A First Look at Communication Theory (6th edition)
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Instructor’s Manual<br />
and<br />
Test Bank<br />
to accompany<br />
A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong><br />
Sixth Edition<br />
Em Griffin<br />
Whe<strong>at</strong>on College<br />
prepared by<br />
Glen McClish<br />
San Diego St<strong>at</strong>e University<br />
and<br />
Emily J. Langan<br />
Whe<strong>at</strong>on College<br />
Published by McGrawHill, an imprint of The McGrawHill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright Ó 2006,<br />
2003, 2000, 1997, 1994, 1991 by The McGrawHill Companies, Inc. All rights reserved. The contents, or parts thereof, may be reproduced in print form<br />
solely for classroom use with A <strong>First</strong> <strong>Look</strong> At Communic<strong>at</strong>ion <strong>Theory</strong> provided such reproductions bear copyright notice, but may not be reproduced in<br />
any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any<br />
network or other electronic storage or transmission, or broadcast for distance learning.
PREFACE<br />
R<strong>at</strong>ionale<br />
We agreed to produce the instructor’s manual for the sixth <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong> because it’s a first-r<strong>at</strong>e book and because we enjoy talking and<br />
writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about<br />
instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them<br />
much help”; and (even worse) “I never look <strong>at</strong> them.” And, if the truth be told, we were often<br />
the people making such points! With these st<strong>at</strong>ements in mind, we have done some serious<br />
soul-searching about the texts th<strong>at</strong> so many teachers—ourselves included—frequently malign<br />
or ignore.<br />
As we have considered our quandary, we have come face-to-face with the central<br />
paradox th<strong>at</strong> characterizes the genre: Teaching manuals tend to be distant, mechanical,<br />
impersonal, and lifeless, when in fact good teaching is immedi<strong>at</strong>e, flexible, personal, and<br />
lively. In this manual, therefore, we have <strong>at</strong>tempted to communic<strong>at</strong>e to fellow teachers as<br />
directly and vigorously as possible our advice for teaching with A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong>. The best way to talk about teaching, of course, is to do just th<strong>at</strong>—<br />
talk. In lieu of such convers<strong>at</strong>ion, we offer the manual as a sort of extended letter, or a series<br />
of epistles within a larger correspondence about teaching. We’ve done our best not to be<br />
concise, but expansive. R<strong>at</strong>her than merely hinting <strong>at</strong> pedagogical possibilities, we’ve<br />
<strong>at</strong>tempted to flesh out classroom discussion and activities. In Chapter 1, Griffin fe<strong>at</strong>ures<br />
Glenn Sparks, a social scientist, and Marty Medhurst, a rhetorician, whose differing vantage<br />
points result in distinct readings of the Monster.com advertisement. For this <strong>edition</strong> of the<br />
manual, an empiricist (Emily) and a humanist (Glen) are collabor<strong>at</strong>ing and our hope is th<strong>at</strong><br />
our combined effort will be useful to you by suggesting novel approaches to complement<br />
your existing strengths and proposing ideas for how to approach areas in which you are not<br />
as proficient. Combining our experiences and insights with those of the author of the book<br />
and other teachers/scholars of communic<strong>at</strong>ion theory, we’ve done our best to provide a<br />
genuinely helpful resource as you steel yourself to teach this exciting—and extremely<br />
challenging—m<strong>at</strong>erial.<br />
The Contents of This Manual<br />
In order to help you teach the theories in Griffin’s book as effectively as possible,<br />
we’ve included a wide variety of m<strong>at</strong>erial in this manual. After this pref<strong>at</strong>ory essay and the<br />
sample course schedules th<strong>at</strong> follow, we move chapter by chapter through the textbook,<br />
providing inform<strong>at</strong>ion to help you plan for class discussion and activities, assignments,<br />
review, and examin<strong>at</strong>ions. In keeping with Griffin’s basic approach, we have for the most part<br />
tre<strong>at</strong>ed each chapter as a discrete entity, thus allowing you to alter the sequencing of the<br />
theories or omit whole sections as needed.<br />
Each unit of the manual begins with an “Outline.” As closely as possible, these<br />
outlines follow the contours of Griffin’s prose, and in most cases his principal headings<br />
vii
gener<strong>at</strong>e the titles of the sections design<strong>at</strong>ed by Roman numerals. For the sake of efficiency,<br />
we have omitted most of Griffin’s examples from life, liter<strong>at</strong>ure, and the screen. In addition to<br />
helping you present the m<strong>at</strong>erial and lead discussion, the “Outline” may function as a study<br />
guide for your students. If your students seem to be having difficulty understanding A <strong>First</strong><br />
<strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, require them to bring their own outlines of the assigned<br />
reading to class. Whether you collect and evalu<strong>at</strong>e their work or simply circul<strong>at</strong>e the outline<br />
provided here and ask the students to compare the two, this exercise will help them<br />
understand the structure of academic prose and the level of detail for which they are<br />
responsible. (The concise chapter summaries in Appendix A may also serve as study guides<br />
and checks on reading comprehension.) Please note th<strong>at</strong> these outlines should never serve<br />
as substitutes for the text itself. As basic summaries, they necessarily sacrifice the depth and<br />
development of the original.<br />
Next comes “Key Names and Terms,” a concise list of the principal theorists and<br />
concepts covered in the chapter. A good way to use this list to help students prepare for class<br />
is to circul<strong>at</strong>e the names and terms without the definitions before the chapter is to be read.<br />
Have students supply all the definitions and submit them before the relevant class<br />
discussion. Whether you “correct” each entry and assign precise point totals to their work or<br />
simply give students full credit if they complete the exercise in good faith, your interest in<br />
their comprehension of the m<strong>at</strong>erial will positively affect their study habits. This activity is<br />
particularly useful early in the semester, when it is important to reinforce careful reading.<br />
The third section, “Principal Changes,” has been included primarily for those<br />
instructors who have worked with the fifth <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Here, we concisely summarize the major differences between the sixth <strong>edition</strong> and its<br />
predecessor.<br />
“Suggestions for Discussion” and “Exercises and Activities” are designed to assist you<br />
help students explore and apply the theory introduced in the chapter. This m<strong>at</strong>erial<br />
supplements the Questions to Sharpen Your Focus included in the textbook. Some of the<br />
exercises and activities are intended as in-class work; others require advanced prepar<strong>at</strong>ion by<br />
the students. Some may be used as graded assignments. Under “Exercises and Activities,”<br />
we’ve rel<strong>at</strong>ed many of Em Griffin’s favorite techniques for stimul<strong>at</strong>ing student learning.<br />
Please note th<strong>at</strong> we include far more suggestions than you’ll want or be able to use—pick and<br />
choose as you desire. In addition, we would like to confess <strong>at</strong> the outset th<strong>at</strong> the line between<br />
“suggestions for discussion” and “exercises and activities” is often somewh<strong>at</strong> arbitrary.<br />
Between “Suggestions for Discussion” and “Exercises and Activities,” we’ve included “Sample<br />
Applic<strong>at</strong>ion Logs,” brief essays written by Em Griffin’s students in response to his applic<strong>at</strong>ion<br />
log assignment. (Below, we have included Griffin’s description of this popular assignment.)<br />
Many of the logs we selected can also be found <strong>at</strong> Griffin’s website (described below), but<br />
others are unique to the manual. Please note th<strong>at</strong> these samples have not been chosen for<br />
the purpose of advoc<strong>at</strong>ing particular political, religious, or ideological positions. Selection was<br />
based solely on the student writer’s ability to respond insightfully to the assignment. Many of<br />
these texts may be used to illustr<strong>at</strong>e key points in class.<br />
Supplementary bibliography has been provided under the heading “Further<br />
Resources.” These references are meant to augment, r<strong>at</strong>her than to supplant, those already<br />
viii
listed in the Second <strong>Look</strong> sections of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>. Many of the<br />
books and articles we recommend are well known in the field; others are familiar to much<br />
smaller circles of scholars. Every reference, though, is connected to the central theory in ways<br />
th<strong>at</strong> can enrich your teaching. As you work through this manual, you’ll notice th<strong>at</strong> many of<br />
the readings listed as “Further Resources” tend more toward applic<strong>at</strong>ion than development<br />
or explic<strong>at</strong>ion of theory. They have been included to help you cre<strong>at</strong>e a ready store of<br />
examples. It is also our opinion th<strong>at</strong> good discussions of theory lead inevitably to applic<strong>at</strong>ion;<br />
and, correspondingly, intriguing applic<strong>at</strong>ions necessarily raise theoretical questions. You’ll<br />
find, not surprisingly, th<strong>at</strong> Griffin’s textbook moves easily and productively between these two<br />
poles. Most of these selections may be assigned as auxiliary reading projects for individuals<br />
or groups of students. Incidentally, you’ll notice th<strong>at</strong> we have more to suggest for some<br />
chapters than for others. This lack of uniformity is due largely to the unevenness of our<br />
knowledge, r<strong>at</strong>her than deliber<strong>at</strong>e bias or intentional neglect. It is our hope th<strong>at</strong> you’ll help us<br />
out in the areas in which we need to expand our reading. If a source is recommended in more<br />
than one chapter tre<strong>at</strong>ment, all subsequent cit<strong>at</strong>ions after the first are abbrevi<strong>at</strong>ed.<br />
The final section of each chapter tre<strong>at</strong>ment, entitled “Sample Examin<strong>at</strong>ion Questions,”<br />
contains a series of multiple choice, true-false, and essay questions designed to assess<br />
various levels of mastery. We admit <strong>at</strong> the outset th<strong>at</strong> the multiple choice and true-false<br />
questions were particularly difficult for us to write. <strong>First</strong>, we do not use such assessment<br />
str<strong>at</strong>egies in our own teaching, so we are less familiar with these forms than other forms of<br />
examin<strong>at</strong>ion. Second, to write such questions, one must produce—or <strong>at</strong> least suggest—<br />
misinform<strong>at</strong>ion. Since potentially credible yet false or incomplete answers appear in print<br />
along with correct ones, the author of such m<strong>at</strong>erial is indirectly encouraging students to<br />
embrace wh<strong>at</strong> is untrue. We realize, of course, th<strong>at</strong> instructors who face huge sections must<br />
necessarily rely on such questions, and therefore we have provided them. Nonetheless, we<br />
are somewh<strong>at</strong> conflicted about doing so.<br />
In most chapters, Integr<strong>at</strong>ive Essay Questions have been included to bring together<br />
m<strong>at</strong>erial from two or more chapters. Because instructors tend to assign chapters in the order<br />
Griffin presents them, most of the Integr<strong>at</strong>ive Essay Questions ask students to look back to<br />
previous m<strong>at</strong>erial, r<strong>at</strong>her than forward to theories not yet covered. (Please note th<strong>at</strong> in essay<br />
questions the request to “compare” theories or concepts is meant to include the tre<strong>at</strong>ment of<br />
both similarities and differences.)<br />
To avoid redundancy and potential confusion, we’ve made an effort not to repe<strong>at</strong><br />
questions. For this reason, you should feel welcome to use any question or exercise in any<br />
pedagogical context you believe is effective. If a discussion question looks appropri<strong>at</strong>e for an<br />
examin<strong>at</strong>ion, use it th<strong>at</strong> way. If an examin<strong>at</strong>ion question would make a good study guide,<br />
apply it in th<strong>at</strong> manner. Ultim<strong>at</strong>ely, the c<strong>at</strong>egories we’ve established are meant simply to<br />
suggest possibilities, r<strong>at</strong>her than to restrict your imagin<strong>at</strong>ion. It’s also important to mention<br />
th<strong>at</strong> some questions ask students to respond to current events, such as the destruction of the<br />
World Trade Center or to public figures such as Hillary Clinton, th<strong>at</strong> may lose their relevancy<br />
as the semesters roll on. You may wish to substitute new events or figures as is appropri<strong>at</strong>e.<br />
ix
In addition to these full chapter tre<strong>at</strong>ments, we have provided briefer accounts of<br />
Griffin’s general Introduction, each specific section introduction (“Interpersonal Messages,”<br />
“Cognitive Processing,” and so forth), and each set of Ethical Reflections.<br />
Lecture or Discussion?<br />
In addition to establishing a comfortable and appropri<strong>at</strong>e pace, we urge you to<br />
conduct your class primarily as a discussion, r<strong>at</strong>her than a lecture. A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong> ably assumes the lecturer’s role, laying out the m<strong>at</strong>erial in an orderly,<br />
engaging manner. In addition, Griffin employs a personal, down-to-earth writing style th<strong>at</strong> can<br />
be seriously undermined by an instructor’s overly formal present<strong>at</strong>ion. Come to class ready to<br />
ask and answer a wide variety of questions, to present and meet diverse challenges, and to<br />
offer intriguing exercises and activities th<strong>at</strong> apply, supplement, and test the theoretical<br />
m<strong>at</strong>erial presented in the book, and your course will shine.<br />
It’s far easier, of course, simply to prepare and present detailed notes about the<br />
m<strong>at</strong>erial each day, but unless your charisma level is significantly higher than ours, you’ll run<br />
the risk of boring your audience and yourself. (The most meaningful moments in teaching,<br />
like those in all complex human interactions, transcend the script.) Worse yet, you’ll let your<br />
students off the educ<strong>at</strong>ional hook. At least half of the responsibility for wh<strong>at</strong> happens each<br />
day ought to be theirs, and if you lecture, they’ll become passive participants in the process.<br />
Paulo Freire is right, after all—the most valuable educ<strong>at</strong>ion tre<strong>at</strong>s students not as passive<br />
vessels to be filled, but as thinking beings who must learn to ask questions and solve<br />
problems rel<strong>at</strong>ing to issues th<strong>at</strong> truly m<strong>at</strong>ter—issues such as how we communic<strong>at</strong>e with one<br />
another. (If you’re not familiar with Freire, we recommend his classic work, The Pedagogy of<br />
the Oppressed, trans. Myra Bergman Ramos [New York: Continuum, 1970].)<br />
We realize, of course, th<strong>at</strong> economic realities of educ<strong>at</strong>ional institutions may<br />
necessit<strong>at</strong>e large, impersonal classes th<strong>at</strong> diminish the likelihood of fruitful discussion (see<br />
Ed McDaniel’s tre<strong>at</strong>ment of teaching theory to the large lecture class, below). Nonetheless,<br />
we encourage you to do everything in your power to get your audience involved in the<br />
process. Student particip<strong>at</strong>ion, we’ll wager, will be the single best indic<strong>at</strong>or of pedagogical<br />
success in this class, and the best way to inspire students to assume their rightful role is to<br />
relinquish some of the privilege, power, and predictability of the podium.<br />
It has been said th<strong>at</strong> the best way to learn a subject is to teach it. In this spirit, you<br />
may wish to relinquish some of the responsibility of presenting the m<strong>at</strong>erial and leading<br />
discussion to the students themselves. With a little coaching from you and with additional<br />
m<strong>at</strong>erial from the Second <strong>Look</strong> and “Further Resources” sections, students can succeed in<br />
this role. When making the assignment, challenge students to teach as they would like to be<br />
taught. If the class size or other consider<strong>at</strong>ions prevent the assignment of one student to one<br />
chapter, consider assigning chapters as group projects. For the sake of variety, we would<br />
encourage you not to place all your student-led classes in a clump in the course schedule. Mix<br />
it up.<br />
x
SUPPLEMENTARY MATERIAL<br />
We recommend th<strong>at</strong> you periodically supplement your present<strong>at</strong>ion of communic<strong>at</strong>ion<br />
theory with literary or cinem<strong>at</strong>ic examples. Throughout the semester, take time to assign and<br />
then discuss fe<strong>at</strong>ure films, short stories, plays, or novels th<strong>at</strong> illustr<strong>at</strong>e the theories your<br />
students have been studying. Appendix B of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> provides<br />
an excellent list of cinem<strong>at</strong>ic choices, organized by theoretical c<strong>at</strong>egory. For a full tre<strong>at</strong>ment<br />
of the use of film, see Russell F. Proctor II, Communic<strong>at</strong>ion in Film: Teaching Communic<strong>at</strong>ion<br />
Courses Using Fe<strong>at</strong>ure Films (Fort Worth: Harcourt Brace, 1996), and Communic<strong>at</strong>ion in Film<br />
II: Teaching Communic<strong>at</strong>ion Courses Using Fe<strong>at</strong>ure Films (Intern<strong>at</strong>ional Thompson<br />
Publishing, 1997). Ronald Adler’s “Teaching Communic<strong>at</strong>ion Theories with Jungle Fever,”<br />
Communic<strong>at</strong>ion Educ<strong>at</strong>ion 44 (April 1995): 157-64 aptly demonstr<strong>at</strong>es how an instructor can<br />
elucid<strong>at</strong>e a number of theoretical perspectives with one film. A good stockpile of useful short<br />
stories can be found in Beverly Whitaker Long and Charles H. Grant III, “The ‘Surprising<br />
Range of the Possible’: Families Communic<strong>at</strong>ing in Fiction,” Communic<strong>at</strong>ion Educ<strong>at</strong>ion 41, 1<br />
(January 1992): 89-106. Most short-story anthologies are filled with excellent tales for<br />
illustr<strong>at</strong>ing theory. Over the course of this manual, we’ll suggest additional options for you to<br />
consider.<br />
The advantage to short stories, plays, and movies is th<strong>at</strong> they can be read or w<strong>at</strong>ched<br />
and then discussed over the course of a few hours, efficiently vivifying a key theoretical point<br />
or two. To interweave multiple theories and recre<strong>at</strong>e complex communic<strong>at</strong>ion contexts,<br />
however, it may be more effective to assign full-length novels. R<strong>at</strong>her than reading and<br />
discussing the novel straight through, we recommend dividing it into several sections and<br />
interspersing them among chapters of the textbook. Students will find th<strong>at</strong> the movement<br />
back and forth between the two different kinds of books breaks monotony and keeps them<br />
fresh. Almost any novel th<strong>at</strong> is accessible to students and th<strong>at</strong> fe<strong>at</strong>ures human rel<strong>at</strong>ionships<br />
will do the job. Judith Guest’s Ordinary People, for example (which was first recommended to<br />
us by Roger Smitter, who is now Executive Director of the N<strong>at</strong>ional Communic<strong>at</strong>ion<br />
Associ<strong>at</strong>ion), effectively illustr<strong>at</strong>es many of the theories presented in Chapters 4-15, as does<br />
Terry McMillan’s Waiting to Exhale, which also provides some interesting m<strong>at</strong>erial for<br />
Chapters 33-35. Like Beloved, which Griffin uses to exemplify principles of standpoint theory<br />
in Chapter 34, Morrison’s earlier novel Song of Solomon includes extraordinary dialogue and<br />
narr<strong>at</strong>ive commentary th<strong>at</strong> are ripe for analysis. Song of Solomon has the advantage of<br />
fe<strong>at</strong>uring more contemporary dialogue set in the mid-twentieth century. Both novels, of<br />
course, are particularly powerful sources of examples concerning issues of gender and power.<br />
More challenging and complex than novels such as Ordinary People and Waiting to Exhale,<br />
Song of Solomon or Beloved should easily hold the <strong>at</strong>tention of your students and provide<br />
ample m<strong>at</strong>erial for careful analysis. Novels with substantial intercultural components such as<br />
Ralph Ellison’s Invisible Man, E.M. Forster’s A Passage to India, Ernest J. Gaines’s A Lesson<br />
Before Dying, and Amy Tan’s The Joy Luck Club are well suited for Chapters 4-15 as well as<br />
30-32. A novel from another century such as Jane Austen’s Sense and Sensibility provides an<br />
intriguing pl<strong>at</strong>form for discussing cultural context. Of course any story can be analyzed in the<br />
terms of Burke’s dram<strong>at</strong>ism (Chapter 23) or Fisher’s narr<strong>at</strong>ive paradigm (Chapter 24).<br />
xi
A particularly exciting supplementary text to A <strong>First</strong> <strong>Look</strong> is Arthur Berger’s<br />
Postmortem for a Postmodernist (Walnut Creek, CA: AltaMira, 1997). This insightful,<br />
accessible, humorous account of postmodernism is a pleasure for students to read. If you<br />
devote about a week of class to this text early in the term, you can set up many of the larger<br />
theoretical issues th<strong>at</strong> frame Griffin’s account of communic<strong>at</strong>ion theory. M<strong>at</strong>ters of ethics,<br />
feminism, power, meaning, intentionality, and media are especially well tre<strong>at</strong>ed by Berger.<br />
The book’s r<strong>at</strong>her harsh assessment of postmodernism is intriguing to us, and we’re curious<br />
to know how your students will respond to it.<br />
Because every writer has unique strengths and limit<strong>at</strong>ions, we also recommend<br />
consulting other communic<strong>at</strong>ion theory textbooks. James Neuliep’s (unfortun<strong>at</strong>ely out of<br />
print) Human Communic<strong>at</strong>ion <strong>Theory</strong>: Applic<strong>at</strong>ions and Case Studies (Boston: Allyn and<br />
Bacon, 1996), for example, has extensive examples and does an outstanding job of covering<br />
rhetorical theory, particularly its complic<strong>at</strong>ed history. John Cragan and Donald Shields’s<br />
Understanding Communic<strong>at</strong>ion <strong>Theory</strong>: The Communic<strong>at</strong>ive Forces for Human Action (Boston:<br />
Allyn and Bacon, 1998) provides aggressive defenses of its six key or “general” theories<br />
(these defenses are entitled “Withstanding the Critics”). In contrast with Griffin, who critiques<br />
each theory r<strong>at</strong>her objectively, Cragan and Shields assume the role of advoc<strong>at</strong>es, vigorously<br />
refuting the criticisms one by one. Although we prefer Griffin’s more circumspect approach,<br />
we enjoy—and have learned from—Cragan and Shields’s spirited advocacy. Stephen<br />
Littlejohn’s Theories of Human Communic<strong>at</strong>ion, 7 th ed. (Belmont: Wadsworth, 2001), the<br />
senior textbook in the field, may be more appropri<strong>at</strong>e for beginning gradu<strong>at</strong>e students than<br />
the undergradu<strong>at</strong>es we teach, but it is an excellent resource. James Anderson’s<br />
Communic<strong>at</strong>ion <strong>Theory</strong>: Epistemological Found<strong>at</strong>ions (New York: Guilford, 1996), which is<br />
deliber<strong>at</strong>ely pitched to gradu<strong>at</strong>e students and their professors, is also a good place to go for<br />
sophistic<strong>at</strong>ed supplements. Julia Wood’s Communic<strong>at</strong>ion Theories in Action: An Introduction,<br />
3 rd ed. (Belmont: Wadsworth, 2003) is particularly good on rel<strong>at</strong>ional and gender issues.<br />
Richard L. West and Lynn H. Turner have a rel<strong>at</strong>ively recent contribution to the field,<br />
Introducing Communic<strong>at</strong>ion <strong>Theory</strong>: Analysis and Applic<strong>at</strong>ion, 2 nd ed. (New York:<br />
WCB/McGraw-Hill, 2003). And so it goes.<br />
In addition to consulting other communic<strong>at</strong>ion theory textbooks, we would like to<br />
encourage you to check out Griffin’s user-friendly website for A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion<br />
<strong>Theory</strong>.<br />
www.afirstlook.com<br />
The site has been designed primarily as a companion to the textbook and this instructor’s<br />
manual. On the left side of the site are links to resource m<strong>at</strong>erials for the texts: a description<br />
of Convers<strong>at</strong>ions with Communic<strong>at</strong>ion Theorists, (introduced below), film clips illustr<strong>at</strong>ing key<br />
components of the theories, primary resources, applic<strong>at</strong>ion logs (see below), thorough<br />
comparisons to other communic<strong>at</strong>ion theory textbooks (including those we mention above),<br />
the publisher’s website, and inform<strong>at</strong>ion about the authors of the textbook and the manual,<br />
including e-mail addresses. At the top of the site are links to the theories fe<strong>at</strong>ured in the<br />
book, as well as links to complete chapters from earlier <strong>edition</strong>s th<strong>at</strong> covered theories not<br />
included in the current text. If you want your students to read about Bandura’s social learning<br />
