In the ongoing discussion about the gotlandic picture stones, there is a highly debated question if we can interpret their reuse in gotlandic churches as a ritual practice or not. Also, if the reuse was of ritual character, was it in order to oppress and humiliate an earlier faith?  Or to redeem and initiate the old faith into Christianity, in a respectful manner towards the past?      This work focuses on the churches with Romanesque architecture since they are the closest kept monuments that could shed more light on the time period that spans on the transition from Viking age to Middle age Gotland. The aim of the thesis is to shed more light on the period when the first stone churches on Gotland were built as a manifestation of Christianity. It is of great interest here to question how the first stone church builders on Gotland looked upon their forefathers and their past.       Investigations of how picture stones are placed and reused in Romanesque churches have been made, with overviews of their context and dating. This in order to contribute to the ongoing debate about the reuse of picture stones. The discussion is completed by pointing out clear examples of meaningful use in accordance to the churches heavily symbolic room and space. The Romanesque churches were seen as representations of the temple of Jerusalem. Connecting the placing of picture stones to the value of these churches room and space, can result in interpretations of continuity and cultural process.

In this thesis, a review of Kenneth Burke's use of the term attitude in his published works as well as in some unpublished notes, drafts and letters, is performed. Three periods of different usage are found. Early works feature a pervasive attitude with elements of both body and mind. This attitude is then subsumed into the pentad and the physiological connection is diminished, but attitude is given an important function as a connective between action and motion. The later Burke reinstates attitude as central to his theory of symbolic action, reconnects it to the physiological and includes it in the Pentad with parsimony-inducing effect. The attitude is then found to aid rhetorical analysis and show promise in being able to help analyse expressions not wholly in the realm of the conscious, be they in the form of a Bourdieu social practice or barely conscious rhetorical markers in conversation.

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No. of bitstreams: 2 Dissertação - Deusimar Gonzaga - 2015.pdf: 2779885 bytes, checksum: b967dd65a94c0c282305853868ec3a58 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2015-06-08 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study aims at presenting and discussing some of the aspects of dramatism, method of analysis of human relations and mainly of the acts of the language and of the thinking, as it is presented by the North American philosopher and literary critic Kenneth Burke (1897-1993), from the years 1930 to 1960. Practically unknown in our language, Kenneth Burke‟s name and of his dramatism are compulsory presences in the recent compendiums which deal with the studies of performance and of cultural performances, for the comparison and the relation they establish between everyday life and the drama and thus require be better known. Among many theorists, Burke‟s works have influenced the literary critics Harold Bloom (1930) and Susan Sontag (1933-2004), his student at the University of Chicago, and mainly the theoretical founding of the sociologist Erving Goffman (1922-1982), being that in his studies of everyday life as well as in his “dramaturgical approach”. As it is implied from dramatism, we are not only language users, we are also used by it and language determines our actions. Dramatism is established as an instrument of analysis of language as symbolic action from five key terms (dramatistic pentad): the act in itself, what has been done; the agent of the act, the actor, who performed the act; the scene (the place, the where); the agency, the means/instruments or how the action is performed, or even the autonomous capability of people to make their own choices; and the purpose. The act is the central term around which the five categories of analyses are organized (pentad) and the investigation of the motives of the action is the fundamental strategy of the dramatistic analyses. Burke proposes that the field of observation of the human action and of its innumerable combinations, the transpositions and the transformations among the terms of the cited pentad, makes it possible for an analysis of the human action that has drama as its central term. Dramatism attempts to answer the questions of how human actions can be explained, and mainly how these actions are determined by the symbolic capability. Dramatism becomes a central element in the analysis of human theatricality, of the human being in performance. / Este estudo tem o objetivo de apresentar e discutir