke going in his development of logology?  Accordingly,
I could clarify "logology," or words about words, by listing several
of its key components, many of which are "borrowed back" from theology. 
From St. Thomas we get the principle of individuation, which for Burke is
the body; from God we get godterms;  from the Scholastics we get the
slogan, "Crede ut intellegas":  Believe that you may
understand;  from St. Paul we get the principle that faith comes from
hearing–i.e., from doctrine;  from the Trinity we get the formal pattern
of naming. "Logology is vigilant with admonitions" ("Variations"
171). all of which circulate about its central question, "What is it
to be the typically symbol-using animal?" ("Variations" 169).

By my title I would also
suggest, though very indirectly, the possibility that Burke’s development
of logology is merely one of his last and most thorough defenses against his
lifelong fear of death.  In the interview by Harry Chapin in the early
seventies Burke mentions his profound fear of death (much stronger when he
was younger than at that time when he was in his mid-seventies).  In
his essay "The Party Line" he announces an addendum to his "Definition
of Man," "acquiring foreknowledge of death" (65).  But
it was a letter to Cowley, not the essays or the Chapin film, that first gave
me this notion of logology as a psychic cure for the fear of death. 

From early on Cowley and
Burke defined how each one’s project was motivated.  On November 26,
1974, Burke distinguishes his project from Cowley’s thus:  "Basically,
I think it would all berl [sic, of course] down to a distinction between
what you mean by ‘literary situation’ as background, and what I would sloganize
as ‘logological’ context of our poetizings."  While Cowley undertook
the portraiture of a particular generation, Burke would but dabble with the
particular–a dazzling few pages, for instance, on the formal qualities of
the ghost’s entrance in Hamlet–as a way to get to general formal principles. 
Cowley’s work would be needed for an informed view of, say, Ernest Hemingway
or William Faulkner, but Burke’s is required for a fuller understanding of
any symbolic action, from the most mindless yeasaying a demagogue to
the full reflexive action of a Shakespearean drama.

Burke would often sloganize
his project as "Literature in particular, language in general,"
but–especially in the later years–the proportion shifts decidedly to language
in general.  "Language in general," or the "‘logological’
context of our poetizings"–what are these but the deathless realm of
timeless logic, knowledge, and principles?  To the extent that Burke
has formulated a "logology," an epistemology, a "science,"
or philosophy rather of the general functions of language that apply to any
particular idiom, has he not indeed transcended death?  Burke’s imperviousness
to critical fads is a sign of partial success on this score.  Is the
study of logology,motivated by an attempt to rise above the deathy realm of
particulars into a veritable eternity of logical order?  Can Burke’s
ascent to logology be Burke’s way to heaven, without the baggage of religion?

Getting back to my title,
what about the "and back" part of it? By this I want to suggest
the age-old critical question of whether Burke develops at all in his adoption
of different terminologies or whether he is engaged in writing the same book
over and over again.

Many of my strategies come
to a head in Burke’s statement:  "No one could go on making his
words mean the same, even if he expended his best efforts to make them stay
put" ("Theology" 185).  Does one detect, lurking in this
statement, a nostalgic desire to keep meaning settled once and for all? 
Perhaps, but it is instructive to juxtapose another provocative comment in
which he defines the "minimum condition" for symbolic action as
"the inability of words to ‘stay put,’ as when even a proper name like
‘Caesar,’ referring to one particular person in history, gives birth to
such words as ‘Kaiser’ and ‘Czar’" ("(Nonsymbolic) Motion"
813).

This matter of "staying
put" addresses a host of issues, foremost among them being the question
of whether Burke is a system-builder, and whether or not he viewed the eternal
flux of language as a benefit or liability.  The ambiguities of Burke’s
attitude are most suggestively intermingled in his "Theory of Terminology,"
an essay which outlines five categories of meaning, Burke’s famous five dogs. 
The dogs cover the important Burkean principles of verbal entelechy, tautological
cycles of terms, the synecdochic, Freudian, metaphoric, and musical qualities
of words–in a word all types of verbal transformations that will infuse a
term with new, opposite, and apposite meanings.  At first, Burke’s attitude
toward the sophistic realities of language seem quite clear:

I should feel uneasy if I had to keep these various kinds of terministic
cycles trimly related to one another, so that I might make a composite photograph
of the lot.  Rather, I would turn that whole subject around, and call
attention to the fact that much of the freedom in man’s capacity for symbolic
action resides precisely in the range of improvising here open to him, collectively
shared by all the members of his tribe.  (90)

But then to illustrate this freedom, Burke offers
a curious figure:

A
cycle of terms is like a cluster of stars.  The sky, as viewed from any
one of such positions, will show a corresponding difference in the distribution
of the other positions, though they all ultimately form but one single set
of interrelationships.  And it is in this way that a man defies total
prediction until he is finished.  Indeed, prediction is in effect the
application to living man of parameters derived from the realm of death; 
that is, the possibilities of the future reduced to terms derived from the
past.  (90)

Typically here, Burke confounds his fluidities with
some fixities, his freedoms with some parameters, his positionality with an
Ultimate Position, a single, all-encompassing set of interrelationships. 

Aswirl in strategies, I
began to feel the onset of the old logologer’s ailment, counter-gridlock,
just as I was to begin wrapping up.  As matters stand, the only way to
conclude a paper like this is with yet another question, or, taking another
route, with a simplifying anecdote to answer all questions.  Burke supplies
an irresistible anecdote in his "Creativity" essay.  He writes: 

I
have asked students to write me three pieces, one praising something, one
inveighing against something, and one lamenting.  The students were to
choose whatever subjects they preferred, for each such exercise.  One
student, choosing but one subject, praised, inveighed, and lamented within
the range of that one theme alone.  .­.­.  [W]hat of that
student who subjected the same topic to three totally different attitudes?
(78).