theory, Heider’s <strong>at</strong>tribution theory, or a dozen other theories no longer fe<strong>at</strong>ured in A <strong>First</strong><br />
xii
<strong>Look</strong>, the resources are available online. The search <strong>at</strong> the top left of the site is an easy way<br />
to find inform<strong>at</strong>ion in the current <strong>edition</strong>, instructor’s manual, archives, and the FAQ.<br />
An important new fe<strong>at</strong>ure on the site for this <strong>edition</strong> is the chapter on Marshall<br />
McLuhan’s media ecology theory. We are fascin<strong>at</strong>ed by the move of the chapter-length<br />
tre<strong>at</strong>ment into a digital form<strong>at</strong> and are pleased th<strong>at</strong> this classic theory and its contemporary<br />
manifest<strong>at</strong>ion is still a critical part of A <strong>First</strong> <strong>Look</strong>. It will be available on the website in early<br />
September 2005. Along with Professor Griffin, we invite our students to use the site.<br />
Under McGraw-Hill’s sponsorship, Griffin produced Convers<strong>at</strong>ions with Communic<strong>at</strong>ion<br />
Theorists, a video/CD comprised of interviews with 15 of the theorists fe<strong>at</strong>ured in A <strong>First</strong><br />
<strong>Look</strong>. This resource gives you a chance to personalize the theorists you introduce to your<br />
students. Its value, though, goes beyond helping students put faces and voices to names.<br />
Griffin asks provoc<strong>at</strong>ive questions th<strong>at</strong> frequently illumin<strong>at</strong>e—or problem<strong>at</strong>ize—key<br />
theoretical issues raised in the book. In addition, the questions we wrote for the “User’s<br />
Guide” th<strong>at</strong> accompanies the interviews encourage syntheses, applic<strong>at</strong>ions, and<br />
extrapol<strong>at</strong>ions th<strong>at</strong> complement—and, we hope, stretch—wh<strong>at</strong> goes on when one reads the<br />
book itself. In effect, Convers<strong>at</strong>ions with Communic<strong>at</strong>ion Theorists should be seen not as<br />
peripheral to, but as an extension of, A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Another intriguing resource is the NCA-sponsored listserv, CRTNET, the<br />
Communic<strong>at</strong>ion Research and <strong>Theory</strong> Network. Lively, free-ranging discussions on a wide<br />
variety of topics are fe<strong>at</strong>ured, and all readers are invited to join the convers<strong>at</strong>ions.<br />
Instructions for a complimentary subscription are available <strong>at</strong> the following address:<br />
http://lists1.cac.psu.edu/cgi-bin/wa?SUBED1=crtnet&A=1<br />
One of the simplest yet most powerful ways to supplement the text is to take a cue<br />
from its author and bring your own cartoons to class. These additional pedagogical artifacts<br />
are terrific for illustr<strong>at</strong>ing concepts th<strong>at</strong> may seem otherwise abstract or irrelevant to<br />
students. Furthermore, you’ll find th<strong>at</strong> if you make it a practice to enliven discussion with<br />
pieces you’ve discovered, students will begin to bring in their own. It is a delight to see them<br />
taking responsibility for their own educ<strong>at</strong>ions. “Dilbert” is a particularly popular choice for<br />
communic<strong>at</strong>ion instructors. In addition, Ed McDaniel, formerly from San Diego St<strong>at</strong>e<br />
University, recommends “Luann” and “Non Sequitur.” No doubt you’ll develop your own<br />
favorites.<br />
Constructing Quizzes and Examin<strong>at</strong>ions<br />
As mentioned above, each chapter tre<strong>at</strong>ment in this manual concludes with “Sample<br />
Examin<strong>at</strong>ion Questions.” The easiest require only a basic understanding of the m<strong>at</strong>erial; the<br />
most difficult demand careful critical thinking and sophistic<strong>at</strong>ed synthesis. Beyond these<br />
questions, there are several other fruitful ways to test your students’ comprehension.<br />
Inform<strong>at</strong>ion listed under “Key Names and Terms” can form the basis of short answer or<br />
m<strong>at</strong>ching-type examin<strong>at</strong>ion questions. Every multiple choice question can be altered to form<br />
a true-false question. When using true-false questions, consider requiring students to explain<br />
why any false st<strong>at</strong>ement is false—or to correct the st<strong>at</strong>ement so th<strong>at</strong> it is true. Many of the<br />
xiii
Questions to Sharpen Your Focus included in the text make excellent quiz or examin<strong>at</strong>ion<br />
questions. Assigning these questions for quizzes has the added benefit of encouraging<br />
students to prepare them in advance of class discussion. You may also wish to consider<br />
integr<strong>at</strong>ing the cartoons and other visuals fe<strong>at</strong>ured in the text into your examin<strong>at</strong>ions.<br />
Because this book is so tightly packed with provoc<strong>at</strong>ive ideas, we recommend scheduling <strong>at</strong><br />
least three exams over the course of the term. Even with three exams, students may request<br />
additional tests in order to decrease the amount of m<strong>at</strong>erial they’re responsible for on a<br />
given day.<br />
Student Reports and Papers<br />
Students’ responses to exams are easy to quantify, and they provide useful measures<br />
of some kinds of learning, but most exams bear little resemblance to the professional<br />
activities our students will perform once they complete their formal educ<strong>at</strong>ion. Furthermore,<br />
the chapter-by-chapter mastery of m<strong>at</strong>erial th<strong>at</strong> examin<strong>at</strong>ions foster is crucial, but other<br />
kinds of understanding come only when one looks past the boundaries of such artificial units<br />
to the broad scope of knowledge. In many educ<strong>at</strong>ional settings, thus, a course such as the<br />
one developed around A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> would include student oral<br />
reports and/or papers, assignments th<strong>at</strong> would transcend the scope of the “Sample<br />
Examin<strong>at</strong>ion Questions,” and the Questions to Sharpen Your Focus provided in the manual<br />
and the text, respectively. Although such assignments are difficult to assign and evalu<strong>at</strong>e<br />
within the structure of some departments and institutions, we highly recommend them<br />
because—as we have suggested—they require students to synthesize and apply theories in<br />
complex ways. Furthermore, such assignments help students to improve the very public<br />
speaking and writing skills or competencies th<strong>at</strong> communic<strong>at</strong>ion programs claim to promote.<br />
One of the best ways to approach oral reports and papers is to assign individualized<br />
readings from the Second <strong>Look</strong> sections or the Ethical Reflections fe<strong>at</strong>ured in the text. Ask<br />
students to summarize the key m<strong>at</strong>erial presented in the source, place it within the context<br />
of the course, and critique its value. Of course, Griffin’s chapters provide excellent models for<br />
each step in the process. Many of the texts listed in the “Further Resources” sections of the<br />
manual will also serve this purpose. You can also encourage students to search out relevant<br />
articles in our profession’s scholarly journals—Quarterly Journal of Speech, Communic<strong>at</strong>ion<br />
Monographs, Communic<strong>at</strong>ion Quarterly, Communic<strong>at</strong>ion Studies, Communic<strong>at</strong>ion <strong>Theory</strong>,<br />
Southern Communic<strong>at</strong>ion Journal, Western Journal of Communic<strong>at</strong>ion, Rhetoric Society<br />
Quarterly, Critical Studies in Mass Communic<strong>at</strong>ion, Media, Culture & Society, Signs: Journal of<br />
Women in Culture and Society, Women’s Studies in Communic<strong>at</strong>ion, Human Communic<strong>at</strong>ion<br />
Research, Rhetoric and Public Affairs, Cultural Studies, and so forth.<br />
Another approach is to ask students to evalu<strong>at</strong>e the theoretical significance of movies<br />
from Appendix B of the text or of movies, short stories, plays, or novels mentioned in this<br />
manual. (Students may also gener<strong>at</strong>e their own candid<strong>at</strong>es for analysis.) Once again, A <strong>First</strong><br />
<strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> provides fine sample analyses of literary and cinem<strong>at</strong>ic texts.<br />
This kind of assignment is particularly useful for the more cre<strong>at</strong>ive or applied student.<br />
A third str<strong>at</strong>egy is to have students investig<strong>at</strong>e theories, theoretical topics, and<br />
general approaches to communic<strong>at</strong>ion not explicitly fe<strong>at</strong>ured in the text. Theories th<strong>at</strong> fall in<br />
xiv
this c<strong>at</strong>egory include Pl<strong>at</strong>o’s dialectic (particularly as presented in the Phaedrus); Richard<br />
Weaver’s ethical rhetoric; Robert Scott’s epistemic rhetoric; Stephen Toulmin’s model of<br />
argument; Wayne Booth’s rhetoric of assent; Albert Mehrabian’s immediacy theory; Dolf<br />
Zillman’s mood management theory; Eric Berne’s transactional analysis, performance theory,<br />
and convers<strong>at</strong>ion analysis; Peter Anderson’s cognitive valence theory of intim<strong>at</strong>e<br />
communic<strong>at</strong>ion; Howard Giles’s communic<strong>at</strong>ion accommod<strong>at</strong>ion theory; Wayne Brockreide’s<br />
notion of arguer as lover (which resembles, but is not identical, to Griffin’s topology of false<br />
lovers on page 242); Jacques Derrida’s deconstruction; John Stewart and Milt Jackson’s<br />
dialogic listening; John Bowlby’s <strong>at</strong>tachment theory; Mary Ann Fitzp<strong>at</strong>rick’s theory of<br />
rel<strong>at</strong>ionships; Caryl Rusbult’s equity theory; Mikhail Bakhtin’s heteroglossia; Carl Rogers’s<br />
emp<strong>at</strong>hic arguer; Mark Knapp’s theory of rel<strong>at</strong>ional stages; Jack Webb’s theory of defensive<br />
communic<strong>at</strong>ion; John Fiske’s consumer-oriented approach to media, uses, and gr<strong>at</strong>ific<strong>at</strong>ions<br />
theory, and diffusion of innov<strong>at</strong>ion theory; Frank Dance’s inner speech theory; Donald<br />
Cushman’s rules theory; Robert Sommer’s environmental approach; Susan B. Shimanoff’s<br />
rules theory; Hans-Georg Gadamer’s hermeneutics; Joshua Meyrowitz’s theory of medi<strong>at</strong>ed<br />
place; William Stephenson’s play theory; Steven McCornack’s inform<strong>at</strong>ion manipul<strong>at</strong>ion<br />
theory; James Grunig’s situ<strong>at</strong>ional theory of publics; Young Yun Kim’s cross-cultural<br />
adapt<strong>at</strong>ion theory; Jurgen Habermas’s theory of the public sphere; and Joseph Luft and<br />
Harrington Ingham’s Johari Window. Each is worthy of investig<strong>at</strong>ion by the right student or<br />
group of students.<br />
You may also consider assigning theories th<strong>at</strong> were covered in the earlier <strong>edition</strong>s of A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> but not in the current version: William Schutz’s FIRO<br />
theory; John O. Greene’s action assembly theory; Charles Osgood’s medi<strong>at</strong>ional theory of<br />
meaning; Abraham Maslow’s hierarchy of needs; Fritz Heider’s <strong>at</strong>tribution theory; Aubrey<br />
Fisher’s interact system model of decision emergence; Albert Bandura’s social learning<br />
theory; Irving Janis’s groupthink; and Byron Reeves and Clifford Nass’s media equ<strong>at</strong>ion. This<br />
str<strong>at</strong>egy gives you an easy method for suggesting avenues of research.<br />
One way to approach the assignment is to ask students to write their reports as<br />
potential chapters for inclusion in a seventh <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Require them to include Critique, Second <strong>Look</strong>, Questions to Sharpen Your Focus sections, as<br />
well as comics th<strong>at</strong> bring to life key theoretical issues. Encourage them to keep in mind the<br />
principal virtues of Griffin’s text—a down-to-earth prose style, extended examples, careful<br />
organiz<strong>at</strong>ion, concision, and humor—as they write. This assignment works particularly well<br />
with students who are concurrently enrolled in other communic<strong>at</strong>ion courses.<br />
Finally, you may wish to have students investig<strong>at</strong>e their own communic<strong>at</strong>ive practice<br />
or the practices of people they know. Some of the finest student papers we’ve read have<br />
been analyses of communic<strong>at</strong>ion th<strong>at</strong> the author had either particip<strong>at</strong>ed in or directly<br />
observed. Such papers are typically vivid and specific, and they have the extra advantage of<br />
encouraging students to think critically about their own lives and the quality of the<br />
communic<strong>at</strong>ion in which they particip<strong>at</strong>e. One way to help students develop m<strong>at</strong>erial for such<br />
papers is to encourage or require them to keep weekly journals in which they record the ways<br />
in which the theories they are studying apply to their lives or the lives of people they know.<br />
You can collect and grade this journal periodically or have students share their insights orally<br />
in class. If you are more concerned with process than formal writing and final product, these<br />
xv
journals will serve as an end in themselves. To encourage this self-disclosure process, you<br />
may wish to keep your own journal and share selected entries with your class. One word of<br />
warning—you may encourage but should never require students to write formal papers about<br />
their personal experiences. Some students consider such assignments invasions of privacy<br />
and professorial voyeurism. To protect your students and yourself, always make this genre of<br />
essay optional, r<strong>at</strong>her than compulsory.<br />
You may be interested to know th<strong>at</strong> Griffin requires each student to write a paragraph<br />
of applic<strong>at</strong>ion for each theory. He collects a random sample of these writings each week.<br />
Over the course of the term, he grades five submissions from each student. Here is how he<br />
describes the “applic<strong>at</strong>ion log” assignment:<br />
Consistent with Kurt Lewin’s famous maxim th<strong>at</strong> there is nothing as practical<br />
as a good theory, I ask students to apply each theory to their own lives. I<br />
collect a random sample of the logs each week and with the permission of the<br />
writer (obtained priv<strong>at</strong>ely beforehand) read some of the best <strong>at</strong> the start of the<br />
next class session. I find th<strong>at</strong> the entries increase the interest level of the<br />
course and provide a mini review of some parts of each theory.<br />
Even if you don’t make a similar assignment, you might consider using some<br />
of the entries available to valid<strong>at</strong>e Lewin’s claim. They are actual student<br />
entries responding to the following instructions:<br />
After you read a chapter on a theory in the <strong>First</strong> <strong>Look</strong> text, you are to write a<br />
paragraph making a specific applic<strong>at</strong>ion of the theory to your own life. Please<br />
type or write very clearly. Keep these applic<strong>at</strong>ions bound together in a secure<br />
way and bring them to class each Thursday. I will collect a random sample of<br />
the logs each week and return them the following Tuesday. You will be asked<br />
to submit your log five different times during the semester. The logs will<br />
provide you with an opportunity to show th<strong>at</strong> you understand the theories and<br />
see their practical implic<strong>at</strong>ion for your communic<strong>at</strong>ion interpret<strong>at</strong>ion and<br />
behavior.<br />
Teaching <strong>Theory</strong> to the Large Lecture Class *<br />
Teaching an introductory theory class can be a somewh<strong>at</strong> daunting task. Teaching<br />
theory as a required course to a classroom with as many as 180 students, drawn from a<br />
variety of communic<strong>at</strong>ion majors (e.g., advertising, journalism, public affairs, intercultural<br />
communic<strong>at</strong>ion, etc.), offers even gre<strong>at</strong>er challenges.<br />
Each semester, San Diego St<strong>at</strong>e University School of Communic<strong>at</strong>ion offers two<br />
sections of communic<strong>at</strong>ion theory <strong>at</strong> the upper-division level. The course is required for all<br />
communic<strong>at</strong>ion majors, and each section normally ranges from 120 to 180 students. This<br />
number of students more or less mand<strong>at</strong>es a lecture form<strong>at</strong>. However, lectures can be<br />
*<br />
The following remarks were graciously provided by Ed McDaniel, who until recently taught<br />
communic<strong>at</strong>ion theory <strong>at</strong> San Diego St<strong>at</strong>e University.<br />
xvi
infused with a variety of demonstr<strong>at</strong>ive activities and contextual relevance, which will help<br />
elicit and sustain student interest while furthering understanding.<br />
<strong>Theory</strong>, by n<strong>at</strong>ure, is abstract and often difficult for some to grasp. This difficulty can<br />
be exacerb<strong>at</strong>ed by equally abstract present<strong>at</strong>ions offered to an audience with an inherently<br />
short <strong>at</strong>tention span and an expect<strong>at</strong>ion th<strong>at</strong> they should be amused. However, one way to<br />
kindle interest and promote understanding is by presenting the inform<strong>at</strong>ion in a context<br />
relevant to the audience’s interests and personal experiences. This will, of course, require a<br />
degree of familiariz<strong>at</strong>ion with the lifestyle of students in your locale (i.e., where and how do<br />
they spend their leisure time, how many are employed, wh<strong>at</strong> are the student body social<br />
norms, wh<strong>at</strong> is on MTV, wh<strong>at</strong> are the current age-relevant movies, and so forth). This<br />
inform<strong>at</strong>ion, gained through reading the university paper, casual convers<strong>at</strong>ions with students,<br />
channel surfing, and simply being observant, can then be used to construct a context for the<br />
various theories taught. For example, local social events and frequented nightspots can be<br />
used to enliven your illustr<strong>at</strong>ions. The trials and tribul<strong>at</strong>ions normally encountered in d<strong>at</strong>ing<br />
will help exemplify interpersonal rel<strong>at</strong>ions theories. The local newspaper is often a source of<br />
examples for various theories, which can then be shown in the classroom (but don’t expect<br />
the students to have read the paper!).<br />
When teaching theory to a large audience, it is tempting to adhere to a regimented<br />
lecture form<strong>at</strong>. Th<strong>at</strong> procedure is also a sure way to lose your students’ <strong>at</strong>tention and<br />
dampen their enthusiasm. Lecture m<strong>at</strong>erials can, and should be, enhanced through wh<strong>at</strong> I<br />
consider performance activities. These activities will involve only a few (volunteer) students<br />
and, frequently, the instructor. Although large lecture sections generally preclude small group<br />
interactions, there are activities (e.g., the elev<strong>at</strong>or exercise discussed in Chapter 6 on<br />
expectancy viol<strong>at</strong>ions theory, as well as others noted in this manual) th<strong>at</strong> can be used to<br />
demonstr<strong>at</strong>e a theory. In these instances, try to select only those students who will provide<br />
the gre<strong>at</strong>est level of expression, yet not become personally embarrassed or defensive. It is<br />
important to remember th<strong>at</strong> each class is different and has a personality of its own. Wh<strong>at</strong><br />
works for Monday’s class may not succeed with Tuesday’s section and vice versa.<br />
The administr<strong>at</strong>ive aspects of teaching a large lecture section are as important as<br />
pedagogical consider<strong>at</strong>ions. Managing a classroom with over 120 students requires<br />
considerable structure and drastically reduces the flexibility normally enjoyed with 25-30<br />
students. The syllabus should clearly define wh<strong>at</strong> is to be covered on each class d<strong>at</strong>e and<br />
devi<strong>at</strong>ions must be kept to the absolute minimum. Test d<strong>at</strong>es should be established <strong>at</strong> the<br />
beginning of the semester and strictly observed. Once you have announced a policy, stick to it<br />
and avoid making exceptions except in the case of verifiable emergencies.<br />
Dealing with almost 300 students each semester, I have encountered a wide variety<br />
of personal difficulties, including de<strong>at</strong>hs, rape, and life-thre<strong>at</strong>ening disease. Sensitivity to<br />
these situ<strong>at</strong>ions is mand<strong>at</strong>ory, yet I find little need to provide an early or makeup exam<br />
because someone has, without prior consult<strong>at</strong>ion, purchased a cheap airline ticket home, is<br />
scheduled to go to Cancun for a family reunion, or simply overslept. Administering makeup<br />
exams can become a serious time drain. Accordingly, I only give makeup exams in the event<br />
of a verifiable emergency. To introduce some level of flexibility into the experience, though, I<br />
offer five exams during the semester, and the lowest score is dropped.<br />
xvii
Distribution of exams must also be considered. After two years, I finally acknowledged<br />
th<strong>at</strong> returning individual Scantrons was too time intensive, and I now post grades. Going over<br />
the exam in class can also be a challenging endeavor. With such a large number of students,<br />
there will inevitably be points of contention. Unless handled correctly, the class can easily<br />
turn into a feeding frenzy as students try to gain th<strong>at</strong> one additional point th<strong>at</strong> will boost their<br />
score to the next letter grade. I now require students to come to my office to review exams.<br />
This has also reduced the number of lost (i.e., compromised) exam copies.<br />
There is also the question of student <strong>at</strong>tendance—should <strong>at</strong>tendance be mand<strong>at</strong>ory or<br />
not? If required, then a method must be devised to rapidly assess who is present and who is<br />
absent, but taking role in a class of 180 students requires considerable time. From my<br />
experience, not requiring <strong>at</strong>tendance is the best course of action. This helps elimin<strong>at</strong>e those<br />
students who would come if required but would not be <strong>at</strong>tentive and would probably cre<strong>at</strong>e<br />
distractions for other students, as well as yourself.<br />
With large lecture sections, your class present<strong>at</strong>ions must have a very discernable,<br />
easy-to-follow structure. This helps students, many of whom have probably not yet read the<br />
chapter, to better organize their notes. I use a document projector to display a lecture outline<br />
and ensure th<strong>at</strong> students know when I move from topic to topic. Remember, not only is the<br />
m<strong>at</strong>erial abstract, but each theory contains its own vocabulary marked by contextualized<br />
definitions. Often, students will find these situ<strong>at</strong>ed definitions as confusing as the theory<br />
itself.<br />
Peer pressure and concern over self-embarrassment tend to inhibit many students in<br />
large classes from asking questions. To overcome these impediments, I normally conclude<br />
class about 10 minutes early and indic<strong>at</strong>e I am available for questions. This provides the<br />
students an opportunity to ask questions, clarify their notes, or even discuss personal m<strong>at</strong>ters<br />
th<strong>at</strong> would otherwise require an office visit.<br />
If structured and executed correctly, stepping in front of 180 students to explain a<br />
communic<strong>at</strong>ion theory can be an exciting and rewarding experience. One only needs to tailor<br />
the environment to their style and maintain control of the situ<strong>at</strong>ion. Personally, I have<br />
encountered considerable success by infusing lectures with humorous examples and offering<br />
frequent self-deprec<strong>at</strong>ing illustr<strong>at</strong>ions rel<strong>at</strong>ed to the theory. Not only does this approach help<br />
explain the concepts; it can serve to reduce the professor-student intimid<strong>at</strong>ion barrier.<br />
Large enrollment classes tend to dict<strong>at</strong>e the use of objective examin<strong>at</strong>ions, which<br />
heighten students’ concerns about how tests are scored and the tre<strong>at</strong>ment of seemingly<br />
ambiguous questions or confusing answers. I have found much of this anxiety is reduced or<br />
elimin<strong>at</strong>ed by using Parscore software to grade the exams and by thoroughly explaining in<br />
class how the system works.<br />
Parscore is a software system th<strong>at</strong> optically scans answer sheets (Scantrons) and<br />
st<strong>at</strong>istically analyzes each test question. The st<strong>at</strong>istics provided allow identific<strong>at</strong>ion of a host<br />
of testing shortfalls, such as bad or misleading questions, poor answer choices, insufficiently<br />
xviii
covered m<strong>at</strong>erials, and so forth. Once identified, the exam answer key can then be adjusted<br />
as desired before the grades are printed and posted.<br />
Additionally, test questions need to be presented in a syntax and style similar to th<strong>at</strong><br />
used in the classroom. Accordingly, if questions are drawn from the test bank in this<br />
instructors’ manual, they might need rephrasing to ensure congruence with your lecture<br />
present<strong>at</strong>ion style and vocabulary.<br />
If your institution has an online course delivery and management system (San Diego<br />
St<strong>at</strong>e University uses Blackboard), you can ease your administr<strong>at</strong>ive burden and<br />
concomitantly save the department money by reducing copy costs. I use the Blackboard<br />