alguns aspectos do dramatismo, método de análise das relações humanas e principalmente dos atos da linguagem e de pensamento, tal como apresentado pelo filósofo e crítico literário norte-americano Kenneth Burke (1897- 1993), entre os anos de 1930 a 1960. Praticamente desconhecido em nossa língua, o nome de Kenneth Burke e seu dramatismo são presenças obrigatórias nos recentes compêndios que abordam os estudos da performance e das performances culturais, pela comparação e relação que estabelecem entre a vida cotidiana e o drama e necessitam ser melhor conhecidos. Entre tantos teóricos, seus trabalhos influenciaram os críticos literários Harold Bloom (1930) e Susan Sontag (1933-2004), sua aluna na Universidade de Chicago, e principalmente a fundamentação do sociólogo Erving Goffman (1922-1982), seja em seus estudos da vida cotidiana como em sua “abordagem dramatúrgica” (dramaturgical approach). Como se infere, a partir do dramatismo, não somos apenas utilizadores da linguagem, somos também utilizados por ela, ela determina nossas ações. O dramatismo se estabelece como um instrumento de análise da linguagem como ação simbólica a partir de cinco termos chave (pentad dramatístico): o ato em si, o que foi feito; o agente do ato, o ator, quem realizou o ato; a cena (o lugar, o onde); a agência, os meios/instrumentos ou como se realiza a ação, ou ainda a capacidade autônoma das pessoas fazerem suas próprias escolhas; e o propósito. O ato é o termo central em torno do qual se organizam as cinco categorias de análise (pentad) e a investigação dos motivos da ação é a estratégia fundamental da análise dramatística. Burke propõe que o campo de observação da ação humana e de suas incontáveis combinações, as transposições e as transformações entre os termos do citado pentad, possibilitem uma análise da ação humana que tem o drama como termo central. O dramatismo procura responder as questões de como podem ser explicadas as ações humanas e, principalmente, como estas ações são determinadas pela capacidade simbólica. O dramatismo torna-se elemento central na análise da teatralidade humana, do ser humano em performance.

This study undertakes a rhetorical analysis of South African television news reports on the criminal justice system. The aim is to build on the existing rhetoric culture theory by considering the persuasive communicative work performed through the mediatisation of a cultural system. The overarching issues that the study sets out to explore are the persuasive communicative work being performed by South African television news reports on crime and justice and how these reports frame or represent crime, justice, and the criminal justice system in this persuasive communication work. It also analyses the rhetorical strategies and devices employed in these reports. This qualitative study was undertaken using elements of grounded theory methodology and elements of the case study method. The analysis was undertaken on 90 days of prime time news bulletins from SABC and eTV, aired in 2019 and 2020. The Burkean notion of language as symbolic action is the framework that informs this study. The study also draws on Metz's notions on film semiotics and Walton's concept of persuasive argumentation scheme. In critiquing how South African television news reports re-present crime, justice, and the criminal justice system in doing persuasive communicative work and the rhetorical strategies and devices they employ, the study discusses contextual framing as the key strategy employed, and amplification as the most notable rhetorical device. It also highlights that the criminal justice system is virtually ignored in these reports. Instead, the focus is on elements of the system, such as the people, the procedures, and the places. In considering these elements, what emerges is a system whose focus changes from year to year depending on what is topical; a system where women are the primary and secondary victims of crime, and men are active agents both in terms of how they are depicted as criminals and how they are featured as the ones with the solutions to the crime problem; a system that operates in urban areas; and a system whose most important player is the police minister. The study finds that South African television news reports' mediatisation of the criminal justice system employs framing to ensure that the viewer is inclined to interpret the developments being reported on from the journalist's perspective. It also relies on amplification as a rhetorical device that makes salient those aspects that the reporter deems significant to make them stand out to the audience. In the present age where most people's exposure to the justice system is through the mediated experience of watching something about, through the analysis undertaken, the study has theorised that to understand a televised cultural system, we must consider how television frames that system and the aspects of the system that it amplifies as a medium.

