Similar concerns were the topic of the 1955 yearbook of the National Society for the Study of Education (Smudde, 94). Kenneth Burke used his invitation to the volume to develop his own theory of education through his essay, “Linguistic Approach to Problems of Education” (Cahill). Based on this work, scholars have developed varied visions of Burkean pedagogy as well as methods for achieving educational goals. While Burke’s focus on admonition and textual criticism may not appeal all pedagogical models, the methodical reflexivity demanded by Burkes termentisticly focused pedagogy creates students well suited promote informed democracy in an era defined by propaganda and the authoritarian pressures of terror and war (Enoch 190-191). Because of this potential, this essay draws on Burkean pedagogy to unpack the motives behind the current expansion of MOOCs, explore the ramifications of this expansion on higher education in the United States, and construct the possibility of a more Burkean deployment of
Similar concerns were the topic of the 1955 yearbook of the National Society for the Study of Education (Smudde, 94). Kenneth Burke used his invitation to the volume to develop his own theory of education through his essay, “Linguistic Approach to Problems of Education” (Cahill). Based on this work, scholars have developed varied visions of Burkean pedagogy as well as methods for achieving educational goals. While Burke’s focus on admonition and textual criticism may not appeal all pedagogical models, the methodical reflexivity demanded by Burkes termentisticly focused pedagogy creates students well suited promote informed democracy in an era defined by propaganda and the authoritarian pressures of terror and war (Enoch 190-191). Because of this potential, this essay draws on Burkean pedagogy to unpack the motives behind the current expansion of MOOCs, explore the ramifications of this expansion on higher education in the United States, and construct the possibility of a more Burkean deployment of