system to post the course syllabus, class schedule, study tips, and, about a week before each<br />
exam, study guides. Lecture outlines and notes can also be uploaded.<br />
I am particularly fond of this system because it instills in the students a degree of selfreliance.<br />
They become responsible for the contents of m<strong>at</strong>erial placed on the web, which<br />
tends to elimin<strong>at</strong>e excuses such as “I never got a syllabus,” “I didn’t know an exam was<br />
scheduled for th<strong>at</strong> d<strong>at</strong>e,” or “I was absent when the study guide was handed out.”<br />
A Pitch for Pluralism<br />
As you construct your syllabus and prepare for the first day of the course, we want to<br />
encourage you to think as pluralistically as possible about communic<strong>at</strong>ion theory. All of us<br />
come to such teaching assignments with our professional biases, developed over years of<br />
specialized gradu<strong>at</strong>e training, specific research programs, and pedagogical practice. The goal<br />
of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, however, is to reveal the full spectrum of<br />
theoretical possibilities, a goal th<strong>at</strong> can only be achieved if the instructor facilit<strong>at</strong>es openminded<br />
investig<strong>at</strong>ion of all perspectives. Glen, for example, comes to this m<strong>at</strong>erial with years<br />
of work in the field of rhetoric. He’s extremely comfortable talking about Richards, Aristotle,<br />
and Burke, but must work especially hard to present the more scientific theories of Burgoon,<br />
Berger, and Gudykunst with proper care and consider<strong>at</strong>ion. Emily, whose background is in<br />
interpersonal and nonverbal communic<strong>at</strong>ion, approaches this m<strong>at</strong>erial as an empiricist.<br />
While she is <strong>at</strong> ease teaching the chapters on Burgoon, Baxter and Montgomery, and Petty<br />
and Cacioppo, she must be more vigilant on Weick, Hall, and Philipsen. Griffin, whose<br />
gradu<strong>at</strong>e training was more empirical than rhetorical, reports to us th<strong>at</strong> he has become much<br />
more pluralistic over the course of writing and revising A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
We believe th<strong>at</strong> the text reflects his growing commitment to multiple perspectives.<br />
Writing about the intellectual foment of the l<strong>at</strong>e-nineteenth century in his famous<br />
essay, “The Will to Believe,” William James described rules of engagement for a proper<br />
“intellectual republic” th<strong>at</strong> still serve as appropri<strong>at</strong>e guidelines for classroom practice: “No<br />
one of us ought to issue vetoes to the other, nor should we bandy words of abuse. We ought,<br />
on the contrary, delic<strong>at</strong>ely and profoundly to respect one another’s mental freedom” (The Will<br />
to Believe and Other Essays in Popular Philosophy [New York: Dover, 1956], 30).<br />
Wh<strong>at</strong> we’ve learned about pluralism, of course, is th<strong>at</strong> it’s not just a m<strong>at</strong>ter of fairness,<br />
etiquette, or of being a good sport—it facilit<strong>at</strong>es a gre<strong>at</strong>er understanding of truth. Glen is<br />
xix
eminded of an analogy a professor of his once marshaled in a gradu<strong>at</strong>e course to explain<br />
how a multiplicity of diverse critical readings of a complex work of liter<strong>at</strong>ure promotes, r<strong>at</strong>her<br />
than confuses, our overall understanding of the text. Place a coin under a piece of paper and<br />
draw a pencil over it. Then again, and again, and again. Each stroke cre<strong>at</strong>es a limited picture<br />
of the coin below, but after many lines are drawn, a reproduction of the hidden image begins<br />
to emerge. After considering many critical perspectives, even James Joyce’s Ulysses begins<br />
to come into focus.<br />
Communic<strong>at</strong>ion theory, as well, resembles this child’s diversion. Any one theory,<br />
bound by its inherent limit<strong>at</strong>ions, reveals only a slice or stroke of overall reality. The more<br />
theories we know and can apply, however, the clearer and broader our perspective becomes.<br />
Your students—like you and us—will not find each theory equally illumin<strong>at</strong>ing, but taken as a<br />
whole the approaches presented in the book provide a richer view of human communic<strong>at</strong>ion<br />
than any subset offers. We’re sufficiently postmodern to believe th<strong>at</strong> an entirely objective,<br />
complete understanding of reality is beyond our comprehension, but—like th<strong>at</strong> coin bene<strong>at</strong>h<br />
the paper—its rough image gradually takes shape if we work our critical pencils dutifully. The<br />
goal of achieving the best picture possible of the human condition, it seems to me, lies <strong>at</strong> the<br />
very heart of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Closely rel<strong>at</strong>ed to pluralism is the value of partial theoretical applicability. Many<br />
students will be tempted to reject a theoretical construct if it does not fit perfectly with their<br />
perception of reality. Others become suspicious when they see well-known theories rigorously<br />
questioned in the Critique sections of this book. Em Griffin himself once shared with us the<br />
classic student lament<strong>at</strong>ion: “Well, if every theory has something wrong with it, why bother<br />
studying the stuff?” Just as pluralism helps students see th<strong>at</strong> many different theoretical<br />
p<strong>at</strong>hs lead to truth, the willingness to accept some aspects of a theory while reserving<br />
judgment on—or even rejecting—others allows us to avoid simple either/or judgments,<br />
judgments th<strong>at</strong> may cause us to throw the theoretical baby out with the b<strong>at</strong>hw<strong>at</strong>er. We<br />
provide a specific example of the importance of partial applicability in our coverage of<br />
Chapter 24, but it is an approach th<strong>at</strong> may be widely applied across the theoretical terrain.<br />
The notion of partial theoretical applicability may be another way of getting <strong>at</strong> the issue<br />
addressed by Karl Weick’s clock-face model, fe<strong>at</strong>ured in the “communic<strong>at</strong>ion theory” section<br />
of the textbook.<br />
Good Luck, Take Heart, and Go to It!<br />
Having taken care of the preliminaries, there’s not much more for us to say here<br />
except “good luck” and “go to it.” We know the assignment seems overwhelming <strong>at</strong> times,<br />
but remember th<strong>at</strong> as you face the task of teaching this daunting course, no one on earth is<br />
really qualified for the job. No one has the breadth of knowledge necessary to fully<br />
understand every theory covered in the field. The president of the NCA, Em Griffin, you, and<br />
we are ultim<strong>at</strong>ely all in the same bo<strong>at</strong>. So take heart. If you prepare carefully, are willing to<br />
admit th<strong>at</strong> you don’t know everything, and are able to make frequent trips to the library and<br />
the Internet to track down answers to the questions th<strong>at</strong> you and your students will inevitably<br />
raise, you’ll do fine. Remember, as well, th<strong>at</strong> our opening comments about desiring dialogue<br />
are genuine. This manual—or set of letters, or wh<strong>at</strong>ever we choose to call it—can’t really talk<br />
or write back to you, but we can, even if we’re temporarily buried in work and need some<br />
xx
time to dig out. If you want to communic<strong>at</strong>e with us about anything we’ve presented here, e-<br />
mail us. We look forward to hearing from you.<br />
Glen McClish and Jacqueline Bacon<br />
bacon-mcclish@cox.net<br />
Emily J. Langan<br />
emily.j.langan@whe<strong>at</strong>on.edu<br />
xxi
Supplementary M<strong>at</strong>erial<br />
We recommend th<strong>at</strong> you periodically supplement your present<strong>at</strong>ion of communic<strong>at</strong>ion<br />
theory with literary or cinem<strong>at</strong>ic examples. Throughout the semester, take time to assign<br />
and then discuss fe<strong>at</strong>ure films, short stories, plays, or novels th<strong>at</strong> illustr<strong>at</strong>e the theories your<br />
students have been studying. Appendix B of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> provides<br />
an excellent list of cinem<strong>at</strong>ic choices, organized by theoretical c<strong>at</strong>egory. For a full tre<strong>at</strong>ment<br />
of the use of film, see Russell F. Proctor II, Communic<strong>at</strong>ion in Film: Teaching Communic<strong>at</strong>ion<br />
Courses Using Fe<strong>at</strong>ure Films (Fort Worth: Harcourt Brace, 1996), and Communic<strong>at</strong>ion in Film<br />
II: Teaching Communic<strong>at</strong>ion Courses Using Fe<strong>at</strong>ure Films (Intern<strong>at</strong>ional Thompson Publishing,<br />
1997). Ronald Adler’s “Teaching Communic<strong>at</strong>ion Theories with Jungle Fever,”<br />
Communic<strong>at</strong>ion Educ<strong>at</strong>ion 44 (April 1995): 157-64 aptly demonstr<strong>at</strong>es how an instructor can<br />
elucid<strong>at</strong>e a number of theoretical perspectives with one film. A good stockpile of useful short<br />
stories can be found in Beverly Whitaker Long and Charles H. Grant III, “The 'Surprising Range<br />
of the Possible': Families Communic<strong>at</strong>ing in Fiction,” Communic<strong>at</strong>ion Educ<strong>at</strong>ion 41 (1992):<br />
89-106. Most short-story anthologies are filled with excellent tales for illustr<strong>at</strong>ing theory.<br />
Over the course of this manual, we'll suggest additional options for you to consider.<br />
The advantage to short stories, plays, and movies is th<strong>at</strong> they can be read or w<strong>at</strong>ched<br />
and then discussed over the course of a few hours, efficiently vivifying a key theoretical point<br />
or two. To interweave multiple theories and recre<strong>at</strong>e complex communic<strong>at</strong>ion contexts,<br />
however, it may be more effective to assign full-length novels. R<strong>at</strong>her than reading and<br />
discussing the novel straight through, we recommend dividing it into several sections and<br />
interspersing them among chapters of the textbook. Students will find th<strong>at</strong> the movement<br />
back and forth between the two different kinds of books breaks monotony and keeps them<br />
fresh. Almost any novel th<strong>at</strong> is accessible to students and th<strong>at</strong> fe<strong>at</strong>ures human rel<strong>at</strong>ionships<br />
will do the job. Judith Guest's Ordinary People, for example (which was first recommended to<br />
me by Roger Smitter who is now Executive Director of the N<strong>at</strong>ional Communic<strong>at</strong>ion<br />
Associ<strong>at</strong>ion), effectively illustr<strong>at</strong>es many of the theories presented in Chapters 4-15, as does<br />
Terry McMillan's Waiting to Exhale, which also provides some interesting m<strong>at</strong>erial for<br />
Chapters 33-35. Like Beloved, which Griffin uses to exemplify principles of standpoint theory<br />
in chapter 34, Morrison’s earlier novel Song of Solomon includes extraordinary dialog and<br />
narr<strong>at</strong>ive commentary th<strong>at</strong> are ripe for analysis. Song of Solomon has the advantage of<br />
fe<strong>at</strong>uring more contemporary dialog set in the mid twentieth century. Both novels, of course,<br />
are particularly powerful sources of examples concerning issues of gender and power. More<br />
challenging and complex than novels such as Ordinary People and Waiting to Exhale, Song of<br />
Solomon or Beloved should easily hold the <strong>at</strong>tention of your students and provide ample<br />
m<strong>at</strong>erial for careful analysis. Novels with substantial intercultural components such as Ralph<br />
Ellison’s Invisible Man, E. M. Forster’s A Passage to India, Ernest J. Gaines's A Lesson Before<br />
Dying, and Amy Tan's The Joy Luck Club are well suited for Chapters 4-15 as well as 30-32. A<br />
novel from another century such as Jane Austen's Sense and Sensibility provides an intriguing<br />
pl<strong>at</strong>form for discussing cultural context. Of course any story can be analyzed in the terms of<br />
Burke's dram<strong>at</strong>ism (Chapter 23) or Fisher's narr<strong>at</strong>ive paradigm (Chapter 24).<br />
A particularly exciting supplementary text to A <strong>First</strong> <strong>Look</strong> is Arthur Berger’s<br />
Postmortem for a Postmodernist (Walnut Creek, CA: AltaMira, 1997). This insightful,<br />
xi
accessible, humorous account of postmodernism is a pleasure for students to read. If you<br />
devote about a week of class to this text early in the term, you can set up many of the larger<br />
theoretical issues th<strong>at</strong> frame Griffin’s account of communic<strong>at</strong>ion theory. M<strong>at</strong>ters of ethics,<br />
feminism, power, meaning, intentionality, and media are especially well tre<strong>at</strong>ed by Berger.<br />
The book’s r<strong>at</strong>her harsh assessment of postmodernism is intriguing to us, and we’re curious<br />
to know how your students will respond to it.<br />
Because every writer has unique strengths and limit<strong>at</strong>ions, we also recommend<br />
consulting other communic<strong>at</strong>ion theory textbooks. James Neuliep’s (unfortun<strong>at</strong>ely out of<br />
print) Human Communic<strong>at</strong>ion <strong>Theory</strong>: Applic<strong>at</strong>ions and Case Studies (Boston: Allyn and<br />
Bacon, 1996), for example, has extensive examples and does an outstanding job of covering<br />
rhetorical theory, particularly its complic<strong>at</strong>ed history. John Cragan and Donald Shields’s<br />
Understanding Communic<strong>at</strong>ion <strong>Theory</strong>: The Communic<strong>at</strong>ive Forces for Human Action (Boston:<br />
Allyn and Bacon, 1998) provides aggressive defenses of its six key or “general” theories<br />
(these defenses are entitled “Withstanding the Critics”). In contrast with Griffin, who critiques<br />
each theory r<strong>at</strong>her objectively, Cragan and Shields assume the role of advoc<strong>at</strong>es, vigorously<br />
refuting the criticisms one by one. Although I prefer Griffin’s more circumspect approach, I<br />
enjoy—and have learned from—Cragan and Shields’s spirited advocacy. Stephen Littlejohn’s<br />
Theories of Human Communic<strong>at</strong>ion, 7 th ed. (Belmont: Wadsworth, 2001), the senior textbook<br />
in the field, may be more appropri<strong>at</strong>e for beginning gradu<strong>at</strong>e students than the<br />
undergradu<strong>at</strong>es we teach, but it is an excellent resource. James Anderson’s Communic<strong>at</strong>ion<br />
<strong>Theory</strong>: Epistemological Found<strong>at</strong>ions (New York: Guilford, 1996), which is deliber<strong>at</strong>ely pitched<br />
to gradu<strong>at</strong>e students and their professors, is also a good place to go for sophistic<strong>at</strong>ed<br />
supplements. Julia Wood’s Communic<strong>at</strong>ion Theories in Action: An Introduction, 3 rd ed.<br />
(Belmont: Wadsworth, 2003) is particularly good on rel<strong>at</strong>ional and gender issues. Richard L.<br />
West and Lynn H. Turner have a rel<strong>at</strong>ively recent contribution to the field, Introducing<br />
Communic<strong>at</strong>ion <strong>Theory</strong>: Analysis and Applic<strong>at</strong>ion, 2 nd ed. (New York: WCB/McGraw-Hill,<br />
2003). And so it goes.<br />
In addition to consulting other communic<strong>at</strong>ion theory textbooks, we would like to<br />
encourage you to check out Griffin’s user-friendly website for A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion<br />
<strong>Theory</strong>.<br />
www.afirstlook.com<br />
The site has been designed primarily as a companion to the textbook and this instructor's<br />
manual. On the left side of the site are links to resource m<strong>at</strong>erials for the texts: a description<br />
of Convers<strong>at</strong>ions with Communic<strong>at</strong>ion Theorists, (introduced below), film clips illustr<strong>at</strong>ing key<br />
components of the theories, primary resources, applic<strong>at</strong>ion logs (see below), thorough<br />
comparisons to other communic<strong>at</strong>ion theory textbooks (including those we mention above),<br />
the publisher’s website, and inform<strong>at</strong>ion about the authors of the textbook and the manual,<br />
including e-mail addresses. At the top of the site are links to the theories fe<strong>at</strong>ured in the<br />
book, as well as links to complete chapters from earlier <strong>edition</strong>s th<strong>at</strong> covered theories not<br />
included in the current text. If you want your students to read about Bandura’s social learning<br />
theory, Heider’s <strong>at</strong>tribution theory, or a dozen other theories no longer fe<strong>at</strong>ured in A <strong>First</strong><br />
<strong>Look</strong>, the resources are available on line. The search <strong>at</strong> the top left of the site is an easy way<br />
to find inform<strong>at</strong>ion in the current <strong>edition</strong>, instructor's manual, archives, and the FAQ.<br />
xii
An important new fe<strong>at</strong>ure on the site for this <strong>edition</strong> is the chapter on Marshall<br />
McLuhan’s media ecology theory. We are fascin<strong>at</strong>ed by the move of the chapter-length<br />
tre<strong>at</strong>ment into a digital form<strong>at</strong> and am pleased th<strong>at</strong> this classic theory and its contemporary<br />
manifest<strong>at</strong>ion is still a critical part of A <strong>First</strong> <strong>Look</strong>. It will be available on the web site early<br />
September 2005. Along with Professor Griffin, we invite our students to use the site.<br />
Under McGraw-Hill’s sponsorship, Griffin produced Convers<strong>at</strong>ions with Communic<strong>at</strong>ion<br />
Theorists, a video/CD comprised of interviews with 15 of the theorists fe<strong>at</strong>ured in A <strong>First</strong><br />
<strong>Look</strong>. This resource gives you a chance to personalize the theorists you introduce to your<br />
students. Its value, though, goes beyond helping students put faces and voices to names.<br />
Griffin asks provoc<strong>at</strong>ive questions th<strong>at</strong> frequently illumin<strong>at</strong>e—or problem<strong>at</strong>ize—key theoretical<br />
issues raised in the book. In addition, the questions we wrote for the “User’s Guide” th<strong>at</strong><br />
accompanies the interviews encourage syntheses, applic<strong>at</strong>ions, and extrapol<strong>at</strong>ions th<strong>at</strong><br />
complement—and, we hope, stretch—wh<strong>at</strong> goes on when one reads the book itself. In effect,<br />
“Convers<strong>at</strong>ions with Communic<strong>at</strong>ion Theorists” should be seen not as peripheral to, but as an<br />
extension of, A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Another intriguing resource is the NCA-sponsored listserv, CRTNET, the<br />
Communic<strong>at</strong>ion Research and <strong>Theory</strong> Network. Lively, free-ranging discussions on a wide<br />
variety of topics are fe<strong>at</strong>ured, and all readers are invited to join the convers<strong>at</strong>ions.<br />
Instructions for a complimentary subscription are available <strong>at</strong> the following address:<br />
http://lists1.cac.psu.edu/cgi-bin/wa?SUBED1=crtnet&A=1<br />
One of the simplest, yet most powerful ways to supplement the text is to take a cue<br />
from its author and bring your own cartoons to class. These additional pedagogical artifacts<br />
are terrific for illustr<strong>at</strong>ing concepts th<strong>at</strong> may seem otherwise abstract or irrelevant to<br />
students. Furthermore, you'll find th<strong>at</strong> if you make it a practice to enliven discussion with<br />
pieces you've discovered, students will begin to bring in their own. It is a delight to see them<br />
taking responsibility for their own educ<strong>at</strong>ions. “Dilbert” is a particularly popular choice for<br />
communic<strong>at</strong>ion instructors. In addition, Ed McDaniel formerly from San Diego St<strong>at</strong>e<br />
University recommends “Luann” and “Non Sequitur.” No doubt you’ll develop your own<br />
favorites.<br />
Constructing Quizzes and Examin<strong>at</strong>ions<br />
As mentioned above, each chapter tre<strong>at</strong>ment in this manual concludes with Sample<br />
Examin<strong>at</strong>ion Questions. The easiest require only a basic understanding of the m<strong>at</strong>erial; the<br />
most difficult demand careful critical thinking and sophistic<strong>at</strong>ed synthesis. Beyond these<br />
questions, there are several other fruitful ways to test your students' comprehension.<br />
Inform<strong>at</strong>ion listed under Key Names and Terms can form the basis of short answer or<br />
m<strong>at</strong>ching-type examin<strong>at</strong>ion questions. Every multiple choice question can be altered to form<br />
a true-false question. When using true-false questions, consider requiring students to explain<br />
why any false st<strong>at</strong>ement is false—or to correct the st<strong>at</strong>ement so th<strong>at</strong> it is true. Many of the<br />
Questions to Sharpen Your Focus included in the text make excellent quiz or examin<strong>at</strong>ion<br />
xiii
questions. Assigning these questions for quizzes has the added benefit of encouraging<br />
students to prepare them in advance of class discussion. You may also wish to consider<br />
integr<strong>at</strong>ing the cartoons and other visuals fe<strong>at</strong>ured in the text into your examin<strong>at</strong>ions.<br />
Because this book is so tightly packed with provoc<strong>at</strong>ive ideas, we recommend scheduling <strong>at</strong><br />
least three exams over the course of the term. Even with three exams, students may request<br />
additional tests in order to decrease the amount of m<strong>at</strong>erial they’re responsible for on a<br />
given day.<br />
Student Reports and Papers<br />
Students' responses to exams are easy to quantify, and they provide useful measures<br />
of some kinds of learning, but most exams bear little resemblance to the professional<br />
activities our students will perform once they complete their formal educ<strong>at</strong>ion. Furthermore,<br />
the chapter-by-chapter mastery of m<strong>at</strong>erial th<strong>at</strong> examin<strong>at</strong>ions foster is crucial, but other<br />
kinds of understanding come only when one looks past the boundaries of such artificial units<br />
to the broad scope of knowledge. In many educ<strong>at</strong>ional settings, thus, a course such as the<br />
one developed around A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> would include student oral<br />
reports and/or papers, assignments th<strong>at</strong> would transcend the scope of the Sample<br />
Examin<strong>at</strong>ion Questions and the Questions to Sharpen Your Focus provided in the manual and<br />
the text, respectively. Although such assignments are difficult to assign and evalu<strong>at</strong>e within<br />
the structure of some departments and institutions, we highly recommend them because—as<br />
we have suggested—they require students to synthesize and apply theories in complex ways.<br />
Furthermore, such assignments help students to improve the very public speaking and<br />
writing skills or competencies th<strong>at</strong> communic<strong>at</strong>ion programs claim to promote.<br />
One of the best ways to approach oral reports and papers is to assign individualized<br />
readings from the Second <strong>Look</strong> sections or the Ethical Reflections fe<strong>at</strong>ured in the text. Ask<br />
students to summarize the key m<strong>at</strong>erial presented in the source, place it within the context<br />
of the course, and critique its value. Of course, Griffin's chapters provide excellent models for<br />
each step in the process. Many of the texts listed in the Further Resources sections of the<br />
manual will also serve this purpose. You can also encourage students to search out relevant<br />
articles in our profession’s scholarly journals—Quarterly Journal of Speech, Communic<strong>at</strong>ion<br />
Monographs, Communic<strong>at</strong>ion Quarterly, Communic<strong>at</strong>ion Studies, Communic<strong>at</strong>ion <strong>Theory</strong>,<br />
Southern Communic<strong>at</strong>ion Journal, Western Journal of Communic<strong>at</strong>ion, Rhetoric Society<br />
Quarterly, Critical Studies in Mass Communic<strong>at</strong>ion, Media, Culture & Society, Signs: Journal of<br />
Women in Culture and Society, Women’s Studies in Communic<strong>at</strong>ion, Human Communic<strong>at</strong>ion<br />
Research, Rhetoric and Public Affairs, Cultural Studies, and so forth.<br />
Another approach is to ask students to evalu<strong>at</strong>e the theoretical significance of movies<br />
from Appendix B of the text or of movies, short stories, plays, or novels mentioned in this<br />
manual. (Students may also gener<strong>at</strong>e their own candid<strong>at</strong>es for analysis.) Once again, A <strong>First</strong><br />
<strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> provides fine sample analyses of literary and cinem<strong>at</strong>ic texts.<br />
This kind of assignment is particularly useful for the more cre<strong>at</strong>ive or applied student.<br />
A third str<strong>at</strong>egy is to have students investig<strong>at</strong>e theories, theoretical topics, and general<br />
approaches to communic<strong>at</strong>ion not explicitly fe<strong>at</strong>ured in the text. Theories th<strong>at</strong> fall in this<br />
xiv
c<strong>at</strong>egory include Pl<strong>at</strong>o's dialectic (particularly as presented in the Phaedrus); Richard<br />
Weaver's ethical rhetoric; Robert Scott's epistemic rhetoric; Stephen Toulmin's model of<br />
argument; Wayne Booth's rhetoric of assent; Albert Mehrabian's immediacy theory; Dolf<br />
Zillman's mood management theory; Eric Berne's transactional analysis, performance theory,<br />
and convers<strong>at</strong>ion analysis; Peter Anderson’s cognitive valence theory of intim<strong>at</strong>e<br />
communic<strong>at</strong>ion; Howard Giles’s communic<strong>at</strong>ion accommod<strong>at</strong>ion theory; Wayne Brockreide's<br />
notion of arguer as lover (which resembles, but is not identical to, Griffin's topology of false<br />