Klimatförändringar är ett allvarligt problem som hotar vår planet och alla dess invånare.Världsnaturfonden (World Wildlife Fund) arbetar för att minimera och förhindra de skrämmandekonsekvenser som vi oundvikligen kommer att möta om vi fortsätter att leva och konsumera som vi gör.Earth Hour-kampanjen är deras viktigaste kampanj som stöder den gröna rörelsen mot klimatförändringar.Earth Hour blev en succé från dag ett i 2007 i Sydney och spred sig snabbt över hela världen och blev englobalt känd händelse. Earth Hour lyckades skapa medvetenhet och föra allmänhetens uppmärksamhet tillämnet. Klimatförändringen fick stort nyhetsvärde i massmedia och genom sociala medier blev den större.Att använda kändisar var ett bra sätt att öka medvetenheten och sprida WWFs budskap som tex. i Turkiet.Sverige gick en annan väg för att ta itu med det globala uppvärmning problemet de kontaktade politikernadirekt. Earth Hour 2014 kommunikationskampanj analyserades och jämfördes genom intervjuer medrepresentanter för WWF i Sverige och Turkiet. Jag strävar efter att göra en djupare analys på likheter ochskillnader mellan dem. Det är intressant att se hur en global organisation genomför sinkommunikationskampanj "Earth Hour" annorlunda i två kulturellt separata länder för att ta itu medsamma problem. / Climate change is a serious problem that threatens our planet and all its inhabitants. The World WildlifeFund puts a great deal of effort to minimize the devastating effects and prevent the frighteningconsequences that the humanity will inevitably face if we do not alter our approach. Addressing this issue,the Earth Hour campaign is the organization’s most important campaign supporting the green movementagainst climate change. The campaign was a success from day one in 2007 in Sydney and quickly spreadaround the world achieving global recognition. The campaign managed to create awareness and bring thepublic's attention to the subject. For example, climate change gained great news value in the mass mediaand through social media, it became greater. Various methods were employed for the promotion of thecampaign. In Turkey, celebrity endorsement proved successful in raising awareness and conveying theWWF's message. Sweden took a different path to address the global warming problem and contactedpoliticians directly. In the current study, the Earth Hour 2014 communication campaigns in Sweden andTurkey were analysed and compared. Data for the study were collected through interviews withrepresentatives of WWF in Sweden and Turkey. With its findings, the study provides valuable insightsinto the similarities and differences between two campaigns. It is noteworthy to see how a globalorganization conducts its "Earth Hour" communication campaign differently in two culturally separatecountries to address the same problem.

(in English) The main topic of this thesis is both analysis and interpretation of the relationship between funeral rites, political power and society. Funeral rites are understood as a complex of performative, symbolic social acts, which are themselves comprised of various distinctive phases and signs. The meaning of these acts and signs is important because it can change the features and practice of the collective it is assigned to. The main purpose of this thesis is not only to perform a thick description of different kinds of communist funeral rite in the given time period but to interprate it in the wider social and cultural context as well. The concept of political religion as a heuristic tool was used in the thesis in order to distinguish an ambivalent nature of communist ideology which manifested itself in funeral rites. Funeral rites are analyzed as models for human behavior, which represent key values and norms of communist ideology. At the same time, funeral rites are analyzed as forms of cultural management. That is the reason, why are put under scrutiny not only the rites which are significant for society as a whole but also the funeral rites of individual actors.

Um interkulturelle Interaktionen verstehen und erklären zu können, bedarf es eines Ansatzes, der offen für die Selbst- und Weltverhältnisse aller beteiligten Interaktanden ist und sich dementsprechend emischer, nicht etischer, Beschreibungen von Handlungen und damit verknüpften Bedeutungszuschreibungen verpflichtet fühlt. Auf Basis (1) eines Kulturbegriffs, der von der Kulturdurchdrungenheit jeglichen Handelns einerseits und der (an individuelles Handeln gebundenen) Handlungsbedingtheit von Kultur andererseits ausgeht, wie dies in der Kulturpsychologie der Fall ist, und (2) qualitativ-sinnverstehender Methodologie und Methoden empirischer Sozialforschung ist dies möglich. Da das Verstehen von (kulturell fremden) Handlungen als Grundlage interkulturell kompetenten Handelns gelten kann, kommt der Lehre hermeneutisch-sinnverstehender Ansätze in der Ausbildung interkultureller Kompetenz somit eine besondere Bedeutung zu. Diesen Zusammenhängen widmet sich die in drei Großkapitel gegliederte – teilkumulative – Dissertation. Im ersten Teil der Arbeit werden die Symbolic Action Theory Ernst E. Boeschs, die handlungstheoretisch und kulturpsychologisch fundierte Relationale Hermeneutik Jürgen Straubs und der Grounded Theory-Ansatzes (Glaser/Strauss) im Hinblick