This document summarizes the key points of a dissertation titled "On New Rhetoric, John Henry Newman and the Language of Metaphors: Implications for Branding Higher Education." The dissertation interprets how John Henry Newman's philosophical work informs rhetorical practice in marketing. It contains 6 chapters that discuss Newman's philosophy of communication, historical context, views on knowledge and language, metaphoric themes in his work, and how his theory can inform integrated marketing communication (IMC) for Catholic liberal arts universities. The goal is to apply Newman's perspective on language and education to address current communication issues in marketing higher education.

1. 1
ON NEW RHETORIC,
JOHN HENRY NEWMAN AND THE LANGUAGE OF METAPHORS:
IMPLICATIONS FOR BRANDING HIGHER EDUCATION
By
Jennifer Lynne Lawler-Brunner
November 9, 2012
This project interprets how John Henry Newman’s (1801-1890) system of thought
informs the philosophical and theoretical ground for rhetorical praxis in the marketplace.
His seminal lessons in An Essay in Aid of a Grammar of Assent (1870) and The Idea of a
University (1873 ed.) demonstrate the metaphoric power of words with regard to diverse
modes of epistemology. Newman’s scholarship on the unifying role of imagery grounds
his theory of language on three claims: a holistic engagement of knowledge,
communicable notions, and formative praxis. These essential principles correspond with
fostering identity and promoting a public good. Specifically, his philosophical
perspective and rhetorical strategies apply to critical marketing issues related to branding
Catholic liberal arts education by advancing current trends in integrated marketing
communication.
Chapter 1: Newman’s Philosophy of Communication The first chapter discusses
how Newman’s philosophy of communication responds to the work of his intellectual
predecessors spanning classical to new rhetoric. This broad epistemological point of
view substantiates the central coordinates for his rhetorical theory by building upon the
philosophies of history, life, and knowledge. It serves as the foundation for interpreting
his theory of language as a rhetorical practice that promotes real illumination. His
definition of rhetoric implies a system of thought dependent upon a holistic engagement
of knowledge that redefines communicable notions and cultivates formative praxis.
Chapter 2: Newman’s Moment A historical review of 19th century England and the
Oxford Movement characterizes the cultural, political climate of Newman’s day. This
chapter identifies diverse philosophical schools of thought which challenged methods for
interpreting the legitimacy of knowledge. To understand Newman’s commitments to
new rhetoric, these historical circumstances are recognized as contributing to his theory
of language. In particular, social, political, and religious conflict influence the rhetoric of
a post-enlightened age. Newman’s response to this scholastic and ecclesiastic reality
demonstrates a new epistemology within the context of liberal education.
Chapter 3: Newman on the Language of Knowledge An Essay in Aid of a
Grammar of Assent provides philosophical and practical evidence to support Newman’s
three principle claims of rhetorical theory: a holistic engagement of knowledge,
communicable notions, and formative praxis. The significance of each key concept

2. 2
builds upon the other to exemplify his understanding of language as a process of truth
discovery. In Grammar, he demonstrates how sacred and secular knowledge
substantiate new rhetorical practices as cultivating habits of mind. Newman suggests two
primary topics for developing rhetorical strategies that enhance communication:
metaphoricity and personal identification.
Chapter 4: Newman on Figurative Language This chapter discusses Newman’s
rhetorical practice in Grammar and Idea in order to identify his theory of metaphor. It
exemplifies how figurative language bridges the persuasive gap prevalent in human
affairs. His concept of metaphoricity provides an analysis of the living power of language
and is further understood in relation to the contemporary scholarship of Ricoeur (1974,
1975, 1976), Goodman (1946/1983), and Black (1975, 1983). Newman’s philosophy of
communication cultivates social cohesion by preserving and creating meaning; it also
correlates with Kenneth Burke’s Identification Theory to promote the principle of
unification.
Chapter 5: Rhetoric and Catholic Education An interpretive study of metaphoric
themes located in The Idea of a University outlines evidence of Newman’s philosophy of
education in relation to rhetoric. Key metaphors include cultivation and powers of
language to support his unifying perspective of education’s role within normative society.
This chapter contends that Newman redefines significant terms and three core concepts to
underpin the identity of a Catholic liberal arts university as an educational system which
promotes the progress of civilization and Christianity amidst diversity.
Chapter 6: Applying Newman’s Theory to IMC The final chapter suggests how
Newman’s theory of language informs the dominant discourse and modern trends in
scholarship concerning integrated marketing communication. It utilizes his model to
challenge contemporary issues relevant to branding twenty-first century institutions. By
synthesizing Newman’s philosophy of communication and principles of education,
rhetorical praxis promotes marketing the identity of a Catholic liberal arts university.
Future implications include applying this theory of language to catholic education
systems seeking to address communication issues concerning recruitment and retention,
as well as mission and identity. By reclaiming Newman’s system of thought his methods
frame rhetorical praxis in regards to teaching, scholarship, and marketplace applications.
It also bridges the persuasive gap between inquiry, argument, and action with rhetorical
strategies to direct contemporary epistemological challenges.