The Philosophy of Literary Form

A Rhetoric of Turns: Signs and Symbols in Education

“…There is indeed no ‘right’ way to enter the corpus of Burke on rhetoric, as Simons () argues. Some of his major works include A Grammar of Motives ( [1945]), A Rhetoric of Motives ( [1950]) and The Philosophy of Literary Form ( [1941]). Although Burke has only written one essay specifically about education: ‘Linguistic Approaches to Problems of Education’ which was published in Modern Philosophies and Education: The Fifty‐fourth Yearbook of the National Society for the Study of Education —we argue that his work can be an inspirational guide for educational theory and research.…”

“…He relates the analysis of literature and drama to the nature of human symbol use in general. Moreover, Burke () described art forms such as tragedy, comedy or satire as ‘equipment for living’ that size up situations in various ways and refer to corresponding attitudes. Burke developed the concept ‘equipment for living’ from the idea that people use ‘proverbs’ for certain recurring social situations.…”

“…Burke developed the concept ‘equipment for living’ from the idea that people use ‘proverbs’ for certain recurring social situations. Proverbs ‘seek to chart, in more or less homey and picturesque ways, these “type” situations’ (Burke, , p. 294). Burke further extends this analysis of proverbs to encompass the whole field of literature.…”

Aspectos discursivos e contextuais da problematização no ensino de química sob uma persperctiva sociocultural

“…Wertsch inicia sua construção da ideia de ação mediada a partir dos estudos do filósofo Keneth Burke (1973) Desta forma e tomando as SD como unidades ou módulos de ensino que podem ser desenvolvidas na organização temporal da escola, isto é, bimestres, trimestres ou até mesmo a intersecção entre períodos diferentes, é possível, levando em consideração as investigações em sala de aula, efetuar a produção longitudinal de dados para a pesquisa, visto que de diferentes dimensões temporais podem ser extraídos dados distintos que subsidiam a investigação seja de processos de significação de conteúdos por parte dos/as estudantes, seja da performance do/a professor/a. Dito de outra maneira, se tomarmos, por exemplo, uma atividade, que tem uma duração aproximada de minutos, podemos extrair dados relacionados à produção discursiva de professores/as e alunos/as ou também relacionados à interação multimodal com suportes de ensino.…”

Justification by faith : the communication of risk, science and social control in CSI : Crime Scene Investigator (2000-2009)

“…While this may appear at first to be an argument that power is structurally determined, Burke (1973) does allow for human autonomy. The linguistic resources that are discursively drawn upon to order our experiences are mostly social.…”