auf ihre Eignung für die Erforschung und Lehre interkultureller Kommunikation und Kompetenz beleuchtet, ihre besondere Nützlichkeit für diesen Kontext begründet und zum Verfahren der ‚pragma-semantischen Analyse’ verdichtet. Im zweiten Teil der Arbeit sind die acht eingereichten Schriften in Originalfassung abgedruckt. Eine Zusammenfassung der zentralen Inhalte und Forschungsergebnisse sowie eine Darstellung der inhaltlichen und entstehungsgeschichtlichen Zusammenhänge der einzelnen Schriften findet sich in Kapitel 1.3. Vor dem Hintergrund des zentralen Themas der Erforschung und Lehre interkultureller Kommunikation rücken in Teil 2 konkrete Handlungsfelder (Tourismus, internationaler Schüleraustausch und Hochschule) in den Blick, die im Rahmen von Forschungs- und Lehrforschungsprojekten untersucht wurden. „Pragma-semantische Analysen zur Erforschung interkultureller Kommunikation“ (2.1) ist eine Studie, die am Beispiel eines reisebiographischen Interviews – in konsequenter Fortsetzung des ersten Teils der Arbeit – die Leistung des komparativen Vorgehens vorführt. Dem Zusammenhang zwischen touristischen Reisen und interkultureller Kommunikation und Kompetenz ist der Handbuchartikel „Tourismus“ (2.2) gewidmet. Die Studie „Touristische Begegnungen aus der Perspektive einer Psychologie interkulturellen Handelns“ (2.3) basiert auf vom Autor erhobenen Beobachtungs- und Gesprächsdaten in Ladakh (im indischen Teil des Himalaya). Die Studie „Experiences and Coping Strategies of Host Families in International Youth Exchange“ (2.4) basiert auf im Rahmen eines Lehrforschungsprojekts erhobenen narrativ-biografischen Interviews und analysiert Erfahrungen und Umgangsstrategien der Gasteltern im Hinblick auf kulturelle Differenz. Mit der programmatischen Betrachtung „Interkulturell ausgerichtete Studiengänge“ (2.5) beginnt der dritte Themenkomplex (Hochschule), der sich der Fruchtbarmachung der in Teil 1 und im Kapitel 2.1. dargestellten Theorien und Methoden für die Lehre im Bereich ‚Interkulturelle Kommunikation’ sowie für die Ausbildung interkultureller Kompetenz widmet. Im Kapitel „Akteure\" (2.6) wird dies mit Bezug u.a. auf die Anforderungen an Studierende, das Lehrpersonal und an die involvierten Institutionen konkretisiert. Der Text „Lehrforschung und Lehrforschungsprojekte“ (2.7) sowie die aus einem Lehrforschungsprojekt entstandene „Bedarfsanalyse“ (2.8) demonstrieren beispielhaft die enge Verzahnung von Forschung und Lehre, Theorie und Praxis und zeigen, wie das in den Kapiteln 2.5 und 2.6 formulierte Programm in der Lehre umgesetzt werden kann. In Teil 3 der Arbeit werden die gewonnenen Erkenntnisse für die Ausbildung im Bereich interkultureller Kommunikation und Kompetenz an der TU Chemnitz fruchtbar gemacht. Insbesondere der ermittelte Bedarf (2.8) an interkulturell ausgerichteten Studienangeboten an der TU Chemnitz sowie die in Kapitel 3.1 vorgenommene vertiefte Analyse der konkreten Standortfaktoren ermöglicht die empirisch und theoretisch fundierte Entwicklung eines detaillierten Konzepts zur Ausbildung Interkultureller Kommunikation und Kompetenz an der TU Chemnitz, das in Kapitel 3.2. dargestellt ist. / If one views intercultural competence not as a set of – ultimately parameter-based – skills, but as a result of an understanding of otherness, intercultural competence cannot be taught as such. What can be taught, however, is the way one can make sense of otherness, hermeneutics. Understanding and explaining intercultural interactions requires an approach that is open to the self and world relations of interactants and thus committed to emic, not etic, description of actions and ascription of meaning to actions. This necessitates an understanding of culture that views culture as a result of individual action and all action as steeped in culture. Methodologically, this calls for qualitative interpretive methods. This – partially cumulative – dissertation consists of three parts. The first part discusses in detail two hermeneutic approaches to interculturality: Ernst E. Boesch’s Symbolic Action Theory and Jürgen Straub’s Relational Hermeneutics. Using Grounded Theory (Glaser/Strauss), these two approaches can be turned into a highly useful tool for the investigation of intercultural phenomena: Pragma-Semantic Analysis. The second part contains eight papers and articles. Starting with three papers demonstrating the usefulness of pragma-semantic analysis if applied to authentic ethnographic data, this part also explores interculturality in host families in international youth exchange and the intercultural systematics of tourism. The other four papers address various aspects of teaching the subject of Intercultural Communication at universities – degree structures, teaching/research projects and needs analysis. The recurring theme in these four papers is the necessity of a close interrelation between research and teaching as well as theory and practice. The third part, based on a case study from the second, outlines challenges and opportunities for the development of intercultural study programmes at the University of Chemnitz. The methodology employed here is pertinent to all universities wishing to implement intercultural studies programmes that suit their particular local and institutional requirements.