lovers on page 242); Jacques Derrida's deconstruction; John Stewart and Milt Jackson's<br />
dialogic listening; John Bowlby’s <strong>at</strong>tachment theory; Mary Ann Fitzp<strong>at</strong>rick's theory of<br />
rel<strong>at</strong>ionships; Caryl Rusbult’s equity theory; Mikhail Bakhtin's heteroglossia,; Carl Rogers's<br />
emp<strong>at</strong>hic arguer; Mark Knapp's theory of rel<strong>at</strong>ional stages; Jack Webb's theory of defensive<br />
communic<strong>at</strong>ion; John Fiske's consumer-oriented approach to media, uses and gr<strong>at</strong>ific<strong>at</strong>ions<br />
theory, and diffusion of innov<strong>at</strong>ion theory; Frank Dance's inner speech theory; Donald<br />
Cushman's rules theory; Robert Sommer's environmental approach; Susan B. Shimanoff's<br />
rules theory; Hans-Georg Gadamer's hermeneutics; Joshua Meyrowitz's theory of medi<strong>at</strong>ed<br />
place; William Stephenson's play theory; Steven McCornack's inform<strong>at</strong>ion manipul<strong>at</strong>ion<br />
theory; James Grunig's situ<strong>at</strong>ional theory of publics; Young Yun Kim’s cross-cultural<br />
adapt<strong>at</strong>ion theory; Jurgen Habermas’s theory of the public sphere; and Joseph Luft and<br />
Harrington Ingham's Johari Window. Each is worthy of investig<strong>at</strong>ion by the right student or<br />
group of students.<br />
You may also consider assigning theories th<strong>at</strong> were covered in the earlier <strong>edition</strong>s of A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, but not in the current version—William Schutz's FIRO<br />
theory; John O. Greene's action assembly theory; Charles Osgood's medi<strong>at</strong>ional theory of<br />
meaning; Abraham Maslow's hierarchy of needs; Fritz Heider's <strong>at</strong>tribution theory; Aubrey<br />
Fisher's interact system model of decision emergence; Albert Bandura's social learning<br />
theory; Irving Janis’s groupthink; and Byron Reeves and Clifford Nass’s media equ<strong>at</strong>ion. This<br />
str<strong>at</strong>egy gives you an easy method for suggesting avenues of research.<br />
One way to approach the assignment is to ask students to write their reports as<br />
potential chapters for inclusion in a seventh <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Require them to include Critique, Second <strong>Look</strong>, Questions to Sharpen Your Focus sections, as<br />
well as comics th<strong>at</strong> bring to life key theoretical issues. Encourage them to keep in mind the<br />
principal virtues of Griffin's text—a down-to-earth prose style, extended examples, careful<br />
organiz<strong>at</strong>ion, concision, and humor—as they write. This assignment works particularly well<br />
with students who are concurrently enrolled in other communic<strong>at</strong>ion courses.<br />
Finally, you may wish to have students investig<strong>at</strong>e their own communic<strong>at</strong>ive practice<br />
or the practices of people they know. Some of the finest student papers we've read have<br />
been analyses of communic<strong>at</strong>ion th<strong>at</strong> the author had either particip<strong>at</strong>ed in or directly<br />
observed. Such papers are typically vivid and specific, and they have the extra advantage of<br />
encouraging students to think critically about their own lives and the quality of the<br />
communic<strong>at</strong>ion in which they particip<strong>at</strong>e. One way to help students develop m<strong>at</strong>erial for<br />
such papers is to encourage or require them to keep weekly journals in which they record the<br />
ways in which the theories they are studying apply to their lives or the lives of people they<br />
know. You can collect and grade this journal periodically or have students share their<br />
insights orally in class. If you are more concerned with process than formal writing and final<br />
xv
product, these journals will serve as an end in themselves. To encourage this self-disclosure<br />
process, you may wish to keep your own journal and share selected entries with your class.<br />
One word of warning—you may encourage but should never require students to write formal<br />
papers about their personal experiences. Some students consider such assignments<br />
invasions of privacy and professorial voyeurism. To protect your students and yourself,<br />
always make this genre of essay optional, r<strong>at</strong>her than compulsory.<br />
You may be interested to know th<strong>at</strong> Griffin requires each student to write a paragraph<br />
of applic<strong>at</strong>ion for each theory. He collects a random sample of these writings each week.<br />
Over the course of the term, he grades five submissions from each student. Here is how he<br />
describes the “applic<strong>at</strong>ion log” assignment:<br />
Consistent with Kurt Lewin’s famous maxim th<strong>at</strong> there is nothing as practical<br />
as a good theory, I ask students to apply each theory to their own lives. I<br />
collect a random sample of the logs each week and with the permission of the<br />
writer (obtained priv<strong>at</strong>ely beforehand) read some of the best <strong>at</strong> the start of the<br />
next class session. I find th<strong>at</strong> the entries increase the interest level of the<br />
course and provide a mini review of some parts of each theory.<br />
Even if you don’t make a similar assignment, you might consider using some<br />
of the entries available to valid<strong>at</strong>e Lewin’s claim. They are actual student<br />
entries responding to the following instructions:<br />
After you read a chapter on a theory in the <strong>First</strong> <strong>Look</strong> text, you are to write a<br />
paragraph making a specific applic<strong>at</strong>ion of the theory to your own life. Please<br />
type or write very clearly. Keep these applic<strong>at</strong>ions bound together in a secure<br />
way and bring them to class each Thursday. I will collect a random sample of<br />
the logs each week and return them the following Tuesday. You will be asked<br />
to submit your log five different times during the semester. The logs will<br />
provide you with an opportunity to show th<strong>at</strong> you understand the theories and<br />
see their practical implic<strong>at</strong>ion for your communic<strong>at</strong>ion interpret<strong>at</strong>ion and<br />
behavior.<br />
Teaching <strong>Theory</strong> to the Large Lecture Class *<br />
Teaching an introductory theory class can be a somewh<strong>at</strong> daunting task. Teaching<br />
theory as a required course to a classroom with as many as 180 students, drawn from a<br />
variety of communic<strong>at</strong>ion majors (e.g., advertising, journalism, public affairs, intercultural<br />
communic<strong>at</strong>ion, etc.), offers even gre<strong>at</strong>er challenges.<br />
Each semester, San Diego St<strong>at</strong>e University School of Communic<strong>at</strong>ion offers two<br />
sections of communic<strong>at</strong>ion theory <strong>at</strong> the upper-division level. The course is required for all<br />
*<br />
The following remarks were graciously provided by Ed McDaniel, who until recently taught<br />
communic<strong>at</strong>ion theory <strong>at</strong> San Diego St<strong>at</strong>e University.<br />
xvi
communic<strong>at</strong>ion majors, and each section normally ranges from 120 to 180 students. This<br />
number of students more or less mand<strong>at</strong>es a lecture form<strong>at</strong>. However, lectures can be<br />
infused with a variety of demonstr<strong>at</strong>ive activities and contextual relevance, which will help<br />
elicit and sustain student interest while furthering understanding.<br />
<strong>Theory</strong>, by n<strong>at</strong>ure, is abstract and often difficult for some to grasp. This difficulty can<br />
be exacerb<strong>at</strong>ed by equally abstract present<strong>at</strong>ions offered to an audience with an inherently<br />
short <strong>at</strong>tention span and an expect<strong>at</strong>ion th<strong>at</strong> they should be amused. However, one way to<br />
kindle interest and promote understanding is by presenting the inform<strong>at</strong>ion in a context<br />
relevant to the audience’s interests and personal experiences. This will, of course, require a<br />
degree of familiariz<strong>at</strong>ion with the life style of students in your locale (i.e., where and how do<br />
they spend their leisure time, how many are employed, wh<strong>at</strong> are the student body social<br />
norms, wh<strong>at</strong> is on MTV, wh<strong>at</strong> are the current age-relevant movies, and so forth). This<br />
inform<strong>at</strong>ion, gained through reading the university paper, casual convers<strong>at</strong>ions with students,<br />
channel surfing, and simply being observant, can then be used to construct a context for the<br />
various theories taught. For example, local social events and frequented nightspots can be<br />
used to enliven your illustr<strong>at</strong>ions. The trials and tribul<strong>at</strong>ions normally encountered in d<strong>at</strong>ing<br />
will help exemplify interpersonal rel<strong>at</strong>ions theories. The local newspaper is often a source of<br />
examples for various theories, which can then be shown in the classroom (but don’t expect<br />
the students to have read the paper!).<br />
When teaching theory to a large audience, it is tempting to adhere to a regimented<br />
lecture form<strong>at</strong>. Th<strong>at</strong> procedure is also a sure way to lose your students’ <strong>at</strong>tention and<br />
dampen their enthusiasm. Lecture m<strong>at</strong>erials can, and should be, enhanced through wh<strong>at</strong> I<br />
consider performance activities. These activities will involve only a few (volunteer) students<br />
and, frequently, the instructor. Although large lecture sections generally preclude small<br />
group interactions, there are activities (e.g., the elev<strong>at</strong>or exercise discussed in Chapter 6 on<br />
expectancy viol<strong>at</strong>ions theory, as well as others noted in this manual) th<strong>at</strong> can be used to<br />
demonstr<strong>at</strong>e a theory. In these instances, try to select only those students who will provide<br />
the gre<strong>at</strong>est level of expression, yet not become personally embarrassed or defensive. It is<br />
important to remember th<strong>at</strong> each class is different and has a personality of its own. Wh<strong>at</strong><br />
works for Monday’s class may not succeed with Tuesday’s section and vice versa.<br />
The administr<strong>at</strong>ive aspects of teaching a large lecture section are as important as<br />
pedagogical consider<strong>at</strong>ions. Managing a classroom with over 120 students requires<br />
considerable structure and drastically reduces the flexibility normally enjoyed with 25-30<br />
students. The syllabus should clearly define wh<strong>at</strong> is to be covered on each class d<strong>at</strong>e and<br />
devi<strong>at</strong>ions must be kept to the absolute minimum. Test d<strong>at</strong>es should be established <strong>at</strong> the<br />
beginning of the semester and strictly observed. Once you have announced a policy, stick to<br />
it and avoid making exceptions except in the case of verifiable emergencies.<br />
Dealing with almost 300 students each semester, I have encountered a wide variety of<br />
personal difficulties, including de<strong>at</strong>hs, rape, and life-thre<strong>at</strong>ening disease. Sensitivity to these<br />
situ<strong>at</strong>ions is mand<strong>at</strong>ory, yet I find little need to provide an early or makeup exam because<br />
someone has, without prior consult<strong>at</strong>ion, purchased a cheap airline ticket home, is scheduled<br />
to go to Cancun for a family reunion, or simply overslept. Administering makeup exams can<br />
become a serious time drain. Accordingly, I only give makeup exams in the event of a<br />
xvii
verifiable emergency. To introduce some level of flexibility into the experience, though, I offer<br />
five exams during the semester, and the lowest score is dropped.<br />
Distribution of exams must also be considered. After two years, I finally<br />
acknowledged th<strong>at</strong> returning individual Scantrons was too time intensive, and I now post<br />
grades. Going over the exam in class can also be a challenging endeavor. With such a large<br />
number of students, there will inevitably be points of contention. Unless handled correctly,<br />
the class can easily turn into a feeding frenzy as students try to gain th<strong>at</strong> one additional point<br />
th<strong>at</strong> will boost their score to the next letter grade. I now require students to come to my<br />
office to review exams. This has also reduced the number of lost (i.e., compromised) exam<br />
copies.<br />
There is also the question of student <strong>at</strong>tendance—should <strong>at</strong>tendance be mand<strong>at</strong>ory or<br />
not? If required, then a method must be devised to rapidly assess who is present and who is<br />
absent, but taking role in a class of 180 students requires considerable time. From my<br />
experience, not requiring <strong>at</strong>tendance is the best course of action. This helps elimin<strong>at</strong>e those<br />
students who would come if required but would not be <strong>at</strong>tentive and would probably cre<strong>at</strong>e<br />
distractions for other students, as well as yourself.<br />
With large lecture sections, your class present<strong>at</strong>ions must have a very discernable,<br />
easy-to-follow structure. This helps students, many of whom have probably not yet read the<br />
chapter, to better organize their notes. I use a document projector to display a lecture outline<br />
and ensure th<strong>at</strong> students know when I move from topic to topic. Remember, not only is the<br />
m<strong>at</strong>erial abstract, but each theory contains its own vocabulary marked by contextualized<br />
definitions. Often, students will find these situ<strong>at</strong>ed definitions as confusing as the theory<br />
itself.<br />
Peer pressure and concern over self-embarrassment tend to inhibit many students in<br />
large classes from asking questions. To overcome these impediments, I normally conclude<br />
class about 10 minutes early and indic<strong>at</strong>e I am available for questions. This provides the<br />
students an opportunity to ask questions, clarify their notes, or even discuss personal m<strong>at</strong>ters<br />
th<strong>at</strong> would otherwise require an office visit.<br />
If structured and executed correctly, stepping in front of 180 students to explain a<br />
communic<strong>at</strong>ion theory can be an exciting and rewarding experience. One only needs to tailor<br />
the environment to their style and maintain control of the situ<strong>at</strong>ion. Personally, I have<br />
encountered considerable success by infusing lectures with humorous examples and offering<br />
frequent self-deprec<strong>at</strong>ing illustr<strong>at</strong>ions rel<strong>at</strong>ed to the theory. Not only does this approach help<br />
explain the concepts; it can serve to reduce the professor-student intimid<strong>at</strong>ion barrier.<br />
Large enrollment classes tend to dict<strong>at</strong>e the use of objective examin<strong>at</strong>ions, which<br />
heighten students’ concerns about how tests are scored and the tre<strong>at</strong>ment of seemingly<br />
ambiguous questions or confusing answers. I have found much of this anxiety is reduced or<br />
elimin<strong>at</strong>ed by using Parscore software to grade the exams and by thoroughly explaining in<br />
class how the system works.<br />
xviii
Parscore is a software system th<strong>at</strong> optically scans answer sheets (Scantrons) and<br />
st<strong>at</strong>istically analyzes each test question. The st<strong>at</strong>istics provided allow identific<strong>at</strong>ion of a host<br />
of testing shortfalls, such as bad or misleading questions, poor answer choices, insufficiently<br />
covered m<strong>at</strong>erials, and so forth. Once identified, the exam answer key can then be adjusted<br />
as desired before the grades are printed and posted.<br />
Additionally, test questions need to be presented in a syntax and style similar to th<strong>at</strong><br />
used in the classroom. Accordingly, if questions are drawn from the test bank in this<br />
instructors’ manual, they might need rephrasing to ensure congruence with your lecture<br />
present<strong>at</strong>ion style and vocabulary.<br />
If your institution has an online course delivery and management system (San Diego<br />
St<strong>at</strong>e University uses BlackBoard), you can ease your administr<strong>at</strong>ive burden and<br />
concomitantly save the department money by reducing copy costs. I use the BlackBoard<br />
system to post the course syllabus, class schedule, study tips, and, about a week before each<br />
exam, study guides. Lecture outlines and notes can also be uploaded.<br />
I am particularly fond of this system because it instills in the students a degree of selfreliance.<br />
They become responsible for the contents of m<strong>at</strong>erial placed on the web, which<br />
tends to elimin<strong>at</strong>e excuses such as “I never got a syllabus,” “I didn’t known an exam was<br />
scheduled for th<strong>at</strong> d<strong>at</strong>e,” or “I was absent when the study guide was handed out.”<br />
A Pitch for Pluralism<br />
As you construct your syllabus and prepare for the first day of the course, we want to<br />
encourage you to think as pluralistically as possible about communic<strong>at</strong>ion theory. All of us<br />
come to such teaching assignments with our professional biases, developed over years of<br />
specialized gradu<strong>at</strong>e training, specific research programs, and pedagogical practice. The<br />
goal of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, however, is to reveal the full spectrum of<br />
theoretical possibilities, a goal th<strong>at</strong> can only be achieved if the instructor facilit<strong>at</strong>es openminded<br />
investig<strong>at</strong>ion of all perspectives. Glen, for example, comes to this m<strong>at</strong>erial with years<br />
of work in the field of rhetoric. He’s extremely comfortable talking about Richards, Aristotle,<br />
and Burke, but must work especially hard to present the more scientific theories of Burgoon,<br />
Berger, and Gudykunst with proper care and consider<strong>at</strong>ion. Emily, whose background is in<br />
interpersonal and nonverbal communic<strong>at</strong>ion, approaches this m<strong>at</strong>erial as an empiricist.<br />
While she is <strong>at</strong> ease teaching the chapters on Burgoon, Baxter and Montgomery, and Petty<br />
and Cacioppo, she must be more vigilant on Weick, Hall, and Philipsen. Griffin, whose<br />
gradu<strong>at</strong>e training was more empirical than rhetorical, reports to us th<strong>at</strong> he has become much<br />
more pluralistic over the course of writing and revising A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
We believe th<strong>at</strong> the text reflects his growing commitment to multiple perspectives.<br />
Writing about the intellectual foment of the l<strong>at</strong>e nineteenth century in his famous<br />
essay, “The Will to Believe,” William James described rules of engagement for a proper<br />
“intellectual republic” th<strong>at</strong> still serve as appropri<strong>at</strong>e guidelines for classroom practice: “No<br />
one of us ought to issue vetoes to the other, nor should we bandy words of abuse. We ought,<br />
xix
on the contrary, delic<strong>at</strong>ely and profoundly to respect one another's mental freedom” (The Will<br />
to Believe and Other Essays in Popular Philosophy [New York: Dover, 1956], 30).<br />
Wh<strong>at</strong> we've learned about pluralism, of course, is th<strong>at</strong> it's not just a m<strong>at</strong>ter of fairness,<br />
etiquette, or of being a good sport—it facilit<strong>at</strong>es a gre<strong>at</strong>er understanding of truth. Glen is<br />
reminded of an analogy a professor of his once marshaled in a gradu<strong>at</strong>e course to explain<br />
how a multiplicity of diverse critical readings of a complex work of liter<strong>at</strong>ure promotes, r<strong>at</strong>her<br />
than confuses, our overall understanding of the text. Place a coin under a piece of paper and<br />
draw a pencil over it. Then again, and again, and again. Each stroke cre<strong>at</strong>es a limited picture<br />
of the coin below, but after many lines are drawn, a reproduction of the hidden image begins<br />
to emerge. After considering many critical perspectives, even James Joyce's Ulysses begins<br />
to come into focus.<br />
Communic<strong>at</strong>ion theory, as well, resembles this child's diversion. Any one theory,<br />
bound by its inherent limit<strong>at</strong>ions, reveals only a slice or stroke of overall reality. The more<br />
theories we know and can apply, however, the clearer and broader our perspective becomes.<br />
Your students—like you and we—will not find each theory equally illumin<strong>at</strong>ing, but taken as a<br />
whole the approaches presented in the book provide a richer view of human communic<strong>at</strong>ion<br />
than any subset offers. We’re sufficiently postmodern to believe th<strong>at</strong> an entirely objective,<br />
complete understanding of reality is beyond our comprehension, but—like th<strong>at</strong> coin bene<strong>at</strong>h<br />
the paper—its rough image gradually takes shape if we work our critical pencils dutifully. The<br />
goal of achieving the best picture possible of the human condition, it seems to me, lies <strong>at</strong> the<br />
very heart of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
Closely rel<strong>at</strong>ed to pluralism is the value of partial theoretical applicability. Many<br />
students will be tempted to reject a theoretical construct if it does not fit perfectly with their<br />
perception of reality. Others become suspicious when they see well-known theories<br />
rigorously questioned in the Critique sections of this book. Em Griffin himself once shared<br />
with us the classic student lament<strong>at</strong>ion: “Well, if every theory has something wrong with it,<br />
why bother studying the stuff?” Just as pluralism helps students see th<strong>at</strong> many different<br />
theoretical p<strong>at</strong>hs lead to truth, the willingness to accept some aspects of a theory while<br />
reserving judgment on—or even rejecting—others allows us to avoid simple either/or<br />
judgments, judgments th<strong>at</strong> may cause us to throw the theoretical baby out with the<br />
b<strong>at</strong>hw<strong>at</strong>er. We provide a specific example of the importance of partial applicability in our<br />
coverage of Chapter 24, but it is an approach th<strong>at</strong> may be widely applied across the<br />
theoretical terrain. The notion of partial theoretical applicability may be another way of<br />
getting <strong>at</strong> the issue addressed by Karl Weick's Clock-Face Model, fe<strong>at</strong>ured in the<br />
“communic<strong>at</strong>ion theory” section of the textbook.<br />
Good Luck, Take Heart, and Go to It!<br />
Having taken care of the preliminaries, there's not much more for me to say here<br />
except “good luck” and “go to it.” We know the assignment seems overwhelming <strong>at</strong> times,<br />
but remember th<strong>at</strong> as you face the task of teaching this daunting course, no one on earth is<br />
really qualified for the job. No one has the breadth of knowledge necessary to fully<br />
understand every theory covered in the field. The president of the NCA, Em Griffin, you, and<br />
xx
we are ultim<strong>at</strong>ely all in the same bo<strong>at</strong>. So take heart. If you prepare carefully, are willing to<br />
admit th<strong>at</strong> you don’t know everything, and are able to make frequent trips to the library and<br />
the Internet to track down answers to the questions th<strong>at</strong> you and your students will inevitably<br />
raise, you’ll do fine. Remember, as well, th<strong>at</strong> our opening comments about desiring dialogue<br />
are genuine. This manual—or set of letters, or wh<strong>at</strong>ever we choose to call it—can't really talk<br />
or write back to you, but we can, even if we’re temporarily buried in work and need some<br />
time to dig out. If you want to communic<strong>at</strong>e with us about anything we've presented here, e-<br />
mail us. We look forward to hearing from you.<br />
Glen McClish and Jacqueline Bacon<br />
bacon-mcclish@cox.net<br />
Emily Langan<br />
emily.j.langan@whe<strong>at</strong>on.edu<br />
xxi
SAMPLE COURSE SCHEDULES<br />
While constructing your course schedule, the single most important point to keep in<br />
mind—a point emphasized by Griffin in his Preface for Instructors—is th<strong>at</strong> each chapter is<br />
designed to be covered in a minimum of approxim<strong>at</strong>ely sixty minutes. Take our word for it—<br />
it’s true. We strongly urge you not to <strong>at</strong>tempt to exceed the speed limit of one chapter per<br />
hour. Although the chapters are brief, the m<strong>at</strong>erial is thought provoking. Books such as A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, which summarize vast quantities of inform<strong>at</strong>ion in very<br />
short spaces, must necessarily leave out far more than they include. (In saying this, we do not<br />
mean to imply th<strong>at</strong> Griffin’s text trunc<strong>at</strong>es theoretical explan<strong>at</strong>ion more drastically than<br />
others. All communic<strong>at</strong>ion theory books are similarly space challenged.) Thus, the kind of<br />
brevity Griffin achieves requires the instructor to “unpack” and elabor<strong>at</strong>e upon key<br />
paragraphs and sentences. In order to give these theories their due, do not rush through the<br />
book. If your course meets twice a week in ninety-minute sessions, of course, then you can<br />
reasonably expect to cover more than one chapter per class meeting. With ninety-minute<br />
sessions, in fact, it’s prudent to altern<strong>at</strong>e between assigning two chapters and one chapter<br />
per class session. The m<strong>at</strong>erial unfinished from the first day can be covered on the second<br />
before moving on to the third and final chapter. Correspondingly, courses th<strong>at</strong> meet once a<br />
week in three-hour sessions can handle three chapters <strong>at</strong> a time.<br />