So, Burke gives me a concluding
anecdote that ends in a question.  But:  Did not that student pay
Burke the most reverent homage imaginable by enacting the very attitude towards
language implicit in and unifying, though discursively, all of Burke’s writings? 
Has not the mischievous student of a more mischievous teacher come to see,
if only inchoately, that language requires such liquidity if one would strive
for "maximum consciousness" (ATH 171)?  Is not such
a student on his way to seeing, as Burke clearly did, that language is forever
doubling reality, forever entitling it;  forever changing, forever remaining
just as it is, forever defining, forever substituting its definitions? 
And finally, is not the good student learning that if language it has the
power to transport us into the "heaven" of the subtlest theology,
and uplift us with the pious and beautiful songs of thanksgiving that theology
inspires, it also has equal power to transcend downwards, as it gives "rise"
to pollution, bombs, and demagoguery?

Might I then conclude, tentatively, or with some measure
of intelligent inconclusiveness as homage to Burke’s attitude, that the same
liquidity Burke asks for in our attitudes toward life characterize our attitude
towards Burke himself?  Burke now is finished.  His works just are,
and, as he might say, if all his words were obliterated tomorrow, they will
go on forever having been uttered.  They have formed a completed total
set of relationships, like the stars in the universe.  Even if we could
encompass the totality rather than take partial perspectives on it, the fact
remains that for us, still in time, his meanings will not stay put. 
That’s the only fitting last word on Burke–a roundabout invitation to more
words.


Works Cited

Burke, Kenneth.  Attitudes Toward History.  Berkeley:
U of California P, 1984.

—.  "Communication and the Human Condition."  Communication 
1  (1974):  135-52.

—.  "On ‘Creativity’–A Partial Retraction." 
Introspection:  The Artist Looks at Himself.  Ed.  Donald
E. Hayden.  U of Tulsa Monography Series 12, 1971.

—.  "Doing and Saying:  Thoughts on Myth, Cult, and
Archetypes."  Salmagundi  7  (1971):  100-19.

—.  Dramatism and Development.  Worcester, Mass.: 
Clark UP, 1972.

—.  "An Eye-Poem for the Ear (with Prose Introduction, Glosses,
and After-Words)."  Directions in Literary Criticism
Ed. Stanley Weintraub and Phillip Young.  University Park:  Pennsylvania
State UP, 1973:  228-51.

—.  Language as Symbolic Action:  Essays on Life, Literature,
and Method
.  Berkeley: U of California P, 1966.

—.  "On Literary Form."  The New Criticism and
After
.  Ed. Thomas Daniel Young.  Charlottesville:  UP
of Virginia, 1976:  80-90.

—.  "(Nonsymbolic) Motion/(Symbolic) Action." 
Critical Inquiry  4  (1978):  809-38.

—.  "The Party Line."  Quarterly Journal of
Speech
  62  (1976):  62-68.

—.  "Poetics and Communication."  Contemporary
Philosophical Thought
.  Vol. 3:  Perspectives in Education,
Religion, and the Arts
.  Ed. Howard Evans Kiefer and Milton Karl
Munitz.  Albany:  State U of New York P, 1970:  401-18.

—.  "In Response to Booth:  Dancing with Tears in My
Eyes."  Critical Inquiry  1  (1974):  32-31.

—.  "Rhetoric, Poetics, and Philosophy."  Rhetoric,
Philosophy and Literature:  An Exploration
.  Ed. Don M. Burks. 
West Lafayette:  Purdue UP, 1978:  15-33.

—.  "A (Psychological) Fable, with a (Logological) Moral." 
American Imago  35  (1978):  203-7.

—.  "The Rhetorical Situation."  Communication
Ethical and Moral Issues
.  Ed. Lee Thayer.  New York: 
Gordon and Breach Science, 1973:  263-75.

—.  "Theology and Logology."  Kenyon Review,
n.s., (1979):  151-85.

—.  "A Theory of Terminology."  Interpretation: 
The Poetry of Meaning
.  Ed. Stanley Romain Hopper and David L. Miller. 
New York:  Harcourt, Brace, and World, 1967:  83-102.

—.  "Towards Helhaven:  Three Stages of a Vision." 
Sewanee Review  79  (1971):  11-25.

—.  "Towards Looking Back."  Journal of General
Education
  28  (1976):  167-89.

—.  "Variation on ‘Providence.’"  Notre Dame
English Journal
  13  (1981):  155-83.

—.  "Why Satire, with a Plan for Writing One." 
Michigan Quarterly Review  13  (1974):  307-37.

Chesebro, James W.  "Epistemology and Ontology as Dialectical
Modes in the Writings of Kenneth Burke."  Landmark Essays on
Kenneth Burke
.  Ed. Barry Brummett.  Davis, CA:  Hermagoras
P, 1993.

Jay, Paul, ed.  The Selected Correspondence of Kenneth Burke
and Malcolm Cowley
, 1915-1981.  New York:  Viking, 1988.

Nelson, Cary.  "Writing as the Accomplice of Language." 
Simons and Melia 156-173.

Rueckert, William H.  "Rereading Kenneth Burke." 
Simons and Melia 239-261.

Simons, Herbert W., and Trevor Melia, eds.  The Legacy of Kenneth
Burke
.  Madison:  U of Wisconsin P, 1989.



[1]        
Dramatism and Development,
published in 1972, is more a pamphlet or a pair of essays (two Clark University
lectures), than a book by the standard of Burke’s other books.