Um interkulturelle Interaktionen verstehen und erklären zu können, bedarf es eines Ansatzes, der offen für die Selbst- und Weltverhältnisse aller beteiligten Interaktanden ist und sich dementsprechend emischer, nicht etischer, Beschreibungen von Handlungen und damit verknüpften Bedeutungszuschreibungen verpflichtet fühlt. Auf Basis (1) eines Kulturbegriffs, der von der Kulturdurchdrungenheit jeglichen Handelns einerseits und der (an individuelles Handeln gebundenen) Handlungsbedingtheit von Kultur andererseits ausgeht, wie dies in der Kulturpsychologie der Fall ist, und (2) qualitativ-sinnverstehender Methodologie und Methoden empirischer Sozialforschung ist dies möglich. Da das Verstehen von (kulturell fremden) Handlungen als Grundlage interkulturell kompetenten Handelns gelten kann, kommt der Lehre hermeneutisch-sinnverstehender Ansätze in der Ausbildung interkultureller Kompetenz somit eine besondere Bedeutung zu. Diesen Zusammenhängen widmet sich die in drei Großkapitel gegliederte – teilkumulative – Dissertation. Im ersten Teil der Arbeit werden die Symbolic Action Theory Ernst E. Boeschs, die handlungstheoretisch und kulturpsychologisch fundierte Relationale Hermeneutik Jürgen Straubs und der Grounded Theory-Ansatzes (Glaser/Strauss) im Hinblick auf ihre Eignung für die Erforschung und Lehre interkultureller Kommunikation und Kompetenz beleuchtet, ihre besondere Nützlichkeit für diesen Kontext begründet und zum Verfahren der ‚pragma-semantischen Analyse’ verdichtet. Im zweiten Teil der Arbeit sind die acht eingereichten Schriften in Originalfassung abgedruckt. Eine Zusammenfassung der zentralen Inhalte und Forschungsergebnisse sowie eine Darstellung der inhaltlichen und entstehungsgeschichtlichen Zusammenhänge der einzelnen Schriften findet sich in Kapitel 1.3. Vor dem Hintergrund des zentralen Themas der Erforschung und Lehre interkultureller Kommunikation rücken in Teil 2 konkrete Handlungsfelder (Tourismus, internationaler Schüleraustausch und Hochschule) in den Blick, die im Rahmen von Forschungs- und Lehrforschungsprojekten untersucht wurden. „Pragma-semantische Analysen zur Erforschung interkultureller Kommunikation“ (2.1) ist eine Studie, die am Beispiel eines reisebiographischen Interviews – in konsequenter Fortsetzung des ersten Teils der Arbeit – die Leistung des komparativen Vorgehens vorführt. Dem Zusammenhang zwischen touristischen Reisen und interkultureller Kommunikation und Kompetenz ist der Handbuchartikel „Tourismus“ (2.2) gewidmet. Die Studie „Touristische Begegnungen aus der Perspektive einer Psychologie interkulturellen Handelns“ (2.3) basiert auf vom Autor erhobenen Beobachtungs- und Gesprächsdaten in Ladakh (im indischen Teil des Himalaya). Die Studie „Experiences and Coping Strategies of Host Families in International Youth Exchange“ (2.4) basiert auf im Rahmen eines Lehrforschungsprojekts erhobenen narrativ-biografischen Interviews und analysiert Erfahrungen und Umgangsstrategien der Gasteltern im Hinblick auf kulturelle Differenz. Mit der programmatischen Betrachtung „Interkulturell ausgerichtete Studiengänge“ (2.5) beginnt der dritte Themenkomplex (Hochschule), der sich der Fruchtbarmachung der in Teil 1 und im Kapitel 2.1. dargestellten Theorien und Methoden für die Lehre im Bereich ‚Interkulturelle Kommunikation’ sowie für die Ausbildung interkultureller Kompetenz widmet. Im Kapitel „Akteure\" (2.6) wird dies mit Bezug u.a. auf die Anforderungen an Studierende, das Lehrpersonal und an die involvierten Institutionen konkretisiert. Der Text „Lehrforschung und Lehrforschungsprojekte“ (2.7) sowie die aus einem Lehrforschungsprojekt entstandene „Bedarfsanalyse“ (2.8) demonstrieren beispielhaft die enge Verzahnung von Forschung und Lehre, Theorie und Praxis und zeigen, wie das in den Kapiteln 2.5 und 2.6 formulierte Programm in der Lehre umgesetzt werden kann. In Teil 3 der Arbeit werden die gewonnenen Erkenntnisse für die Ausbildung im Bereich interkultureller Kommunikation und Kompetenz an der TU Chemnitz fruchtbar gemacht. Insbesondere der ermittelte Bedarf (2.8) an interkulturell ausgerichteten Studienangeboten an der TU Chemnitz sowie die in Kapitel 3.1 vorgenommene vertiefte Analyse der konkreten Standortfaktoren ermöglicht die empirisch und theoretisch fundierte Entwicklung eines detaillierten Konzepts zur Ausbildung Interkultureller Kommunikation und Kompetenz an der TU Chemnitz, das in