Griffin’s innov<strong>at</strong>ive Ethical Reflections—which raise some of the most enduring<br />
questions about communic<strong>at</strong>ion and help to connect our discipline with other important<br />
fields of human inquiry such as philosophy and religion—are short enough to be effectively<br />
assigned along with the final chapter of each section. We have found the Ethical Reflections<br />
useful for reviewing and synthesizing the diverse theories th<strong>at</strong> are grouped in each section of<br />
the textbook. Ultim<strong>at</strong>ely, though, you will discover th<strong>at</strong> the contribution of each ethical<br />
theorist transcends the section in which it has been placed. The point of giving each a specific<br />
home within a particular set of chapters is not to compartmentalize but to offer a jumping-off<br />
point for discussion. The final destin<strong>at</strong>ion is up to you and your students.<br />
Below, we have supplied six sample course schedules: three for a fifteen-week term<br />
and three for a ten-week term. For the fifteen-week schedules, we have included readings<br />
from Judith Guest’s novel Ordinary People, which we discussed in our Preface, above. You’ll<br />
note th<strong>at</strong> only schedules #1 and #3 cover all of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> (and<br />
for schedule #3 we had to break our one-chapter-per-hour rule to make it). When necessary,<br />
we’ve tried to reduce the book prudently, but a certain degree of arbitrariness is involved in<br />
any such cutting. Of course you’ll make your own choices.<br />
Ed McDaniel provides the following practical advice about selecting theories to teach<br />
in your class:<br />
Due to a combin<strong>at</strong>ion of time available, complexity of the m<strong>at</strong>erial, and large class<br />
size, I have found it very difficult to cover the entire textbook. Accordingly, I am<br />
selective about which theories I teach. This raises the question of which theories to<br />
teach and which to ignore. Of course one factor is personal preference. Those theories<br />
xxii
th<strong>at</strong> I have studied in the past and understand well are always <strong>at</strong> the top of the<br />
candid<strong>at</strong>e list.<br />
However, another criterion to consider is which theories will benefit the students in<br />
their future studies. In other words, which theories will they encounter in the specific<br />
topic courses (i.e., Public Affairs, Interpersonal, Intercultural, Persuasion, etc.). To help<br />
determine this, I periodically ask those faculty members teaching specific topic<br />
courses to identify wh<strong>at</strong> they consider the most important communic<strong>at</strong>ion theories. I<br />
then incorpor<strong>at</strong>e these theories into my syllabus and <strong>at</strong> the start of class inform the<br />
students, “Professor Soandso, who teaches Public Affairs 450, has indic<strong>at</strong>ed this is an<br />
important theory. If you plan on taking th<strong>at</strong> course, you will see this theory again, only<br />
in gre<strong>at</strong>er depth.”<br />
ESSENTIAL THEORIES<br />
If you include supplementary texts and adhere to the one-hour, one-chapter guideline,<br />
of course, you may not be able to complete A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> over the<br />
course of the term. You’ll have to make some hard choices about wh<strong>at</strong> to cover and wh<strong>at</strong> to<br />
leave to other courses within your curriculum. In our experience, though, it is better to<br />
introduce fewer theories and reinforce them well than to include more theories and skimp on<br />
discussion and applic<strong>at</strong>ion. Wh<strong>at</strong> you sacrifice in breadth you’ll gain in depth of<br />
understanding and appreci<strong>at</strong>ion for theoretical nuance. Again, we refer to Freire; teaching<br />
th<strong>at</strong> challenges students to think for themselves is more valuable than instruction th<strong>at</strong><br />
merely fills their heads with “educ<strong>at</strong>ion.” The first time Glen taught A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong>, he used a novel to illustr<strong>at</strong>e and vivify the theory, and he introduced<br />
other aspects of his program’s curriculum into the course. As a result, he did not finish the<br />
book over the course of the semester. Students were so enthusiastic about the text, though,<br />
th<strong>at</strong> several took it home over the summer to read further. The point is th<strong>at</strong> teaching the<br />
book well is more important than covering every word of it.<br />
In 1998, the American Film Institute began producing a yearly “top 100” list fe<strong>at</strong>uring<br />
the best of their industry, starting with the top 100 films. If you wanted to be well-versed in<br />
American movies, th<strong>at</strong> would be a good place to start. The films th<strong>at</strong> made the list did so by<br />
having achieved critical acclaim and sustained popular approval, and are considered to have<br />
historical significance and enduring cultural impact. In like fashion, we’ve cre<strong>at</strong>ed our own list<br />
of essentials—theories we believe are indispensable in a course on communic<strong>at</strong>ion theory.<br />
Along with Em, we each cre<strong>at</strong>ed a set of two lists—our top 15 and top 20. If the demands of<br />
your semester require you to scale back the number of theories you can teach, these lists<br />
may be helpful in determining wh<strong>at</strong> to include and wh<strong>at</strong> to leave out. In addition, we consider<br />
Chapters 1-3 and 36 essential, no m<strong>at</strong>ter how many theories are taught, and believe th<strong>at</strong><br />
every section introduction should be assigned, even if only one theory from th<strong>at</strong> context is<br />
covered. In addition, Em would push for five ethical reflections to be incorpor<strong>at</strong>ed (Kant,<br />
Buber, Aristotle, Habermas, and Gilligan). Not surprisingly, our lists have many similarities but<br />
also points of departure based on our own experiences, pedagogical practices, and personal<br />
xxiii
ideologies. The ultim<strong>at</strong>e decision is up to you, but we hope these lists will stimul<strong>at</strong>e<br />
discussion.<br />
xxiv
Our Essential Theories<br />
Ch. Em Emily Glen<br />
4 Symbolic Interactionism (Mead) µ µ µ<br />
5 Coordin<strong>at</strong>ed Management of Meaning (Pearce & Cronen) µ µ µ<br />
6 Expectancy Viol<strong>at</strong>ions <strong>Theory</strong> (Burgoon) µ 20 20<br />
7 Interpersonal Deception <strong>Theory</strong> (Buller & Burgoon)<br />
8 Social Penetr<strong>at</strong>ion <strong>Theory</strong> (Altman & Taylor)<br />
9 Uncertainty Reduction <strong>Theory</strong> (Berger) µ µ µ<br />
10 Social Inform<strong>at</strong>ion Processing <strong>Theory</strong> (Walther)<br />
11 Rel<strong>at</strong>ional Dialectics (Baxter & Montgomery) µ µ µ<br />
12 The Interactional View (W<strong>at</strong>zlawick) µ 20<br />
13 Constructivism (Delia) µ µ<br />
14 Social Judgment <strong>Theory</strong> (Sherif)<br />
15 Elabor<strong>at</strong>ion Likelihood Model (Petty & Cacioppo) µ µ µ<br />
16 Cognitive Dissonance <strong>Theory</strong> (Festinger)<br />
17 Functional Perspective on Group Decision Making (Hirokawa & Gouran) µ µ µ<br />
18 Adaptive Structur<strong>at</strong>ion <strong>Theory</strong> (Poole) 20<br />
19 Inform<strong>at</strong>ion Systems Approach to Organiz<strong>at</strong>ions (Weick)<br />
20 Cultural Approach to Organiz<strong>at</strong>ions (Geertz & Pacanowsky) 20 µ<br />
21 Critical <strong>Theory</strong> of Comm. Approach to Organiz<strong>at</strong>ions (Deetz) µ µ 20<br />
22 The Rhetoric (Aristotle) µ µ µ<br />
23 Dram<strong>at</strong>ism (Burke) 20 20 µ<br />
24 Narr<strong>at</strong>ive Paradigm (Fisher)<br />
25 Semiotics (Barthes) 20<br />
26 Cultural Studies (Hall) µ µ<br />
Media Ecology (McLuhan) [Online] µ µ<br />
27 Cultiv<strong>at</strong>ion <strong>Theory</strong> (Gerbner) µ µ µ<br />
28 Agenda-Setting <strong>Theory</strong> (McCombs & Shaw) 20 20 20<br />
29 Spiral of Silence (Noelle-Neumann)<br />
30 Anxiety/Uncertainty Management <strong>Theory</strong> (Gudykunst) 20<br />
31 Face-Negoti<strong>at</strong>ion <strong>Theory</strong> (Ting-Toomey) µ µ µ<br />
32 Speech Codes <strong>Theory</strong> (Philipsen) µ<br />
33 Genderlect Styles (Tannen) µ µ µ<br />
34 Standpoint <strong>Theory</strong> (Harding & Wood) 20<br />
35 Muted Group <strong>Theory</strong> (Kramarae) µ µ µ<br />
µ Denotes a “top 15” ranking<br />
20 Denotes a “top 20” ranking<br />
xxv
Schedule #1<br />
Three One-Hour Meetings per Week for Fifteen Weeks<br />
Covers Every Chapter<br />
(Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Introduction to Course Open<br />
2. Talk about <strong>Theory</strong> “Introduction” & Chapter 1<br />
3. Mapping the Territory Chapter 2<br />
4. Weighing the Words Chapter 3<br />
5. Symbolic Interactionism “Interpersonal Messages” & Chapter 4<br />
6. Coordin<strong>at</strong>ed Management of Meaning Chapter 5<br />
7. Expectancy Viol<strong>at</strong>ions <strong>Theory</strong> Chapter 6<br />
8. Interpersonal Deception <strong>Theory</strong>, Chapter 7 & Ethical Reflections<br />
Kant, Augustine & Bok<br />
9. Literary Applic<strong>at</strong>ion Ordinary People, pp. 1-85<br />
10. Social Penetr<strong>at</strong>ion <strong>Theory</strong> “Rel<strong>at</strong>ionship Development” & Chapter 8<br />
11. Uncertainty Reduction <strong>Theory</strong> Chapter 9<br />
12. Social Inform<strong>at</strong>ion Processing <strong>Theory</strong> Chapter 10<br />
13. Rel<strong>at</strong>ional Dialectics “Rel<strong>at</strong>ionship Maintenance” & Chapter 11<br />
14. Interactional View Chapter 12<br />
15. Constructivism “Cognitive Processing” & Chapter 13<br />
16. Midterm Exam #1 Open<br />
17. Social Judgment <strong>Theory</strong> “Influence” & Chapter 14<br />
18. Elabor<strong>at</strong>ion Likelihood Model Chapter 15<br />
xxvi
19. Cognitive Dissonance, Chapter 16 & Ethical Reflections<br />
Buber & Nilsen<br />
20. Literary Applic<strong>at</strong>ion Ordinary People, pp.86-171<br />
21. Functional Perspective “Group Decision Making” & Chapter 17<br />
22. Adaptive Structur<strong>at</strong>ion <strong>Theory</strong> Chapter 18<br />
23. Inform<strong>at</strong>ion Systems Approach “Organiz<strong>at</strong>ional Comm.” & Chapter 19<br />
24. Cultural Approach to Organiz<strong>at</strong>ions Chapter 20<br />
25. Critical <strong>Theory</strong> of Organiz<strong>at</strong>ions Chapter 21<br />
26. Rhetoric “Public Rhetoric” & Chapter 22<br />
27. Dram<strong>at</strong>ism Chapter 23<br />
28. Narr<strong>at</strong>ive Paradigm, Aristotle & West Chapter 24 & Ethical Reflections<br />
29. Semiotics “Media and Culture” & Chapter 25<br />
30. Cultural Studies Chapter 26<br />
31. Midterm Exam #2 Open<br />
32. Media Ecology “Media Effects” & Media Ecology (online)<br />
33. Cultiv<strong>at</strong>ion <strong>Theory</strong> Chapter 27<br />
34. Agenda-Setting <strong>Theory</strong> Chapter 28<br />
35. Spiral of Silence, Chapter 29 & Ethical Reflections<br />
Habermas & Christians<br />
36. Anxiety/Uncertainty Management “Intercultural Comm.” & Chapter 30<br />
37. Face-Negoti<strong>at</strong>ion <strong>Theory</strong> Chapter 31<br />
38. Speech Codes <strong>Theory</strong> Chapter 32<br />
39. Genderlects Styles “Gender & Comm.” & Chapter 33<br />
40. Standpoint <strong>Theory</strong> Chapter 34<br />
xxvii
41. Muted Group <strong>Theory</strong>, Chapter 35 & Ethical Reflections<br />
Benhabib & Gilligan<br />
42. Literary Applic<strong>at</strong>ion Ordinary People, pp. 172-263<br />
43. Integr<strong>at</strong>ion “Communic<strong>at</strong>ion <strong>Theory</strong>”<br />
44. Integr<strong>at</strong>ion Chapter 36<br />
45. Final Exam<br />
xxviii
Schedule #2<br />
Two Ninety-Minute Meetings per Week for Fifteen Weeks<br />
Covers 30 Theories<br />
(Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Introduction to Course Open<br />
2. Talk about <strong>Theory</strong> & “Introduction” & Chapters 1-2<br />
Mapping the Territory<br />
3. Weighing the Words Chapter 3<br />
4. Symbolic Interactionism & “Interpersonal Messages” &<br />
Coordin<strong>at</strong>ed Management of Meaning Chapters 4-5<br />
5. Expectancy Viol<strong>at</strong>ions <strong>Theory</strong> Chapter 6<br />
6. Interpersonal Deception <strong>Theory</strong>, Chapter 7 & Kant, Augustine & Bok<br />
Ethical Reflections<br />
7. Literary Applic<strong>at</strong>ion Ordinary People, pp. 1-85<br />
8. Social Penetr<strong>at</strong>ion <strong>Theory</strong> & “Rel<strong>at</strong>ionship Development &<br />
Uncertainty Reduction <strong>Theory</strong> Chapters 8-9<br />
9. Midterm Exam #1 Open<br />
10. Rel<strong>at</strong>ional Dialectics & “Rel<strong>at</strong>ionship Maintenance” &<br />
Interactional View Chapters 11-12<br />
11. Constructivism “Cognitive Processing” & Chapter 13<br />
12. Social Judgment <strong>Theory</strong> “Influence” & Chapter 14<br />
13. Elabor<strong>at</strong>ion Likelihood Model, Chapters 15-16 & Ethical Reflections<br />
Cognitive Dissonance &<br />
Buber & Nilsen<br />
14. Literary Applic<strong>at</strong>ion Ordinary People, pp. 86-171<br />
15. Functional Perspective & “Group Decision Making” & Chapters 17-18<br />
Adaptive Structur<strong>at</strong>ion <strong>Theory</strong><br />
xxix
16. Inform<strong>at</strong>ion Systems Approach “Organiz<strong>at</strong>ional Comm.” & Chapter 19<br />
17. Cultural Approach to & Chapters 20-21<br />
Critical <strong>Theory</strong> of Organiz<strong>at</strong>ions<br />
18. Rhetoric “Public Rhetoric” & Chapter 22<br />
19. Narr<strong>at</strong>ive Paradigm, Chapter 24 & Ethical Reflections<br />
Aristotle & West<br />
20. Midterm Exam #2 Open<br />
21. Semiotics & Media Ecology “Media & Culture,” Chapters 25 & Media<br />
Ecology (online)<br />
22. Cultural Studies & Cultiv<strong>at</strong>ion <strong>Theory</strong> “Media Effects” & Chapters 26-27<br />
23. Agenda-Setting <strong>Theory</strong>, Chapter 28 & Ethical Reflections<br />
Habermas & Christians<br />
24. Anxiety/Uncertainty Management & “Intercultural Comm.” & Chapters 30-31<br />
Face-Negoti<strong>at</strong>ion <strong>Theory</strong><br />
25. Speech Codes <strong>Theory</strong> Chapter 32<br />
26. Genderlects Styles, Standpoint <strong>Theory</strong> “Gender & Comm.” & Chapters 33-34<br />
27. Muted Group <strong>Theory</strong>, Chapter 35 & Ethical Reflections<br />
Benhabib & Gilligan<br />
28. Literary Applic<strong>at</strong>ion Ordinary People, pp. 172-263<br />
29. Integr<strong>at</strong>ion “Communic<strong>at</strong>ion <strong>Theory</strong>” & Chapter 36<br />
30. Final Exam<br />
xxx
Schedule #3<br />
One Three-Hour Meeting per Week for Fifteen Weeks<br />
Covers Every Chapter<br />
(Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Introduction and Overview “Introduction” & Chapters 1-3<br />
2. Interpersonal Messages “Interpersonal Messages” & Chapters 4-7<br />
3. Kant, Augustine & Bok, Ethical Reflections, Ordinary People, pp. 1-85<br />
Literary Applic<strong>at</strong>ion &<br />
“Rel<strong>at</strong>ionship Development” &<br />
Rel<strong>at</strong>ionship Development Chapters 8-10<br />
4. Rel<strong>at</strong>ionship Maintenance “Rel<strong>at</strong>ionship Maintenance,” “Cognitive<br />
& Cognitive Processing Processing” & Chapters 11-13<br />
5. Influence, Buber & Nilsen “Influence,” Chapters 14-16 & Ethical<br />
Reflections<br />
6. Group Decision Making & “Group Decision Making,” Chapters 17-18,<br />
Literary Applic<strong>at</strong>ion & Ordinary People, pp. 86-171<br />
7. Midterm Exam Open<br />
8. Organiz<strong>at</strong>ional Communic<strong>at</strong>ion “Organiz<strong>at</strong>ional Comm.” & Chapters 19-21<br />
9. Rhetoric, Aristotle & West “Public Rhetoric,” Chapters 22-24 &<br />
Ethical Reflections<br />
10. Media & Culture “Media & Culture” & Chapters 25-26<br />
11. Media Effects, Media Ecology, “Media Effects,” Chapters 27-29, Media<br />
Habermas & Christians<br />
Ecology (online) & Ethical Reflections<br />
12. Intercultural Communic<strong>at</strong>ion “Intercultural Comm.” & Chapters 30-32<br />
13. Gender & Communic<strong>at</strong>ion, “Gender & Communic<strong>at</strong>ion,”<br />
Benhabib & Gilligan<br />
Chapters 33-35 & Ethical Reflections<br />
14. Integr<strong>at</strong>ion & Literary Applic<strong>at</strong>ion “Communic<strong>at</strong>ion <strong>Theory</strong>,” Chapter 35 &<br />
Ordinary People, pp. 172-263<br />
15. Final Exam<br />
xxxi
Schedule #4<br />
Three One-Hour Meetings Each Week for Ten Weeks<br />
Covers 24 Theories<br />
(No Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Introduction to Course Open<br />
2. Talk about <strong>Theory</strong> “Introduction” & Chapter 1<br />
3. Weighing the Words Chapter 3<br />
4. Symbolic Interactionism “Interpersonal Messages” & Chapter 4<br />
5. Coordin<strong>at</strong>ed Management of Meaning Chapter 5<br />
6. Expectancy Viol<strong>at</strong>ions <strong>Theory</strong>, Chapter 6 & Ethical Reflections<br />
Kant, Augustine & Bok<br />
7. Social Penetr<strong>at</strong>ion <strong>Theory</strong> “Rel<strong>at</strong>ionship Development” & Chapter 8<br />
8. Uncertainty Reduction <strong>Theory</strong> Chapter 9<br />
9. Rel<strong>at</strong>ional Dialectics Chapter 11<br />
10. Interactional View “Rel<strong>at</strong>ionship Maintenance” & Chapter 12<br />
11. Constructivism “Cognitive Processing” & Chapter 13<br />
12. Social Judgment <strong>Theory</strong> “Influence” & Chapter 14<br />
13. Elabor<strong>at</strong>ion Likelihood Model, Chapter 15 & Ethical Reflections<br />
Buber & Nilsen<br />
14. Functional Perspective “Group Decision Making” & Chapter 17<br />
15. Adaptive Structur<strong>at</strong>ion <strong>Theory</strong> Chapter 18<br />
16. Midterm Exam Open<br />
17. Cultural Approach to Organiz<strong>at</strong>ions “Organiz<strong>at</strong>ional Comm.” & Chapter 20<br />
18. Critical <strong>Theory</strong> of Organiz<strong>at</strong>ions Chapter 21<br />
xxxii
19. Rhetoric “Public Rhetoric” & Chapter 22<br />
20. Narr<strong>at</strong>ive Paradigm, Aristotle & West Chapter 24 & Ethical Reflections<br />
21. Media Ecology “Media & Culture” & Media Ecology (online)<br />
22. Cultural Studies Chapter 26<br />
23. Agenda-Setting <strong>Theory</strong>, “Media Effects,” Chapter 28 &<br />
Habermas & Christians<br />
Ethical Reflections<br />
24. Anxiety/Uncertainty Management “Intercultural Comm.” & Chapter 30<br />
25. Face-Negoti<strong>at</strong>ion <strong>Theory</strong> Chapter 31<br />
26. Speech Codes <strong>Theory</strong> Chapter 32<br />
27. Standpoint <strong>Theory</strong> “Gender & Communic<strong>at</strong>ion” & Chapter 34<br />
28. Muted Group <strong>Theory</strong>, Chapter 35 & Ethical Reflections<br />
Benhabib & Gilligan<br />
29. Integr<strong>at</strong>ion “Communic<strong>at</strong>ion <strong>Theory</strong>” & Chapter 36<br />
30. Final Exam<br />
xxxiii
Schedule #5<br />
Two Ninety-Minute Meetings per Week for Ten Weeks<br />
Covers 24 Theories<br />
(No Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Introduction to Course Open<br />
2. Talk about <strong>Theory</strong> & “Introduction” & Chapters 1-3<br />
Weighing the Words<br />
3. Symbolic Interactionism “Interpersonal Messages” & Chapter 4<br />
4. Coordin<strong>at</strong>ed Management of Meaning Chapters 5-6<br />
& Expectancy Viol<strong>at</strong>ions <strong>Theory</strong><br />
5. Kant, Augustine & Bok Ethical Reflections, “Rel<strong>at</strong>ionship<br />
Social Penetr<strong>at</strong>ion <strong>Theory</strong> Development” & Chapter 8<br />
6. Uncertainty Reduction <strong>Theory</strong> Chapters 9-10<br />
& Social Inform<strong>at</strong>ion Processing <strong>Theory</strong><br />
7. Rel<strong>at</strong>ional Dialectics “Rel<strong>at</strong>ionship Maintenance”<br />
& Interactional View & Chapters 11-12<br />
8. Constructivism & “Cognitive Processing,” “Influence” &<br />
Social Judgment <strong>Theory</strong> Chapters 13-14<br />
9. Elabor<strong>at</strong>ion Likelihood Model, Chapter 15 & Ethical Reflections<br />
Buber & Nilsen<br />
10. Midterm Exam Open<br />
11. Functional Perspective & “Group Decision Making” & Chapters 17-18<br />
Adaptive Structur<strong>at</strong>ion <strong>Theory</strong><br />
12. Cultural Approach to Organiz<strong>at</strong>ions “Organiz<strong>at</strong>ional Comm.” & Chapter 20<br />
13. Critical <strong>Theory</strong> of Organiz<strong>at</strong>ions Chapters 21-22 & “Public Rhetoric”<br />
& Rhetoric<br />
14. Narr<strong>at</strong>ive Paradigm, Aristotle & West Chapter 24 & Ethical Reflections<br />
xxxiv
15. Media Ecology & Cultural Studies “Media & Culture,” Media Ecology (online) &<br />
Chapter 26<br />
16. Agenda-Setting Function, “Media Effects,” Chapter 28,<br />
Habermas & Christians<br />
& Ethical Reflections<br />
17. Anxiety/Uncertainty Management “Intercultural Communic<strong>at</strong>ion” & Chapters<br />
& Face-Negoti<strong>at</strong>ion <strong>Theory</strong> 30-31<br />
18. Standpoint <strong>Theory</strong> “Gender & Communic<strong>at</strong>ion” & Chapter 34<br />
19. Muted Group <strong>Theory</strong>, Chapters 35-36, Ethical Reflections &<br />
Benhabib & Gilligan & Integr<strong>at</strong>ion “Communic<strong>at</strong>ion <strong>Theory</strong>”<br />
20. Final Exam<br />
xxxv
Schedule #6<br />
One Three-Hour Meeting per Week for Ten Weeks<br />
Covers 21 Theories<br />
(No Supplementary Literary Reading Included)<br />
Day Topic<br />
Reading Assignment<br />
1. Talk about <strong>Theory</strong>, Weighing the “Introduction,” Chapters 1, 3-4<br />
Words & Symbolic Interactionism & “Interpersonal Messages”<br />
2. Coordin<strong>at</strong>ed Management of Meaning, Chapters 5-6, 8, Ethical<br />
Expectancy Viol<strong>at</strong>ions <strong>Theory</strong>,<br />
Reflections & “Rel<strong>at</strong>ionship<br />
Kant, Augustine & Bok<br />
Development”<br />
& Social Penetr<strong>at</strong>ion <strong>Theory</strong><br />
3. Uncertainty Reduction <strong>Theory</strong>, “Rel<strong>at</strong>ionship Maintenance”<br />
Rel<strong>at</strong>ional Dialectics & Chapters 9, 11-12<br />
& Interactional View<br />
4. Constructivism, Social Judgment “Cognitive Processing,” “Influence,”<br />
<strong>Theory</strong>, Elabor<strong>at</strong>ion Likelihood Model, Chapters 13-15 & Ethical Reflections<br />
Buber & Nilsen<br />
5. Midterm Exam Open<br />
6. Functional Perspective, Cultural “Group Decision Making,” “Organiz<strong>at</strong>ional<br />
Approach to & Critical <strong>Theory</strong> of Communic<strong>at</strong>ion” & Chapters 17, 20-21<br />
Organiz<strong>at</strong>ions<br />
7. Rhetoric, Narr<strong>at</strong>ive Paradigm, “Public Rhetoric,” Chapters 22, 24,<br />
Aristotle & West<br />
Ethical Reflections, “Media & Culture”<br />
& Media Ecology<br />
& Media Ecology (online)<br />
8. Cultural Studies, Agenda-Setting “Media Effects,” “Intercultural<br />
Function, Habermas & Christians, Communic<strong>at</strong>ion,” Ethical Reflections &<br />
Anxiety/Uncertainty Management Chapters 26, 28, 30<br />
9. Face-Negoti<strong>at</strong>ion <strong>Theory</strong>, Muted Chapters 31, 35, 36, “Gender &<br />
Group <strong>Theory</strong>, Benhabib & Gilligan, Communic<strong>at</strong>ion,” Ethical Reflections<br />
Integr<strong>at</strong>ion<br />
& “Communic<strong>at</strong>ion <strong>Theory</strong>”<br />
10. Final Exam<br />
xxxvi
INTRODUCTION<br />
Outline<br />
I. <strong>Theory</strong> helps us understand and improve human communic<strong>at</strong>ion.<br />
II.<br />
III.<br />
IV.<br />
Theories are maps of reality.<br />
A. Some depict objective facts “out there.”<br />
B. Others depict subjective meanings inside our heads.<br />
Theories are c<strong>at</strong>egorized according to the primary context in which they oper<strong>at</strong>e.<br />
A. Division I, overview, introduces the n<strong>at</strong>ure and scope of the field.<br />
B. Division II, interpersonal communic<strong>at</strong>ion, focuses on one-on-one interaction.<br />
C. Division III, group and public communic<strong>at</strong>ion, covers face-to-face involvement in<br />
collective settings.<br />
D. Division IV, mass communic<strong>at</strong>ion, explores the electronic and print media.<br />
E. Division V, cultural context, considers systems of shared meaning so pervasive th<strong>at</strong><br />
their impact is easily overlooked.<br />
Since communic<strong>at</strong>ion isn’t value-free, ethical reflections are included.<br />
V. Division VI, integr<strong>at</strong>ion, compares theories according to their basic assumptions.<br />
VI.<br />
Hints for more effective reading.<br />
A. Every communic<strong>at</strong>ion issue has multiple interpret<strong>at</strong>ions.<br />
B. The link between theorist and theory is useful.<br />
C. Consider the questions <strong>at</strong> the end of each chapter.<br />
D. The cartoons both amuse and test your comprehension.<br />
E. <strong>Theory</strong> enriches and clarifies, r<strong>at</strong>her than depletes or confuses, life.<br />
VII. The text’s website offers student “Applic<strong>at</strong>ion Logs” and other fe<strong>at</strong>ures.<br />
Suggestions for Discussion<br />
A few suggestions may be in order. On page 5, Griffin makes a brief pitch for<br />
pluralism, declaring, “Just as there is more than one effective way to deliver a speech, every<br />
communic<strong>at</strong>ion issue has multiple interpret<strong>at</strong>ions.” We suggest th<strong>at</strong> you push this point as<br />
hard as you can. This, in fact, may be a good place to bring up the penny analogy we fe<strong>at</strong>ure<br />
in the Preface to this manual.<br />
We would also offer a word of caution about Griffin’s abiding commitment to his onechapter,<br />
one-theorist approach to organizing the book. We agree th<strong>at</strong> this is a highly effective<br />
method of structuring this complex, diverse m<strong>at</strong>erial. There is an undeniable elegance to this<br />
approach th<strong>at</strong> encourages students to engage and recall communic<strong>at</strong>ion theory. We’re also<br />
aware of the danger of cre<strong>at</strong>ing a gre<strong>at</strong> man/woman mythology for the discipline. It’s true,<br />
for example, th<strong>at</strong> Stuart Hall is the leading proponent of cultural studies, but it’s also a fact,<br />
1
as Chapter 26 clearly points out, th<strong>at</strong> Hall works out of a long tradition of critical theory th<strong>at</strong><br />
stretches back to Karl Marx and is shaped and refined by the work of the Frankfurt School,<br />
Roland Barthes, and Michel Foucault. Many other important cultural critics have contributed<br />
