Class:COM118 - Interpersonal Communication (RAP/TAP) - Fall 2010/Consciousness/motivations for learning
communicating & chaos
"Our existing models of communication are less an analysis than a contribution to the chaos of modern culture, and in important ways we are paying the penalty for the long abuse of fundamental communicative processes in the service of politics, trade, and therapy." (Carey, P.14)--Chelseag68 19:11, 2 November 2010 (EDT)
- "Attraction for an interracial couple is both an interpersonal and cultural experience. As the couple works through their interpersonal attraction, they must simultaneously address (a) Socialframes for their attraction and determine how to (b) ``Come out of the closet’’ to significant others." (Foeman/Nance P.3) --Mjezard 21:48, 9 December 2010 (EST)
- "'Flames' can be highly negative messages that can burn a person, metaphorically speaking." Stewart, Zediker, Witteborn 2005 p.11--Chelseag68 15:04, 30 November 2010 (EST)
- "They use flaming to insult each other and to test their verbal intelligence." Stewart, Zediker, Witteborn 2005 p.11--Chelseag68 15:04, 30 November 2010 (EST)
- "Scholars are just saying that equivalents of flaming have existed for centuries in face-to-face communication, and that the impact of flaming depends on where it happens and who's involved."Stewart, Zediker, Witteborn 2005 p.11--Chelseag68 15:04, 30 November 2010 (EST)
- "One characteristic of communicating in cyberspace is that people think they have more control over how they are perceived than they actually have" (Stewart, Zediker & Witteborn 366).--Shilton12 20:57, 30 November 2010 (EST)
- "This perception is based partly on the assumption that one can log on whenever he or she wants to and exit at will, without affecting others online" (Stewart, Zediker & Witteborn 366). --Shilton12 20:59, 30 November 2010 (EST)
- "Specifically, we came to understand that the differentiation between "sources" and "receivers" distorts the extent to which all the participants in a conversation contribute to the meaning of any given aspect of the conversation. We now see sources and receivers as constructed in and by the shape of the conversation in which they participate." W. Barnett Pearce 1994 p. 5--Chelseag68 13:23, 1 December 2010 (EST)
- "Through these forums, participants get to know one another, view and discuss others’ work, and receive technical assistance and feedback. Many videos draw as much of their meaning from these text-based conversations as from references to other videos." (Kendall 210) Nfoy 22:54, 30 November 2010 (EST)
- "Animated videos thus provide a new tool with which young men can explore and express ideas about masculinity and identity." (Kendall 210) Nfoy 22:56, 30 November 2010 (EST)
- "For the purposes of this research, I have treated both the text and video produced by animutators as published communications." (Kendall 211) Nfoy 22:59, 30 November 2010 (EST)
- "Black propaganda: communication messages in which the true identity of the communicator is falsified and which include false information" -A History of Communication Study, Schramm--mhatz24 12:14, 1 December 2010 (EST)
the doubting game (mainly used by separate knowers)
A superb example of the Interaction of Ways of Knowing with Group Dynamics is presented in one of the Team Essays in the Consciousness: Communicating Intimately thread of class. The original is by Delaviesfoyfoleymetzard; the excerpt which follows has been edited by the teacher.
- "We have all been separate and connected knowers at some point during the class because we have all at one point judged the class. Certain group dynamics are composed by the interactions of separate and connected knowers. Numerous outbursts (especially about Thunder, the grading process, and the Seth Gore project) have elicited speech acts that highlight these ways of knowing. As a class, we are all searching for the reasons behind what we are learning and the point of our lessons. We are all trying to figure out the meaning of the Buzz Buzz Boom and the significance of the Thunder as well. Clinchy shows how "Separate knowers play the doubting game" (1996, p. 206). For instance, some of the separate knowers in our class had very negative feelings about the final project.
- “As soon as someone tells me his point of view, I immediately start arguing in my head the opposite point of view. When someone is saying something, I can't help turning it upside down” (Clinchy, p.210). This quote in particular represents our class, because sometimes our responses to a topic or statement of fact is silent, but in our heads, the judging and questioning of logic is occurring. When Steph gave us her proposal of the class project, some of the class was silent as they judged the project, some stated their excitement aloud, others expressed their concerns out loud. The silent separate knowers wrote down their views and contributed by creating an argument for the class about the final project.