Kapitel 3.2. dargestellt ist. / If one views intercultural competence not as a set of – ultimately parameter-based – skills, but as a result of an understanding of otherness, intercultural competence cannot be taught as such. What can be taught, however, is the way one can make sense of otherness, hermeneutics. Understanding and explaining intercultural interactions requires an approach that is open to the self and world relations of interactants and thus committed to emic, not etic, description of actions and ascription of meaning to actions. This necessitates an understanding of culture that views culture as a result of individual action and all action as steeped in culture. Methodologically, this calls for qualitative interpretive methods. This – partially cumulative – dissertation consists of three parts. The first part discusses in detail two hermeneutic approaches to interculturality: Ernst E. Boesch’s Symbolic Action Theory and Jürgen Straub’s Relational Hermeneutics. Using Grounded Theory (Glaser/Strauss), these two approaches can be turned into a highly useful tool for the investigation of intercultural phenomena: Pragma-Semantic Analysis. The second part contains eight papers and articles. Starting with three papers demonstrating the usefulness of pragma-semantic analysis if applied to authentic ethnographic data, this part also explores interculturality in host families in international youth exchange and the intercultural systematics of tourism. The other four papers address various aspects of teaching the subject of Intercultural Communication at universities – degree structures, teaching/research projects and needs analysis. The recurring theme in these four papers is the necessity of a close interrelation between research and teaching as well as theory and practice. The third part, based on a case study from the second, outlines challenges and opportunities for the development of intercultural study programmes at the University of Chemnitz. The methodology employed here is pertinent to all universities wishing to implement intercultural studies programmes that suit their particular local and institutional requirements.

Consummation was the one term about which Kenneth Burke wasn't particularly long-winded - odd considering his claim that it was the apex of his theory of form. Perhaps Burke never explained exactly what consummation was because he himself was never clear on the subject, as he told John Woodcock in an interview toward the end of his career. Burke began conceptualizing his theory of form early on - in his 20s - and published it in his first critical book, Counter-Statement, in 1931. At that time, Burke's theory of form had already taken one evolutionary step - from self-expression, with the focus on the artist, to communication, with the focus on the psychology of the reader. Communication was to Burke an "arousing and fulfilling of desires." However, by the 60s, Burke introduced us to a new term which he only used a handful of times in his entire corpus: consummation. This paper attempts to define consummation by exploring Burke's theory of form and looking to his correspondences with friends and scholars. It offers two answers: first, consummation is the act of a reader responding to a writer in critical conversation; second, consummation is the ultimate cathartic achievement. Both play an important civic role. Using current science regarding the gut in connection with emotional purgation, this paper treats seriously Burke's essay "The Thinking of the Body (Comments on the Imagery of Catharsis in Literature)" and his ideas regarding the "Demonic Trinity": micturition, defecation, and parturition, explaining Burkean catharsis as it differs from, deepens, and extends Aristotelian catharsis. What can we learn from what Burke meant by consummation? That the symbolic world is much more significant to our survival than we may realize. As the world of scientific motion advanced rapidly during Burke's lifetime, he began to lose hope that symbolic action could keep up with it. We can see how important poetry and the symbolic motive was for him; he seemed to think it was a matter of life and death. This paper explores what it meant for Burke to seek a consummated life, and the implications that held for him and for us. In the end, the paper posits the importance of catharsis to society in terms of war and peace.