to this burgeoning field, offering important insights and challenges. Be sure, therefore, th<strong>at</strong><br />
your students understand th<strong>at</strong> although there have been—and continue to be—giants among<br />
us, influence is the name of the game. Everyone stands on the shoulders of those who come<br />
before, and the territory—to anticip<strong>at</strong>e the metaphor of Chapter 2—is densely popul<strong>at</strong>ed.<br />
A secondary caution rel<strong>at</strong>ed to the one-chapter, one-theory structure Griffin adopts<br />
concerns his tendency to discuss the development of each theory over time. In many<br />
chapters, we learn not only the essential elements of a theoretical position, but also the<br />
theory’s evolution, from original questions and claims to st<strong>at</strong>e-of-the-art constructs and<br />
conclusions. This historical approach enriches the experience of learning theory and helps<br />
students understand the process of theory building, but it adds layers of explic<strong>at</strong>ion th<strong>at</strong><br />
increase the possibilities for confusion. It’s easy to mistake early and l<strong>at</strong>e theoretical<br />
developments, particularly when so much <strong>at</strong>tention is paid to the first steps of theory<br />
construction. Be sure to caution your students against skimming or sampling the text—they<br />
must read each chapter through, page by page, and pay careful <strong>at</strong>tention to chronology.<br />
Since these chapters read as stories, students must follow the plots diligently.<br />
Finally, we’d like to add an additional endorsement of Griffin’s closing point—th<strong>at</strong><br />
learning about theory won’t take the life out of one’s communic<strong>at</strong>ion, but will in fact enhance<br />
it. For our students, we draw analogies to music and spirituality. Devotees of music seldom<br />
lose their love for their subject by serious study. Furthermore, highly spiritual people rarely<br />
lose interest in issues of religion, philosophy, and faith by pondering the gre<strong>at</strong> texts of our<br />
religious and philosophical traditions. In our experience, learning deepens the fundamental<br />
passions of our lives. Our affection for communic<strong>at</strong>ion theory has only grown in the decades<br />
we’ve studied the subject.<br />
2
CHAPTER 1<br />
TALK ABOUT THEORY<br />
Outline<br />
I. Introduction.<br />
A. Theorists grounded in behavioral science approach communic<strong>at</strong>ion objectively<br />
(observing behavior).<br />
B. Theorists grounded in the humanities approach communic<strong>at</strong>ion through<br />
interpreting texts.<br />
C. <strong>Theory</strong> encompasses all careful, system<strong>at</strong>ic, and self-conscious discussion and<br />
analyses of communic<strong>at</strong>ion phenomena.<br />
II.<br />
III.<br />
IV.<br />
Objective or interpretive: a difference th<strong>at</strong> makes a difference.<br />
A. The objective approach and the interpret<strong>at</strong>ive approach to communic<strong>at</strong>ion study<br />
differ in starting point, method, and conclusion.<br />
B. Scholars who do objective study are scientists.<br />
C. Scholars who do interpretive study are concerned with meaning.<br />
D. Objective and interpretive scholars are passion<strong>at</strong>ely committed to their<br />
approaches.<br />
E. Readers will benefit from understanding the distinction between the approaches.<br />
Ways of knowing: discovering truth or cre<strong>at</strong>ing multiple realities?<br />
A. Epistemology is the study of the n<strong>at</strong>ure of knowledge.<br />
B. Scientists assume th<strong>at</strong> truth is singular.<br />
1. Reality is accessible through our senses.<br />
2. Collectively, scientists can understand the world.<br />
3. Good theories are mirrors of n<strong>at</strong>ure, true as long as conditions remain the<br />
same.<br />
C. Interpretive scholars also seek truth, but they are more tent<strong>at</strong>ive about the<br />
possibility of revealing objective reality.<br />
1. Truth is largely subjective; meaning is highly interpretive.<br />
2. The knower cannot be separ<strong>at</strong>ed from the known.<br />
3. Multiple meanings are acceptable.<br />
4. Successful interpret<strong>at</strong>ions are those th<strong>at</strong> convince others.<br />
Human n<strong>at</strong>ure: determinism or free will.<br />
A. Determinists argue th<strong>at</strong> heredity and environment determine behavior.<br />
1. Scientists favor this stance.<br />
2. They stress behavior shaped by forces beyond our control or individual<br />
awareness.<br />
B. Free will proponents maintain th<strong>at</strong> human behavior is voluntary.<br />
1. Interpretive scholars endorse this position.<br />
2. They focus on conscious choices of individuals, not on why choices are<br />
made.<br />
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3. They believe th<strong>at</strong> significant decisions are value laden.<br />
C. As free choice increases, predictability of behavior decreases.<br />
V. The highest value: objectivity or emancip<strong>at</strong>ion?<br />
A. Social scientists value objectivity; personal values should not distort human<br />
reality.<br />
B. Interpretive scholars seek to expand the range of free choice; they bring values to<br />
bear upon texts.<br />
C. Scientists seek effectiveness; humanists focus on particip<strong>at</strong>ion.<br />
VI.<br />
The purpose of theory: universal laws or guides for interpret<strong>at</strong>ion?<br />
A. Scientists seek universal laws; humanists strive to interpret individual texts.<br />
B. Scientists test theories; humanists explore the web of meaning constituting<br />
human existence.<br />
C. Scientists seek prediction; humanists strive for interpret<strong>at</strong>ion.<br />
VII. Methods: quantit<strong>at</strong>ive or qualit<strong>at</strong>ive?<br />
A. Scientists favor quantifiable experiments and surveys.<br />
1. Through experiments, scientists seek to establish a cause-and-effect<br />
rel<strong>at</strong>ionship by manipul<strong>at</strong>ing an independent variable in a tightly controlled<br />
situ<strong>at</strong>ion in order to determine its effect on a dependent variable. Results<br />
are measured.<br />
2. Surveys rely on self-report d<strong>at</strong>a to discover who people are and wh<strong>at</strong> they<br />
think, feel, and intend to do.<br />
3. It is difficult to support cause-and-effect rel<strong>at</strong>ions with surveys, but survey<br />
d<strong>at</strong>a more closely resemble “real life” than experiment<strong>at</strong>ion does.<br />
B. Interpretive scholars use qualit<strong>at</strong>ive textual analysis and ethnography.<br />
1. Textual analyses describe and interpret messages.<br />
2. Increasingly, textual analyses expose and publicly resist dominant social<br />
ideologies.<br />
3. Through ethnography, participant-observers experience a culture’s web of<br />
meaning.<br />
VIII. Objective and interpretive labels anchor ends of a continuum, with many theories in<br />
between.<br />
Key Names and Terms<br />
Ernest Bormann<br />
Emeritus theorist <strong>at</strong> the University of Minnesota who posits the broad definition of<br />
communic<strong>at</strong>ion theory listed below. His theory of symbolic convergence is fe<strong>at</strong>ured in<br />
Chapter Three.<br />
Tony Schwartz<br />
An advertising guru who developed the resonance principle of communic<strong>at</strong>ion.<br />
Resonance Principle of Communic<strong>at</strong>ion<br />
Broadcast messages are most effective when they strike a responsive chord in<br />
members of the audience, thus evoking stored experiences from the past.<br />
4
Stanley Deetz<br />
Communic<strong>at</strong>ion scholar from the University of Colorado who believes th<strong>at</strong> every general<br />
communic<strong>at</strong>ion theory has two priorities—effectiveness and particip<strong>at</strong>ion. His theory of<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion is fe<strong>at</strong>ured in Chapter 20.<br />
Communic<strong>at</strong>ion <strong>Theory</strong><br />
An umbrella term for all careful, system<strong>at</strong>ic, and self-conscious discussion and analysis<br />
of communic<strong>at</strong>ion phenomena.<br />
Behavioral/Social Scientist<br />
Theorist who assumes truth is singular and accessible through the senses, who<br />
assumes behavior has identifiable causes, who values objectivity and universal laws,<br />
and who relies on quantifiable experiments and surveys. Used interchangeably with<br />
objective scholar.<br />
Interpretive Scholar<br />
Theorist who is concerned with the web of meaning th<strong>at</strong> constitutes human existence;<br />
who assumes multiple meanings are accessible and meaning is connected to the<br />
knower’s values; who believes human behavior is voluntary; who seeks to expand the<br />
range of free choice; and who uses textual analysis and ethnography to establish<br />
meaning. Closely rel<strong>at</strong>ed to the humanist.<br />
Interpretive Scholarship<br />
The work of assigning meaning or value to communic<strong>at</strong>ive texts.<br />
Epistemology<br />
The study of the origin, n<strong>at</strong>ure, method, and limits of knowledge.<br />
Determinism<br />
The assumption th<strong>at</strong> behavior is caused by heredity and environment.<br />
Free Will<br />
The assumption th<strong>at</strong> behavior is predominantly voluntary.<br />
Experiment<br />
A research method th<strong>at</strong> manipul<strong>at</strong>es an independent variable in a tightly controlled<br />
situ<strong>at</strong>ion in order to judge its effect on a dependent variable and thus establish a<br />
cause-and-effect rel<strong>at</strong>ionship.<br />
Independent Variable<br />
In a scientific experiment, the factor th<strong>at</strong> the researcher system<strong>at</strong>ically alters in the<br />
quest to discover its effect on one or more dependent variables; the cause in a<br />
hypothesized cause-and-effect rel<strong>at</strong>ionship.<br />
Dependent Variable<br />
In a scientific experiment, a measured outcome th<strong>at</strong> presumably is influenced or<br />
changed by the independent variable; the effect in a hypothesized cause-and-effect<br />
rel<strong>at</strong>ionship.<br />
Survey Research<br />
A research method th<strong>at</strong> employs questionnaires and face-to-face interviews to collect<br />
self-report d<strong>at</strong>a demonstr<strong>at</strong>ing wh<strong>at</strong> people think, feel, and intend to do.<br />
Textual Analysis<br />
A research method th<strong>at</strong> describes and interprets the characteristics of any text.<br />
Ethnography<br />
A method of participant observ<strong>at</strong>ion designed to help a researcher experience a<br />
culture’s complex web of meaning.<br />
5
Principal Changes<br />
The m<strong>at</strong>erial in this chapter has been edited for clarity and precision and Griffin has<br />
added the depiction of the objective-interpretive scale (19).<br />
Suggestions for Discussion<br />
<strong>Theory</strong>, wh<strong>at</strong>’s it good for?<br />
For many students, this may be their first foray into the world of theory and as such, you<br />
will need to lay some groundwork. In the past, we have found it productive to ask students<br />
wh<strong>at</strong> they know about “theory” in general. Wh<strong>at</strong> connot<strong>at</strong>ions does the word, “theory” have for<br />
them? Many times, theory is seen as impotent (i.e. “only in theory”) or derog<strong>at</strong>ory (“well, it’s a<br />
nice theory but…”). You might want to spend a few minutes discussing the purpose of a theory,<br />
a topic th<strong>at</strong> will re-emerge in Chapter 3. Theories can focus <strong>at</strong>tention, clarify observ<strong>at</strong>ions,<br />
provide a framework, predict outcomes, trigger social change, and spark research. During your<br />
discussion, ask students the capacities of a good theory. Starting with a convers<strong>at</strong>ion about<br />
why develop and study theory may prove fruitful in future class sessions when discussing the<br />
virtues of any given theory.<br />
The dichotomy on a continuum<br />
The principal challenge in presenting this m<strong>at</strong>erial is to communic<strong>at</strong>e the important<br />
characteristics of the objective-interpretive dichotomy without oversimplifying, exagger<strong>at</strong>ing, or<br />
polarizing the discipline in absolute terms. Students need to understand th<strong>at</strong> fundamental<br />
differences exist between the two theoretical positions, but if they are seen as entirely<br />
separ<strong>at</strong>e and mutually exclusive, then the nuances of the theories discussed throughout A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> will be compromised. The theoretical continuum<br />
presented in the final chapter (Chapter 36) will bewilder students who have learned to stick<br />
too rigidly to this initial dichotomy. In discussion, therefore, remind students th<strong>at</strong> the camps<br />
are themselves theoretical constructs designed to approxim<strong>at</strong>e, but not to straightjacket,<br />
reality. Make sure th<strong>at</strong> students don’t characterize humanists as raving rel<strong>at</strong>ivists or solipsists<br />
utterly uninterested in shared truths, common understanding, and the world “out there.” Nor<br />
should scientists be pictured as cold, impersonal beings th<strong>at</strong> entirely forsake their values<br />
when they step into the lab. Remind your class th<strong>at</strong> even the seemingly objective choices<br />
involved in pursuing a particular line of scientific inquiry or conducting one experiment and not<br />
another are inherently value laden. Stan Deetz’s terms “effectiveness” and “particip<strong>at</strong>ion,”<br />
which Griffin presents on page 14, may be usefully considered the primary emphases of<br />
objective and interpretive theorists, respectively, but it would be simplistic to consider such a<br />
dichotomy as anything other than a general trend. It is no accident th<strong>at</strong> when Griffin discusses<br />
the level of commitment present in the communic<strong>at</strong>ion theorists he has met, he uses the word<br />
“passion<strong>at</strong>e” (10) to describe both interpretive and objective scholars. As we suggest in our<br />
tre<strong>at</strong>ment of the elabor<strong>at</strong>ion likelihood model below, the <strong>at</strong>tempt to separ<strong>at</strong>e reason and<br />
emotion in argument and in scholarship may be illusory.<br />
When discussing this chapter, be sure students understand th<strong>at</strong> although Griffin uses<br />
the terms scientific and objective interchangeably, he notes th<strong>at</strong> not all interpretive scholars<br />
are humanists and/or rhetoricians. You may want to explain and discuss why some<br />
6
postmodern communic<strong>at</strong>ion scholars, for example, reject humanists’ emphasis on tradition or<br />
why some interpretive scholars mistrust rhetoricians’ emphasis on argument and conscious<br />
intentionality.<br />
Textual analysis<br />
In the past few decades, textual analysis—which has been aptly described by Michael Leff<br />
as “the close reading and rereading of the text, the analysis of the historical and biographical<br />
circumstances th<strong>at</strong> gener<strong>at</strong>e and frame its composition, the recognition of basic conceptions<br />
th<strong>at</strong> establish the co-ordin<strong>at</strong>es of the text, and an appreci<strong>at</strong>ion of the way these conceptions<br />
interact within the text and determine its temporal movement” (“Textual Criticism: The Legacy<br />
of G.P. Mohrmann,” Quarterly Journal of Speech 72 [1986]: 380)—has been characterized by<br />
various theoretically minded scholars as <strong>at</strong>heoretical, inadequ<strong>at</strong>ely theorized, and of<br />
secondary importance to contemporary rhetorical criticism. We contend, however, th<strong>at</strong> such<br />
conclusions are far from inevitable. Robust textual analysis, David Henry maintains, goes<br />
beyond “the textual dynamics of discrete suasionary tracts” to “explor[e] broader theoretical<br />
issues, particularly rhetoric’s power to shape and to influence political philosophy, political<br />
culture, and political judgment” (“Text and <strong>Theory</strong> in Critical Practice,” Quarterly Journal of<br />
Speech 78 [1992]: 221). Leff asserts th<strong>at</strong> “<strong>at</strong>tention to the text” does not preclude<br />
“perception of larger discursive developments” th<strong>at</strong> allow us to “understand the text as an<br />
assimil<strong>at</strong>ive social product” constituting “a productive moment in the unending process of<br />
interpreting and re-interpreting the social world” (“Lincoln Among the Nineteenth-Century<br />
Or<strong>at</strong>ors, Rhetoric and Political Culture in Nineteenth-Century America, T.W. Benson, ed. [East<br />
Lansing: Michigan St<strong>at</strong>e UP, 1997], 134). Conducting textual analysis does not require a<br />
choice between theory and close reading or questions about specific textual elements and<br />
larger ideological developments. To put a complex m<strong>at</strong>ter in simple terms, textual analysis is<br />
seen my many scholars as inherently theoretical.<br />
<strong>Theory</strong> and research<br />
Be sure to emphasize the intim<strong>at</strong>e rel<strong>at</strong>ionship between theory and research. Although<br />
the official subject of the book is the former, highlight how Griffin marshals methodology in his<br />
tre<strong>at</strong>ment of scientific and humanist theory. Remind your students to look for the connection<br />
throughout the text.<br />
Exercises and Activities<br />
Ad analysis<br />
A good exercise is to ask students to bring their own print or television advertisements<br />
to class the day you discuss the chapter. Depending on the size of your class, require each<br />
student to write or present orally a short explan<strong>at</strong>ion of how the piece they’ve chosen would be<br />
analyzed by an objective and an interpretive communic<strong>at</strong>ion scholar. They’ll appreci<strong>at</strong>e the<br />
fine analyses produced by Sparks and Medhurst much more after they’ve tried their own, and<br />
you’ll be able to gauge their level of comprehension. The problems they encounter with this<br />
assignment will help you to see wh<strong>at</strong> concepts require further explan<strong>at</strong>ion.<br />
To help students see how diverse the realm of theory building can be, we like to have<br />
them scrutinize the two different explan<strong>at</strong>ions offered by Sparks and Medhurst, then offer<br />
altern<strong>at</strong>ives. Sparks focuses on “resonance” with past experiences. Medhurst believes th<strong>at</strong><br />
7
Kenneth Burke’s guilt-purific<strong>at</strong>ion-redemption cycle and his concept of perspective by<br />
incongruity best explain the ad’s communic<strong>at</strong>ive power. There are, however, other<br />
explan<strong>at</strong>ions for the ad’s persuasive force. One might argue, for example, th<strong>at</strong> the key to its<br />
power is its ability to play on our fear of neg<strong>at</strong>ively influencing children. How did these kids<br />
develop such low esteem? Could it have been through their exposure to their parents and<br />
other adults with dead-end jobs? Are we reproducing such expect<strong>at</strong>ions in the children th<strong>at</strong><br />
popul<strong>at</strong>e our lives? After all, many of us care more about our influence than our own selfperception.<br />
No doubt your students can come up with equally plausible explan<strong>at</strong>ions. Such<br />
hypothesizing will help them understand the origins of theory. It’s also useful to specul<strong>at</strong>e<br />
about how altern<strong>at</strong>ive hypotheses could be shaped and molded by both objective and<br />
interpretive scholars.<br />
Lining up along the continuum<br />
When Em Griffin teaches this chapter, he works through the components of the<br />
objective and interpret<strong>at</strong>ive perspectives system<strong>at</strong>ically with his students, making sure th<strong>at</strong><br />
they understand each binary set: truth vs. multiple realities, determinism vs. free will,<br />
objectivity vs. emancip<strong>at</strong>ion, and so forth. With each pair, he asks the students to indic<strong>at</strong>e<br />
which element they are more comfortable with. For example, a student may choose truth over<br />
multiple realities, or free will over determinism. After this territory has been mapped, Griffin<br />
cre<strong>at</strong>es a continuum across the blackboard or one wall of the classroom, with strong<br />
objectivism <strong>at</strong> one extreme and strong interpretivism <strong>at</strong> the other. He then asks the students<br />
to array themselves along the continuum. If students tend to bunch up on one end or the<br />
other, he plays the devil’s advoc<strong>at</strong>e in an effort to spread them a bit, but ultim<strong>at</strong>ely the choice<br />
is theirs. This exercise compels students—quite literally—to take a stand about communic<strong>at</strong>ion<br />
theory in the early goings of the class. As the course develops and their knowledge of the field<br />
develops, this initial stand serves as a useful reference point. In addition, Griffin asks students<br />
to suggest where other courses in the major might be placed along the continuum. This activity<br />
helps contextualize the overall discipline for students.<br />
A simpler activity is to ask your students—<strong>at</strong> the close of the class period—to write one<br />
paragraph explaining why they consider themselves to be objectivists or interpretivists. Revisit<br />
these texts <strong>at</strong> the end of the course. Have their beliefs changed? If so, why? Essay Question<br />
#2 aims <strong>at</strong> this general territory.<br />
NOVA<br />
When Ed McDaniel teaches this class, he uses the following exercise to vivify theory<br />
construction and applic<strong>at</strong>ion while involving his students in the process:<br />
This class is often a student’s initial introduction to theory as a subject and some may<br />
find the abstractness of the m<strong>at</strong>erial to be stultifying. One way of breaching this barrier<br />
is to demonstr<strong>at</strong>e early on how applic<strong>at</strong>ion of theory can bring understanding and<br />
insight to a longstanding mystery. A method I have found particularly effective is the<br />
use of a video. NOVA has cre<strong>at</strong>ed a series of videos titled “Secrets of the Lost Empires”<br />
for PBS. In these videos, scientists, engineers, anthropologists, and so forth endeavor<br />
to recre<strong>at</strong>e a historical event or a structure/devise whose origins remain unknown. I<br />
use “Easter Island,” which details an actual <strong>at</strong>tempt to replic<strong>at</strong>e how the original<br />
st<strong>at</strong>utes may have been moved and erected. The video lasts approxim<strong>at</strong>ely 55 minutes<br />
8
and demonstr<strong>at</strong>es the formul<strong>at</strong>ion and applic<strong>at</strong>ion of over 10 theories. Inform<strong>at</strong>ion on<br />
the NOVA series can be obtained from WGBH Boston Video <strong>at</strong> 1-800-949-8670 or<br />
www.wgbh.org.<br />
Further Resources<br />
• In the Encyclopedia of Rhetoric and Composition: Communic<strong>at</strong>ion from Ancient Times<br />
to the Inform<strong>at</strong>ion Age, ed. Theresa Enos (New York: Garland, 1996), see Stephen W.<br />
Littlejohn, “Communic<strong>at</strong>ion <strong>Theory</strong>,” 117-21.<br />
• For a good collection of general essays on communic<strong>at</strong>ion theory, see Fred L. Casmir,<br />
ed., Building Communic<strong>at</strong>ion Theories: A Sociological Approach (Hillsdale, NJ: Lawrence<br />
Erlbaum, 1994).<br />
• In “The Third Way: Scientific Realism and Communic<strong>at</strong>ion <strong>Theory</strong>,” Communic<strong>at</strong>ion<br />
<strong>Theory</strong> 9 (May 1999): 162-88, Charles Pavitt further clarifies—and complic<strong>at</strong>es—the<br />
“scientific” approach to communic<strong>at</strong>ion theory.<br />
• If you’d like to read more about Em Griffin’s view of communic<strong>at</strong>ion research, we<br />
recommend “Journal of Communic<strong>at</strong>ion and Religion: A St<strong>at</strong>e-of-the-Art Review,”<br />
Journal of Communic<strong>at</strong>ion and Religion 21 (1998): 108-40.<br />
• For essays on theory and research in interpersonal communic<strong>at</strong>ion, see Barbara<br />
Montgomery and Steve Duck, eds., Studying Interpersonal Interaction (New York:<br />
Guilford, 1991).<br />
• For discussion of the ways in which science is inherently interpretive or rhetorical, see:<br />
o Alan Gross, Joseph Harmon, and Michael Reidy, Communic<strong>at</strong>ing Science: The<br />
Scientific Article from the Seventeenth Century to the Present (New York: Oxford<br />
University Press, 2002);<br />
o Charles Bazerman, Shaping Written Knowledge: Genre and Activity of the<br />
Experimental Article in Science (Madison: University of Wisconsin Press, 1988);<br />
o Alan G. Gross, The Rhetoric of Science (Cambridge: Harvard University Press,<br />
1990);<br />
o Greg Myers, Writing Biology: Texts in the Social Construction of Scientific<br />
Knowledge (Madison: University of Wisconsin Press, 1990);<br />
o Herbert W. Simons, ed., Rhetoric in the Human Sciences (Newbury Park, CA:<br />
Sage, 1989);<br />
o Rhetorical Hermeneutics: Invention and Interpret<strong>at</strong>ion in the Age of Science, ed.<br />
Alan Gross and William Keith (Albany: St<strong>at</strong>e University of New York Press, 1997).<br />
Differences between the interpretive and the objective perspectives on communic<strong>at</strong>ion<br />
• For additional discussion, see Glen’s article, “Humanist and Empiricist Rhetorics: Some<br />
Reflections on Rhetorical Sensitivity, Message Design Logics, and Multiple Goal<br />
Structures,” Rhetoric Society Quarterly 23 (Summer/Fall 1994): 27-45. Because he<br />
tries to offer a way in which interpretive scholars (whom he calls humanists) can learn<br />
from their objective (whom he calls empiricists) colleagues, you may wish to revisit this<br />
article as you prepare to teach the final chapter, which further explores the rel<strong>at</strong>ionship<br />
between the two camps.<br />
Multiple interpret<strong>at</strong>ions of text<br />
• For further discussion, see Leah Ceccarelli, “Polysemy: Multiple Meanings in Rhetorical<br />
Criticism,” Quarterly Journal of Speech 84 (November 1998): 395-15.<br />
Free will and determinism<br />
9
• One of the finest discussions we know of the deb<strong>at</strong>e over free will and determinism is<br />
William James’s “The Dilemma of Determinism,” in The Will to Believe and Other<br />
Essays in Popular Philosophy (New York: Dover, 1956), 145-83. James’s analogy of the<br />
chess game between the novice and the expert demonstr<strong>at</strong>es a kind of resolution or<br />
middle ground between the free will argument and the determinist argument (181-82).<br />
The fact th<strong>at</strong> James works religion into the discussion makes his position even more<br />
interesting.<br />
Science and subjectivity<br />
• Two intriguing discussions of science and subjectivity are James W<strong>at</strong>son’s classic<br />
expose, The Double Helix (New York: NAL, 1969), and David Raup’s The Nemesis Star:<br />
A Story of the De<strong>at</strong>h of Dinosaurs and the Ways of Science (New York: Norton, 1986).<br />
Evidence<br />
• For discussion of the issue of wh<strong>at</strong> constitutes appropri<strong>at</strong>e evidence in communic<strong>at</strong>ion<br />
research, see:<br />
o The symposium “The Dialogue of Evidence: A Topic Revisited,” Western Journal<br />
of Communic<strong>at</strong>ion 58 (1994): 1-71;<br />
o Stuart J. Sigman, “Question: Evidence of Wh<strong>at</strong>? Answer: Communic<strong>at</strong>ion,”<br />
Western Journal of Communic<strong>at</strong>ion 59 (1995): 79-84;<br />
o Leslie Baxter and Lee West, “On ‘Whistler’s Mother’ and Discourse of the Fourth<br />
Kind,” Western Journal of Communic<strong>at</strong>ion 60 (1996): 92-100.<br />
Ethnography<br />
• A good basic ethnography text is Wendy Bishop’s Ethnographic Writing Research:<br />
Writing It Down, Writing It Up, and Reading It (Portsmouth, NH: Boynton/Cook, 1999).<br />
• See also H. Lloyd Goodall, Writing the New Ethnography (Walnut Creek, CA: AltaMira<br />
Press, 2000).<br />
• One of the finest ethnographic studies we’ve encountered recently is David<br />
Sutherland’s Frontline documentary, The Farmer’s Wife. This approxim<strong>at</strong>ely six-hour<br />
film explores the lives of Juanita and Darrel Buschkoetter, a Nebraska couple who<br />
struggle to save their farm and their marriage. In addition to serving as a profound<br />
example of “thick description,” the film can be used to discuss many of the theories<br />
presented in A <strong>First</strong> <strong>Look</strong>.<br />
• Another intriguing ethnographic effort is H. Lloyd Goodall’s trilogy, Casing a Promised<br />
Land: The Autobiography of an Organiz<strong>at</strong>ional Detective as Cultural Ethnographer<br />
(Carbondale: Southern Illinois University Press, 1989), Living in the Rock n Roll<br />
Mystery: Reading Context, Self, and Others as Clues (Carbondale: Southern Illinois<br />
University Press, 1991), and Divine Signs: Connecting Spirit to Community (Carbondale:<br />
Southern Illinois University Press, 1996).<br />
• For recent work on ethnography, see:<br />
o Lyall Crawford, “Personal Ethnography,” Communic<strong>at</strong>ion Monographs 63<br />
(1996): 158-70;<br />
o Dwight Conquergood, “Rethinking Ethnography: Towards a Critical Cultural<br />
Politics,” Communic<strong>at</strong>ion Monographs 58 (1991): 179-94;<br />
o AltaMira Press’s Ethnographic Altern<strong>at</strong>ives series, particularly Carolyn Ellis and<br />
Arthur P. Bochner’s Composing Ethnography: Altern<strong>at</strong>ive Forms of Qualit<strong>at</strong>ive<br />
Writing (Walnut Creek, CA: AltaMira Press, 1996);<br />
o John Van Maanen, Tales of the Field: On Writing Ethnography (Chicago:<br />
University of Chicago Press, 1988).<br />
10
• For specific discussion of power and ethics in ethnographic research, see:<br />
o Julian McAllister Groves and Kimberly A. Chang, “Romancing Resistance and<br />
Resisting Romance: Ethnography and the Construction of Power in the Filipina<br />
Domestic Worker Community in Hong Kong,” Journal of Contemporary<br />
Ethnography 28 (June 1999): 235-65.<br />
o In the Encyclopedia of Rhetoric and Composition, see Annie-Marie Hall,<br />
“Ethnography,” 241-43.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
13
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
14
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
15
CHAPTER 2<br />
MAPPING THE TERRITORY<br />
Outline<br />
I. Introduction.<br />
A. Communic<strong>at</strong>ion scholars hold widely divergent views as to wh<strong>at</strong> communic<strong>at</strong>ion is.<br />
B. Robert Craig suggests th<strong>at</strong> communic<strong>at</strong>ion should be viewed as a practical<br />
discipline; theory is developed to solve real world problems.<br />
C. Craig identifies seven established traditions of communic<strong>at</strong>ion theory.<br />
II.<br />
III.<br />
The socio-psychological tradition—communic<strong>at</strong>ion as interpersonal influence.<br />
A. This tradition epitomizes the scientific perspective.<br />
B. Carl Hovland was one of the founding f<strong>at</strong>hers of experimental research on the<br />
effects of communic<strong>at</strong>ion.<br />
C. Hovland’s Yale team studied the rel<strong>at</strong>ionships among communic<strong>at</strong>ion stimuli,<br />
audience predisposition, and opinion change.<br />
D. They explored three separ<strong>at</strong>e causes of persuasive vari<strong>at</strong>ion.<br />
1. Who—the source of the message.<br />
2. Wh<strong>at</strong>—the content of the message.<br />
3. Whom—the audience characteristics.<br />
E. Hovland and his colleagues discovered th<strong>at</strong> source credibility is vital to opinion<br />
shift.<br />
1. They investig<strong>at</strong>ed two types of credibility—expertness and character.<br />
2. Expertness was more important for boosting opinion change, but its effect<br />
didn’t last.<br />
The cybernetic tradition—communic<strong>at</strong>ion as inform<strong>at</strong>ion processing.<br />
A. Norbert Wiener coined the term cybernetics to describe the field of artificial<br />
intelligence.<br />
1. Wiener’s concept of feedback anchored the cybernetic tradition.<br />
2. Communic<strong>at</strong>ion is the link separ<strong>at</strong>ing the separ<strong>at</strong>e parts of any system.<br />
B. Claude Shannon established the idea of communic<strong>at</strong>ion as inform<strong>at</strong>ion<br />
processing.<br />
1. Shannon’s goal was to establish maximal line capacity with minimum<br />
distortion.<br />
2. He had little interest in the meaning of a message.<br />
C. Shannon defined inform<strong>at</strong>ion as the reduction of uncertainty.<br />
1. The less predictable a message, the more inform<strong>at</strong>ion it carries.<br />
2. Noise reduces the inform<strong>at</strong>ion-carrying capacity of the channel.<br />
D. Shannon regarded communic<strong>at</strong>ion as the science of balancing predictability and<br />
uncertainty.<br />
E. Paired with Warren Weaver’s essay, Shannon’s diagram of inform<strong>at</strong>ion flow<br />
appears in many communic<strong>at</strong>ion textbooks.<br />
16
F. Although Weaver didn’t include feedback, other cybernetic theorists added it to<br />
the model.<br />
IV.<br />
The rhetorical tradition—communic<strong>at</strong>ion as artful public address.<br />
A. Greco-Roman rhetoric was the main communic<strong>at</strong>ion theory until the twentieth<br />
century.<br />
B. Six fe<strong>at</strong>ures characterize the tradition.<br />
1. A conviction th<strong>at</strong> speech distinguishes humans from other animals.<br />
2. A confidence in the efficacy of public address.<br />
3. A setting of one speaker addressing a large audience with the intention to<br />
persuade.<br />
4. Or<strong>at</strong>orical training as the cornerstone of a leader’s educ<strong>at</strong>ion.<br />
5. An emphasis on the power and beauty of language to move people<br />
emotionally and stir them to action.<br />
6. Rhetoric was the province of males.<br />
C. There exists an ongoing tension between the rel<strong>at</strong>ive value of theory and practice<br />
in the educ<strong>at</strong>ion of speakers.<br />
V. The semiotic tradition—communic<strong>at</strong>ion as the process of sharing meaning through signs.<br />
A. Semiotics is the study of signs.<br />
B. Words are a special kind of sign known as a symbol.<br />
C. I.A. Richards was an early scholar of semiotics.<br />
1. His “proper meaning superstition” identifies the mistaken belief th<strong>at</strong> words<br />
have a precise meaning.<br />
2. Meanings don’t reside in words or other symbols, but in people.<br />
D. C.K. Ogden and I.A. Richards’s semantic triangle demonstr<strong>at</strong>es the indirect<br />
rel<strong>at</strong>ionship between a symbol and its referent.<br />
E. Although Richards and Ferdinand de Saussure were fascin<strong>at</strong>ed with language,<br />
many in the semiotic tradition focus on nonverbal communic<strong>at</strong>ion.<br />
VI.<br />
The socio-cultural tradition—communic<strong>at</strong>ion as the cre<strong>at</strong>ion and enactment of social<br />
reality.<br />
A. Communic<strong>at</strong>ion produces and reproduces culture.<br />
B. Edward Sapir and Benjamin Lee Whorf pioneered this tradition.<br />
1. The Sapir-Whorf hypothesis of linguistic rel<strong>at</strong>ivity st<strong>at</strong>es th<strong>at</strong> the structure<br />
of a culture’s language shapes wh<strong>at</strong> people think and do.<br />
2. Their theory counters the notion th<strong>at</strong> languages are neutral conduits of<br />
meaning.<br />
C. It is through language th<strong>at</strong> reality is produced, maintained, repaired, and<br />
transformed.<br />
VII. The critical tradition—communic<strong>at</strong>ion as a reflective challenge of unjust discourse.<br />
A. Critical theory derives from the German Frankfurt School.<br />
B. The Frankfurt School rejected Karl Marx’s economic determinism, but embraced<br />
the Marxist tradition of critiquing society.<br />
C. The leaders of the Frankfurt School argued th<strong>at</strong> all previous history has been<br />
characterized by an unjust distribution of suffering.<br />
17
D. Critical theorists challenge three fe<strong>at</strong>ures of contemporary society.<br />
1. The control of language to perpetu<strong>at</strong>e power imbalances.<br />
2. The role of mass media in dulling sensitivity to repression.<br />
3. Blind reliance on the scientific method and uncritical acceptance of<br />
empirical findings.<br />
E. Critical theorists share a common ethical agenda th<strong>at</strong> emphasizes solidarity with<br />
suffering human beings.<br />
VIII. The phenomenological tradition—communic<strong>at</strong>ion as the experience of self and others<br />
through dialogue.<br />
A. Phenomenology refers to the intentional analysis of everyday life from the<br />
standpoint of the person who is living it.<br />
B. The phenomenological tradition places gre<strong>at</strong> emphasis on people’s perceptions<br />
and interpret<strong>at</strong>ions of their own subjective experiences.<br />
C. Within the context of therapy, Carl Rogers established three conditions for<br />
personality and rel<strong>at</strong>ionship change.<br />
1. Congruence—the m<strong>at</strong>ch between an individual’s inner feelings and outer<br />
display.<br />
2. Unconditional positive regard—an <strong>at</strong>titude of acceptance th<strong>at</strong> isn’t<br />
contingent on performance.<br />
3. Emp<strong>at</strong>hic understanding—the caring skill of entering into another’s world<br />
without prejudice.<br />
D. Rogers believed th<strong>at</strong> his criteria applied to all interpersonal rel<strong>at</strong>ionships.<br />
E. Martin Buber emphasized authentic human rel<strong>at</strong>ionships through dialogue.<br />
IX.<br />
Fencing the field of communic<strong>at</strong>ion theory.<br />
A. These seven traditions have deep roots in communic<strong>at</strong>ion theory.<br />
B. They have been mapped with respect to the objective/interpretive dichotomy.<br />
C. Hybrids are possible across traditions.<br />
D. They might not cover every approach to communic<strong>at</strong>ion theory—thus the addition<br />
of the ethical tradition.<br />
X. The ethical tradition—communic<strong>at</strong>ion as people of character interacting in just and<br />
beneficial ways.<br />
A. Since ancient Greece, scholars have grappled with the oblig<strong>at</strong>ions of the<br />
communic<strong>at</strong>or.<br />
B. The NCA recently adopted a “Credo for Communic<strong>at</strong>ion Ethics,” which includes the<br />
conviction th<strong>at</strong> ethical communic<strong>at</strong>ion:<br />
1. Advoc<strong>at</strong>es truthfulness, accuracy, honesty, and reason.<br />
2. Accepts responsibility for short-term and long-term consequences of<br />
communic<strong>at</strong>ion.<br />
3. Strives to understand and respect other communic<strong>at</strong>ors before evalu<strong>at</strong>ing<br />
and responding to their messages.<br />
C. Concern for ethics spreads across the objective-interpretive landscape.<br />
D. Craig’s framework of seven traditions helps us make sense of the gre<strong>at</strong> diversity in<br />
the field of communic<strong>at</strong>ion.<br />
18
Key Names and Terms<br />
Robert Craig<br />
A communic<strong>at</strong>ion scholar from the University of Colorado who has defined seven<br />
traditions of communic<strong>at</strong>ion theory.<br />
The Socio-Psychological Tradition<br />
An empirical approach to interpersonal influence th<strong>at</strong> stemmed from media research.<br />
Carl Hovland<br />
A Yale University researcher who was one of the founding f<strong>at</strong>hers of the sociopsychological<br />
tradition.<br />
Sleeper Effect<br />
The tendency for the impact of source credibility to dissip<strong>at</strong>e over time, often because<br />
the audience remembers the message but forgets the source.<br />
The Cybernetic Tradition<br />
The study of inform<strong>at</strong>ion processing, feedback, and control in communic<strong>at</strong>ion systems.<br />
Claude Shannon<br />
A Bell Telephone research scientist who developed an influential m<strong>at</strong>hem<strong>at</strong>ical model<br />
for signal transmission th<strong>at</strong> formed the basis of the cybernetic tradition.<br />
Warren Weaver<br />
A scholar whose interpretive essay applying the concept of inform<strong>at</strong>ion loss to<br />
interpersonal communic<strong>at</strong>ion was paired with Shannon’s diagram of inform<strong>at</strong>ion flow.<br />
Inform<strong>at</strong>ion<br />
The opportunity to reduce uncertainty.<br />
Noise<br />
Anything th<strong>at</strong> reduces the inform<strong>at</strong>ion-carrying capacity of the channel.<br />
Norbert Wiener<br />
An MIT scientist who coined the term cybernetics and pioneered the concept of<br />
feedback.<br />
Feedback<br />
Inform<strong>at</strong>ion th<strong>at</strong> adjusts future behavior by introducing learning into the system.<br />
The Rhetorical Tradition<br />
An ancient approach to communic<strong>at</strong>ion theory and practice th<strong>at</strong> emphasizes<br />
persuasion through artful public address.<br />
The Semiotic Tradition<br />
An approach to communic<strong>at</strong>ion theory th<strong>at</strong> emphasizes the process of sharing meaning<br />
through signs.<br />
Proper Meaning Superstition<br />
The mistaken belief th<strong>at</strong> words have precise definitions.<br />
I.A. Richards<br />
A Cambridge University literary critic who was one of the first in the semiotic tradition to<br />
system<strong>at</strong>ically describe how words work.<br />
Sign<br />
Anything th<strong>at</strong> can stand for something else.<br />
Symbol<br />
A special type of sign (including most words) th<strong>at</strong> has no n<strong>at</strong>ural connection with the<br />
thing it describes.<br />
Semantic Triangle<br />
19
Richards and Ogden’s graphic depiction of the indirect rel<strong>at</strong>ionship between a symbol<br />
and its referent.<br />
C.K. Ogden<br />
Richards’s collabor<strong>at</strong>or on the semantic triangle.<br />
The Socio-Cultural Tradition<br />
An approach to communic<strong>at</strong>ion th<strong>at</strong> emphasizes how language produces and<br />
reproduces culture.<br />
Edward Sapir and Benjamin Whorf<br />
A University of Chicago linguist and his student who developed the Sapir-Whorf<br />
hypothesis.<br />
Sapir-Whorf Hypothesis<br />
The proposition th<strong>at</strong> the structure of a culture’s language shapes wh<strong>at</strong> people think and<br />
do.<br />
The Critical Tradition<br />
An approach to communic<strong>at</strong>ion theory th<strong>at</strong> emphasizes reflective challenge of unjust<br />
discourse.<br />
Frankfurt School<br />
A group of German scholars lead by Max Horkheimer, Theodor Adorno, and Herbert<br />
Marcuse who critiqued the way in which discourse is controlled to perpetu<strong>at</strong>e power<br />
imbalances.<br />
Praxis<br />
Theoretically reflective social action.<br />
The Phenomenological Tradition<br />
An approach to communic<strong>at</strong>ion theory th<strong>at</strong> emphasizes communic<strong>at</strong>ion as the<br />
experience of self and others through dialogue.<br />
Carl Rogers<br />
A psychologist who developed a theory of personal and rel<strong>at</strong>ionship growth.<br />
Congruence<br />
According to Carl Rogers, the m<strong>at</strong>ch or fit between an individual’s inner feelings and<br />
outer display.<br />
Unconditional Positive Regard<br />
An <strong>at</strong>titude of acceptance of another person th<strong>at</strong> is not contingent on his or her<br />
performance.<br />
Emp<strong>at</strong>hic Understanding<br />
The active process of laying aside personal views and of entering into another’s world<br />
without prejudice.<br />
Martin Buber<br />
A Jewish philosopher and theologian who emphasized authentic human rel<strong>at</strong>ionships<br />
through dialogue.<br />
N<strong>at</strong>ional Communic<strong>at</strong>ion Associ<strong>at</strong>ion Credo for Communic<strong>at</strong>ion Ethics<br />
A collection of nine principles of ethical communic<strong>at</strong>ion recently adopted by the<br />
N<strong>at</strong>ional Communic<strong>at</strong>ion Associ<strong>at</strong>ion.<br />
20
Principal Changes<br />
The discussion of the seven traditions remains essentially the same with some light<br />
editing for clarity.<br />
Suggestions for Discussion<br />
Pluralism<br />
While teaching this chapter, be sure to emphasize Robert Craig’s point th<strong>at</strong> it’s probably<br />
a mistake to seek “some kind of grand theoretical overview th<strong>at</strong> brings all communic<strong>at</strong>ion<br />
study into focus” (21). Griffin’s decision to fe<strong>at</strong>ure Craig’s c<strong>at</strong>holic approach to the discipline<br />
reiter<strong>at</strong>es the pitch for pluralism th<strong>at</strong> anchors our Preface. Much of the pleasure—and, on<br />
occasion, pain—of our field comes from the diversity of the terrain.<br />
Cybernetic tradition of Shannon and Weaver<br />
Each of the seven traditions presented in this chapter could easily warrant a booklength<br />
tre<strong>at</strong>ment. We’ll curb our desire to present exhaustive analyses of all seven here, but<br />
we will provide sample discussion of the cybernetic tradition. The simplicity of Shannon and<br />
Weaver’s approach makes it an easy target for criticism. In Chapter 21, in fact, Griffin asserts<br />
th<strong>at</strong> “a majority of human communic<strong>at</strong>ion scholars now dismiss Shannon and Weaver’s<br />
inform<strong>at</strong>ion theory” (302). Nonetheless, it is important for students to know th<strong>at</strong> the premises<br />
about communic<strong>at</strong>ion underlying inform<strong>at</strong>ion theory still play important roles in the academy<br />
and in our culture. Discuss with your students Shannon and Weaver’s general emphases and<br />
goals: clear, efficient, linear transmission and reception of inform<strong>at</strong>ion, balance between<br />
novelty and redundancy, and so forth.<br />
With this theoretical found<strong>at</strong>ion established, they will discover ample demonstr<strong>at</strong>ions of<br />
its utility all around them. A good place to commence the search is with communic<strong>at</strong>ion<br />
pedagogy itself, particularly <strong>at</strong> the introductory level, where inform<strong>at</strong>ion theory remains the<br />
predominant way of beginning the discussion about our discipline. Most communic<strong>at</strong>ion<br />
textbooks introduce their subject with ideas th<strong>at</strong> stem directly from the inform<strong>at</strong>ion theory of<br />
Shannon and Weaver, including diagrams similar to figure 2.1. This is particularly true of texts<br />
covering public speaking and the fundamentals of communic<strong>at</strong>ion. Stephen E. Lucas’s popular<br />
public-speaking text, The Art of Public Speaking, 8th ed. (New York: McGraw-Hill, 2004), for<br />
example, presents “the speech communic<strong>at</strong>ion process” in a form<strong>at</strong> th<strong>at</strong> draws heavily from<br />
Shannon and Weaver. To drive the point home, bring several of these textbooks to class.<br />
Better yet, have your students bring in the books they’ve used in their introductory courses.<br />
Although your students may not realize it, much of the language we habitually use to<br />
describe our speech and writing perpetu<strong>at</strong>es the general perspective on communic<strong>at</strong>ion<br />
cre<strong>at</strong>ed by this theory. The conduit metaphors we marshal, for example, in which language<br />
becomes a kind of pipeline for the efficient transfer of ideas from one mind to another, align<br />
closely with Shannon and Weaver’s approach. In addition, many metaphors th<strong>at</strong> characterize<br />
communic<strong>at</strong>ion as a journey also conform to their perspective. In fact, any time our<br />
metacommunic<strong>at</strong>ion emphasizes the way in which language functions (or fails to function) as a<br />
medium for carrying our predetermined thoughts with fidelity and efficiency, we are<br />
21
perpetu<strong>at</strong>ing the philosophy of communic<strong>at</strong>ion advoc<strong>at</strong>ed by inform<strong>at</strong>ion theory. Playing the<br />
roles of transmitters and encoders, we talk about “putting our ideas into words”; “getting it all<br />
down in writing”; or “bogging down in the middle of a paragraph.” On the receiving and<br />
decoding end, we say, “His instructions are confusing”; “Her spelling errors are distracting”; “I<br />
had a hard time following his line of reasoning”; “She kept repe<strong>at</strong>ing her basic point over and<br />
over”; “His explan<strong>at</strong>ion lacks clarity”; “I was caught up in the flow of her description”; or “He<br />
really laid it out for me.” As instructors, many to most of the metaphors and analogies we use<br />
to evalu<strong>at</strong>e student prose and speaking align with inform<strong>at</strong>ion theory. When you assign this<br />
chapter, you may wish to ask students to look back over their paper and speech evalu<strong>at</strong>ions<br />
from recently graded assignments for the presence of such metacommunic<strong>at</strong>ion. Have them<br />
bring examples to class of teachers’ comments th<strong>at</strong> conform to Shannon and Weaver’s<br />
approach to communic<strong>at</strong>ion.<br />
Another genre of communic<strong>at</strong>ion th<strong>at</strong> fits well with inform<strong>at</strong>ion theory is the basic<br />
business transaction. Letters to and from one’s bank, accountant, and <strong>at</strong>torney often conform<br />
to the mold, as do the words we speak when we use the drive-up window <strong>at</strong> a fast-food<br />
establishment, give directions to a motorist who is new in town, or place a call to 911. Traffic<br />
signals and road signs also qualify.<br />
Comparing the traditions<br />
After you have covered the widespread applicability of Shannon and Weaver’s<br />
approach, it’s time to move to the other side of the theoretical fence—those communic<strong>at</strong>ive<br />
situ<strong>at</strong>ions in which the linear model is not an effective approxim<strong>at</strong>ion of human<br />
communic<strong>at</strong>ion. The socio-psychological tradition shares Shannon and Weaver’s empiricism,<br />
although its interest in influence differs from the cybernetic emphasis on inform<strong>at</strong>ion. The<br />
rhetorical tradition, in which speakers and writers seek to change the feelings or beliefs of<br />
their audiences through persuasion, does not align well with the approach of Shannon and<br />
Weaver. The semiotic tradition is fairly comp<strong>at</strong>ible, but the socio-cultural approach, with its<br />
emphasis on constitutive power of communic<strong>at</strong>ion, is not. The critical tradition is overtly<br />
suspicious of Shannon and Weaver’s sort of empiricism. Nor is the phenomenological<br />
tradition—which emphasizes communic<strong>at</strong>ion’s power to shape the self and human<br />
rel<strong>at</strong>ionships—particularly interested in messages beyond the specific context of persons-inconvers<strong>at</strong>ion.<br />
Whereas the inform<strong>at</strong>ion model simply relays wh<strong>at</strong> is known by one person to<br />
another, genuine dialogue can function epistemically and ontologically—gener<strong>at</strong>ing knowledge<br />
about the world and altering one’s sense of being. Of course communic<strong>at</strong>ion designed to<br />
support or reinforce th<strong>at</strong> which is previously known or believed has little to do with the<br />
reduction of uncertainty.<br />
We’ve belabored the characteristics of the cybernetic tradition too much, perhaps, but<br />
our intention has been to encourage you to inspire your students to spend a good deal of time<br />
comparing the seven traditions Griffin presents as basic to our disciplinary territory. If students<br />
master this m<strong>at</strong>erial, and if they comprehend the essential differences and similarities among<br />
these theoretical zones, they’ll have a wonderful found<strong>at</strong>ion for successfully understanding the<br />
entire book.<br />
An altern<strong>at</strong>e order for presenting the traditions<br />
22
In this chapter, Griffin presents the seven traditions arranged according to where they<br />
fall on the scientific-interpretivistic continuum. If you or your students have a predilection<br />
toward history, you might consider presenting the traditions in a roughly chronological fashion,<br />
which lends itself to a discussion of world events th<strong>at</strong> have impacted communic<strong>at</strong>ion. Starting<br />
with the rhetorical tradition, communic<strong>at</strong>ion has been a defining element of human history—<br />
both the experience and the re-telling. Students who have had public speaking or rhetoric<br />
classes may already have an understanding of early rhetoricians and may be able to explain<br />
how and why rhetoric achieved its high standing in the academic settings of the Greeks,<br />
Romans, Middle Ages, and Renaissance.<br />
The critical tradition marks the first in the twentieth century, with its European<br />
beginning between the first and second World Wars. Again, its historical context may help<br />
students by placing the thought tradition with world events, political clim<strong>at</strong>es, and social<br />
causes. Both the semiotic and socio-psychological tradition arose during the 1940s around the<br />
time of WW2. Your students might be interested to know th<strong>at</strong> many of the founding f<strong>at</strong>hers of<br />
the socio-psychological tradition (i.e., Harold Lasswell, Kurt Lewin, Paul Lazerfeld, Carl<br />
Hovland) were working in the US to escape the war and the Nazi regime. In some cases, their<br />
work was a direct result of wartime conditions (Lasswell’s studies of propaganda) or their<br />
sponsoring agencies (Lewin’s work on small groups for the US military).<br />
Cybernetics emerged toward the end of WW2 and reflects the emerging global interest<br />
in technology. Ask your students wh<strong>at</strong> other technological advances occurred <strong>at</strong> this time, such<br />
as the television, automobiles, and early computers, and how they might reflect the<br />
cybernetics view regarding parts of a system. As for the socio-cultural tradition of the l<strong>at</strong>e<br />
1940s, you might choose to discuss sociologists, missionaries or cultural anthropologists<br />
(such as Margaret Mead) who lived and worked around the globe and emphasized tolerance<br />
and understanding after the <strong>at</strong>rocities of WW2. With advances in technology making the world<br />
“smaller,” people were exposed to places and popul<strong>at</strong>ions previously unknown and these<br />
circumstances help shaped the socio-cultural perspective.<br />
Finally, the phenomenological tradition appears during the l<strong>at</strong>e 1950s and 1960s. Ask<br />
your students how they would characterize this period of history. Be sure to note important<br />
concepts such as encounter groups, the hippies, Vietnam War, peaceful and violent protest<br />
movements, sit-ins, and the rise of women’s rights, affirm<strong>at</strong>ive action, and Gay rights. With this<br />
backdrop, it may not surprise your students th<strong>at</strong> academics were also thinking about the<br />
perspective of the individual’s own lived experience and subjective reality.<br />
Mapping the traditions<br />
Figure 2.3, Griffin’s “survey map” of the seven traditions, deserves comment. Griffin<br />
has done a fine job of placing the theories along the objective/interpretive continuum, and he<br />
provides a reasonable r<strong>at</strong>ionale for his placements. Nonetheless, one could question the<br />
positioning of particular traditions. We, for example, might extend the domains of semiotics<br />
and rhetoric toward the interpretive pole. We would encourage you and your students to think<br />
critically about any <strong>at</strong>tempt to system<strong>at</strong>ize our discipline.<br />
23
The ethical tradition<br />
Finally, it may be enlightening to invite students to discuss the principles of the NCA’s<br />
“Credo for Communic<strong>at</strong>ion Ethics,” which Griffin did not include in his summary of the<br />
document on pages 34-35 (the complete text can be found in Appendix C). Griffin includes<br />
ethical reflections in five places throughout the textbook, and if you plan on using them in l<strong>at</strong>er<br />
discussions, you’ll likely want to pause and discuss his ethical tradition <strong>at</strong> this point.<br />
Sample Applic<strong>at</strong>ion Logs<br />
Jessie<br />
This past summer I took a course in Israel. Our guide was a master <strong>at</strong> communic<strong>at</strong>ing his point<br />
. . .<br />
“<strong>Look</strong> with me to the left of us. Do you see the Mount of Tempt<strong>at</strong>ion Hotel? Now look <strong>at</strong> the<br />
roof. Do you see the set of colonnades? Move your eyes across the colonnade. Do you see the<br />
one lone palm tree? Everyone see it? <strong>Look</strong> <strong>at</strong> the top of the palm and to the right. Do you see<br />
the barren mound of earth? Th<strong>at</strong> is where Jericho’s hippodrome is.”<br />
Rarely did we not know wh<strong>at</strong> our guide was speaking about. He had taken a landscape full of<br />
“inform<strong>at</strong>ion” and “noise” and, through words, narrowed the wealth to one spot. Th<strong>at</strong> is the<br />
reduction of entropy.<br />
Alicia<br />
A girl walked up to me once and told me th<strong>at</strong> she loved the<strong>at</strong>re as much as I did. After a brief<br />
convers<strong>at</strong>ion, I realized th<strong>at</strong> she thought of the<strong>at</strong>re as sitting in an audience w<strong>at</strong>ching an<br />
Andrew Lloyd Weber musical, while I thought the<strong>at</strong>re to be a group of friends working hard to<br />
put on a piece by Tennessee Williams. The chapter and the incident both reminded me th<strong>at</strong><br />
the thoughts I associ<strong>at</strong>e with words are not always wh<strong>at</strong> others mean.<br />
Exercises and Activities<br />
Your genealogy<br />
To enrich your students’ understanding of and appreci<strong>at</strong>ion for the basic traditions of<br />
the discipline, you may wish to share with them your own intellectual background as well as<br />
the educ<strong>at</strong>ional stories of some of your colleagues. Presenting selected branches of the<br />
departmental “family tree” can be a concrete way to demonstr<strong>at</strong>e the broad applicability of the<br />
eight traditions of the discipline, as well as the objective/interpretive dichotomy th<strong>at</strong> informs<br />
the field. You could also require the students themselves to reconstruct the genealogy by<br />
having them interview you and your colleagues before you cover the chapter in class.<br />
Encourage students to ask questions about the topics and loc<strong>at</strong>ions of key articles written by<br />
your colleagues, their mentors, and perhaps even their mentors’ mentors.<br />
24
Same topic, differing traditions<br />
When Em Griffin teaches this chapter, he focuses students very specifically on the<br />
definitions of communic<strong>at</strong>ion favored by each tradition. As he did with the first chapter, he<br />
asks students to indic<strong>at</strong>e which territory is most comfortable to them. Once again, he<br />
establishes an initial standpoint th<strong>at</strong> can be referenced over the course of the semester.<br />
Finally, he takes a research area with which he is familiar (in his case, friendship) and<br />
discusses how each tradition would investig<strong>at</strong>e the topic. For example, how would the sociopsychological<br />
tradition conduct research on friendship, and how would this research contrast<br />
with study done by the cybernetic tradition, and so forth. If you’re not currently conducting<br />
research on a communic<strong>at</strong>ion topic, you could use your thesis as a sample area. This exercise<br />
helps students to understand the richness and complexity of our field, since both topics and<br />
perspectives differ so widely.<br />
Further Resources<br />
• Bruce Gronbeck’s 1998 Carroll C. Arnold Distinguished Lecture, “Paradigms of Speech<br />
Communic<strong>at</strong>ion Studies: <strong>Look</strong>ing Back to the Future” (Boston: Allyn and Bacon, 1999),<br />
provides an altern<strong>at</strong>ive view of the discipline’s “territory.”<br />
• A perplexing, yet illumin<strong>at</strong>ing text is Richard Rodriguez’s autobiography, Hunger of<br />
Memory (New York: Bantam, 1982), in which the author both celebr<strong>at</strong>es and agonizes<br />
over his one-way journey from the working-class, Spanish-speaking world of his<br />
Mexican-born parents to the English-speaking, American upper-middle class he and his<br />
siblings eventually enter. Rodriguez’s case is particularly intriguing because he denies<br />
the importance of the Sapir-Whorf hypothesis. Arguing th<strong>at</strong> language itself is merely a<br />
conduit, r<strong>at</strong>her than a cre<strong>at</strong>or, of meaning, Rodriguez nonetheless chronicles his<br />
growing distance from his parents, a distance th<strong>at</strong> seems inevitably linked to<br />
differences in communic<strong>at</strong>ion.<br />
• For sources on the rhetorical tradition, see our tre<strong>at</strong>ment of public rhetoric.<br />
Carl Rogers<br />
• Although Carl Rogers—whom Griffin fe<strong>at</strong>ures in the phenomenological tradition—was not<br />
a communic<strong>at</strong>ion scholar per se, his ideas have been extremely influential in our<br />
discipline. It is not surprising, thus, th<strong>at</strong> John Stewart includes him as a key theorist for<br />
interpersonal communic<strong>at</strong>ion in his popular communic<strong>at</strong>ion anthology, Bridges Not<br />
Walls, 8th ed. (New York: McGraw-Hill, 2002), 640-49.<br />
• A good discussion of his contribution to our field is provided by Kenneth Cissna and Rob<br />
Anderson, “The Contributions of Carl R. Rogers to a Philosophical Praxis of Dialogue,”<br />
Western Journal of Speech Communic<strong>at</strong>ion 54 (1990): 125-47. Cissna and Anderson<br />
compare the work of Carl Rogers and Martin Buber, who is fe<strong>at</strong>ured in an Ethical<br />
Reflection a bit l<strong>at</strong>er in the book.<br />
• For discussion of Rogers’s influence on rhetoric, see:<br />
o Richard E. Young, Alton L. Becker, and Kenneth Pike, Rhetoric: Discovery and<br />
Change (New York: Harcourt, 1970), 273-90;<br />
o Doug Brent, “Rogerian Rhetoric: Ethical Growth through Altern<strong>at</strong>ive Forms of<br />
Argument,” Argument Revisited; Argument Redefined: Negoti<strong>at</strong>ing Meaning in<br />
the Composition Classroom (Thousand Oaks: Sage, 1996), 73-96;<br />
25
o N<strong>at</strong>haniel Teich, “Rogerian Rhetoric,” in Encyclopedia of Rhetoric and<br />
Composition, 635-36; N<strong>at</strong>haniel Teich, ed., Rogerian Perspectives: Collabor<strong>at</strong>ive<br />
Rhetoric for Oral and Written Communic<strong>at</strong>ion (Norwood, NJ: Ablex, 1992).<br />
26
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
27
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
28
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
29
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
30
CHAPTER 3<br />
WEIGHING THE WORDS<br />
Outline<br />
I. Introduction.<br />
A. Not all theories are equally effective.<br />
B. The utility of a theory may be judged by applying the appropri<strong>at</strong>e criteria used by<br />
behavioral scientists and a wide range of interpretive scholars to weigh the<br />
theories of their colleagues.<br />
II.<br />
III.<br />
IV.<br />
A test case: Ernest Bormann’s symbolic convergence theory.<br />
A. Bormann maintains th<strong>at</strong> the sharing of group fantasies cre<strong>at</strong>es symbolic<br />
convergence.<br />
B. During symbolic convergence, fantasy chain reactions build community or group<br />
consciousness.<br />
C. Fantasy themes voiced across many groups cre<strong>at</strong>e a rhetorical vision.<br />
Wh<strong>at</strong> makes an objective theory good?<br />
A. Scientific standard 1: Explan<strong>at</strong>ion of the d<strong>at</strong>a.<br />
1. A good theory makes sense out of disturbing situ<strong>at</strong>ions or draws order out<br />
of chaos.<br />
2. It focuses <strong>at</strong>tention on crucial variables and away from irrelevant d<strong>at</strong>a.<br />
3. It explains wh<strong>at</strong> is happening and why.<br />
4. It explains both the process and the results.<br />
B. Scientific standard 2: Prediction of future events. Prediction in physical science is<br />
more accur<strong>at</strong>e than in social science, where it is based on probability.<br />
C. Scientific standard 3: Rel<strong>at</strong>ive simplicity. The rule of parsimony dict<strong>at</strong>es th<strong>at</strong> all<br />
things being equal, we accept the simpler explan<strong>at</strong>ion over the more complex.<br />
D. Scientific standard 4: Hypotheses th<strong>at</strong> can be tested. If there is no way to prove a<br />
theory false, then the assumption th<strong>at</strong> it’s true is mere guesswork.<br />
E. Scientific standard 5: Practical utility.<br />
1. A good objective theory provides increased control.<br />
2. Don’t dismiss a theory as impractical unless you understand it.<br />
Wh<strong>at</strong> makes an interpretive theory good?<br />
A. Interpretive standard 1: New understanding of people.<br />
1. Rhetorical theory elucid<strong>at</strong>es texts.<br />
2. It helps critics clarify complex communic<strong>at</strong>ion.<br />
3. It suggests universal p<strong>at</strong>terns of symbol usage.<br />
4. Whereas science wants objective explan<strong>at</strong>ion, humanism desires<br />
subjective understanding.<br />
5. Klaus Krippendorff’s Self-Referential Imper<strong>at</strong>ive: Include yourself as a<br />
constituent of your own construction.<br />
31
B. Interpretive standard 2: Clarific<strong>at</strong>ion of values.<br />
1. Theorists acknowledge their own values.<br />
2. They seek to unmask the ideology behind messages.<br />
3. Many theorists value individual liberty and equality. Krippendorff’s Ethical<br />
Imper<strong>at</strong>ive: Grant others th<strong>at</strong> occur in your construction the same<br />
autonomy you practice constructing them.<br />
C. Interpretive standard 3: Aesthetic appeal.<br />
1. A theory’s form can be as captiv<strong>at</strong>ing as its content.<br />
2. As an artist, the critic sparks appreci<strong>at</strong>ion.<br />
D. Interpretive standard 4: A community of agreement. A theory must have<br />
widespread scrutiny and usage.<br />
E. Interpretive standard 5: Reform of society.<br />
1. <strong>Theory</strong> challenges cultural assumptions.<br />
2. It gener<strong>at</strong>es altern<strong>at</strong>ives for social action.<br />
V. Balancing the scale: similar weights and measures.<br />
A. The two sets of five criteria are not as different as they might seem.<br />
B. An explan<strong>at</strong>ion cre<strong>at</strong>es understanding by answering, Why?<br />
C. Both prediction and value clarific<strong>at</strong>ion look to the future.<br />
D. Simplicity has aesthetic appeal.<br />
E. Hypothesis testing is a way of achieving a community of agreement.<br />
F. Theories th<strong>at</strong> reform are practical.<br />
G. These parallels suggest important linkages between scientists and interpretive<br />
scholars. Many communic<strong>at</strong>ion theorists are grounded somewhere between the<br />
two positions.<br />
H. Although all theories fe<strong>at</strong>ured in this book have merit, most have weaknesses<br />
elucid<strong>at</strong>ed by the standards set forth in this chapter.<br />
Key Names and Terms<br />
Symbolic Convergence<br />
Developed by Ernest Bormann, this theory posits th<strong>at</strong> through the process of sharing<br />
common fantasies, a collection of individuals is transformed into a cohesive group. This<br />
theory draws from both the scientific and humanistic traditions.<br />
Fantasy Theme Analysis<br />
The study of the way in which groups use cre<strong>at</strong>ive and imagin<strong>at</strong>ive interpret<strong>at</strong>ions of<br />
events to fulfill psychological and rhetorical needs. Fantasy theme analysis is the<br />
research method of Bormann’s symbolic convergence theory.<br />
Rhetorical Vision<br />
According to symbolic convergence theory, a collective view of social reality th<strong>at</strong><br />
develops when the same set of fantasy themes is voiced across many group situ<strong>at</strong>ions.<br />
Falsifiability<br />
Karl Popper’s requirement th<strong>at</strong> a good scientific theory must be able to be proven false.<br />
Karl Popper<br />
The British philosopher responsible for the concept of falsifiability. He suggested th<strong>at</strong><br />
theories are nets cast to c<strong>at</strong>ch wh<strong>at</strong> we call the world.<br />
Rule of Parsimony<br />
32
Rel<strong>at</strong>ive simplicity; given two plausible explan<strong>at</strong>ions for the same event, scientists favor<br />
the less complic<strong>at</strong>ed one.<br />
Klaus Krippendorff<br />
A theorist from the Annenberg School of Communic<strong>at</strong>ion <strong>at</strong> the University of<br />
Pennsylvania who developed the Self-Referential Imper<strong>at</strong>ive and the Ethical Imper<strong>at</strong>ive<br />
for humanistic communic<strong>at</strong>ion research.<br />
Self-Referential Imper<strong>at</strong>ive<br />
The premise th<strong>at</strong> theorists must include themselves as participants in their own<br />
constructions; they affect and are affected by their ideas.<br />
Ethical Imper<strong>at</strong>ive<br />
The premise th<strong>at</strong> theorists in their constructions must grant people they study the same<br />
autonomy they grant themselves.<br />
Principal Changes<br />
This chapter remains the same with some light editing for clarity.<br />
Suggestions for Discussion<br />
Parsimony—is it always a good thing?<br />
In discussion, you may wish to complic<strong>at</strong>e the scientific standard of rel<strong>at</strong>ive simplicity a<br />
bit. Although the rule of parsimony (students who have had a philosophy course may have also<br />
been introduced to this concept as “Occam’s razor”) dict<strong>at</strong>es th<strong>at</strong> we favor the simplest<br />
explan<strong>at</strong>ion of a given phenomenon (41-42), it is also the case th<strong>at</strong> complex phenomena often<br />
require intric<strong>at</strong>e theories. Therefore, expecting simplicity is not always useful (to invoke<br />
another scientific standard for good theory). An economics professor once compared theory<br />
building to magic. Some magicians pull big rabbits out of small h<strong>at</strong>s, and some produce small,<br />
refined rabbits from big h<strong>at</strong>s. Bormann’s symbolic convergence—which provides a gre<strong>at</strong> deal of<br />
bang for the theoretical buck (even though its power to predict is limited)—fits the former<br />
c<strong>at</strong>egory, it seems to us. Who would not be impressed by such necromancy? Sometimes,<br />
though, it’s the refined rabbits we want, and we’re willing to reach into big h<strong>at</strong>s to produce<br />
them. And in fact, as theories build on one another, the move toward intricacy is inevitable.<br />
Anxiety-uncertainty management theory, which we’ll meet in Chapter 30, exemplifies this<br />
second c<strong>at</strong>egory. Gudykunst strives for the fine distinctions and precision th<strong>at</strong> may be missing<br />
from a construct such as symbolic convergence, and thus he must develop extensive<br />
theoretical machinery. His magic may not be bold, but it is useful, nonetheless. The key to<br />
evalu<strong>at</strong>ing the worth of a big h<strong>at</strong> theory is to determine whether or not the added explan<strong>at</strong>ory<br />
and predictive potential merits the increased complexity. If it does not, then the theory is not<br />
valuable.<br />
Objective explan<strong>at</strong>ion/subjective understanding<br />
When we teach this chapter, we pause very carefully over the objective<br />
explan<strong>at</strong>ion/subjective understanding dichotomy th<strong>at</strong> Griffin establishes between scientific<br />
and interpretive theory. (It is loc<strong>at</strong>ed in his discussion of “Interpretive Standard 1,” page 44.)<br />
We want students to understand th<strong>at</strong> the “self-referential imper<strong>at</strong>ive” (45) does not exclude<br />
the importance of developing understandings of texts th<strong>at</strong> ring true to other readers. In fact,<br />
33
we would go so far as to suggest th<strong>at</strong> the most enduring rhetorical criticism has a tendency to<br />
blur the line between explan<strong>at</strong>ion and understanding. Similarly, one can feel “the personal<br />
thrill of discovery and cre<strong>at</strong>ion” (45) in the accounts of science given us by many of our<br />
colleagues in the sciences, including W<strong>at</strong>son and Raup, whose books we mention in the<br />
Further Resources section of our tre<strong>at</strong>ment of Chapter One. To continue this line of discussion,<br />
ask students for an objective definition of “utility,” which Griffin lists as a principal criterion of<br />
good scientific theory. Wh<strong>at</strong> they’ll find is th<strong>at</strong> you cannot talk about this standard without<br />
calling upon subjective values.<br />
Evalu<strong>at</strong>ing well-known theories<br />
To help solidify the standards presented in the chapter, it may be useful to choose one<br />
or two well-known theoretical systems such as capitalism, Marxism, Darwinism, cre<strong>at</strong>ionism, or<br />
Freudianism and run them through the twin criteria for scientific and interpretive theories. In<br />
particular, discuss falsifiability with respect to these theories; students may better understand<br />
Popper’s concept if they consider, for example, why Marxism and cre<strong>at</strong>ionism are not<br />
falsifiable—yet Darwinism is. Discredited theories such as Lamarckian evolution, spontaneous<br />
gener<strong>at</strong>ion, or Ptolemaic geocentrism may be particularly illumin<strong>at</strong>ing.<br />
Aesthetic appeal<br />
We can’t help but pause for a moment on interpretive standard #3, “aesthetic appeal,”<br />
which Griffin discusses on page 46. Although it’s true th<strong>at</strong> many interpretive scholars view<br />
their work as art, or <strong>at</strong> least as artistic (and we applaud this belief), many do not. Unfortun<strong>at</strong>ely<br />
ponderous prose is prevalent in the theorizing of many of our best and brightest interpretive<br />
scholars. Postmodernism, with its disdain for clarity, simplicity, and directness and its<br />
skepticism about meaning and certain knowledge, is partially—but not exclusively— to blame.<br />
Symbolic convergence theory<br />
You may be interested to know th<strong>at</strong> in Understanding Communic<strong>at</strong>ion <strong>Theory</strong> (which we<br />
introduced in the Preface to this manual), Cragan and Shields present symbolic convergence<br />
theory as one of the six “general theories” of the discipline. Why is it th<strong>at</strong> Griffin has demoted it<br />
to a sample theory for this introductory chapter?<br />
Sample Applic<strong>at</strong>ion Log<br />
Robyn<br />
I always wondered if the three of us were sort of sick. Whenever Jenn, Lynn and I would get<br />
together and hang out, we would always talk about the past. I don’t know why, but all the funny<br />
things we had shared in the past always seemed so much more exciting than anything we were<br />
doing in the present. When one of us would start to share a common yarn, the other two would<br />
immedi<strong>at</strong>ely pick up the fantasy and cre<strong>at</strong>e a chain reaction of energy. We had a million<br />
fantasy themes th<strong>at</strong> we would re-cre<strong>at</strong>e through time. I always thought th<strong>at</strong> we were pretty<br />
weird, but Bormann declares th<strong>at</strong> we are just n<strong>at</strong>ural symbol users and storytellers who voice<br />
fantasies and cre<strong>at</strong>e cohesiveness.<br />
34
Exercises and Activities<br />
Fantasy themes<br />
To help explic<strong>at</strong>e Bormann’s theory of symbolic convergence, Griffin asks his students<br />
to discuss examples of group fantasies th<strong>at</strong> they have helped cre<strong>at</strong>e or perhaps witnessed. To<br />
wh<strong>at</strong> extent did the fantasies chain out? Was symbolic convergence <strong>at</strong>tained or perhaps even<br />
a rhetorical vision? Such discussion helps to clarify and vivify wh<strong>at</strong> might otherwise be fairly<br />
abstract concepts.<br />
To increase your students’ grasp of fantasy theme analysis and symbolic convergence,<br />
you might want to have them read an article using the technique and follow it up with an inclass<br />
discussion. We recommend Thomas G. Endres’s “F<strong>at</strong>her-daughter dramas: A Q-<br />
investig<strong>at</strong>ion of rhetorical visions” in Journal of Applied Communic<strong>at</strong>ion Research, 25, 4<br />
(1997): 317-41; “He’s in a New Neighborhood Now: Religious Fantasy Themes about Mister<br />
Rogers’ Neighborhood” by Stephen D. Perry, and Amanda Roesch. Journal of Media & Religion<br />
3, 4 (2004): 199-219; or “The World’s Nicest Grown-Up: A Fantasy Theme Analysis of News<br />
Media Coverage of Fred Rogers” by Ronald Bishop, Journal of Communic<strong>at</strong>ion, 53, 1 (2003):<br />
16-32. The l<strong>at</strong>ter two work well especially if you want to simul<strong>at</strong>e fantasy chaining by asking<br />
students their recollections of Mr. Rogers.<br />
If you want to explore further fantasy themes and symbolic convergence, you may wish<br />
to extend the example Griffin presents of the Montana ranchers (38-39). To do so, have your<br />
students imagine the convers<strong>at</strong>ion th<strong>at</strong> their counterparts, the federal agents, might have<br />
about them. Picture Mr. Clayton Rogers having dinner with a group of his fellow federal agents<br />
in an upscale Washington restaurant. Taking advantage of a lull in the convers<strong>at</strong>ion, he begins<br />
to tell the story of his encounter with a fiercely independent Montana rancher. “As I introduced<br />
myself <strong>at</strong> his door,” Rogers says, “I noticed a sign over his gun rack declaring, ‘Shoot first, ask<br />
questions l<strong>at</strong>er.’” How might th<strong>at</strong> line cre<strong>at</strong>e a fantasy chain reaction and symbolic<br />
convergence? Wh<strong>at</strong> sort of rhetorical vision could eventually emerge from such convers<strong>at</strong>ions?<br />
Which standard is indispensable?<br />
When Em Griffin teaches this chapter, he works through the ten standards of objective<br />
and interpret<strong>at</strong>ive theory building (explan<strong>at</strong>ion of d<strong>at</strong>a or understanding of people, prediction<br />
of future or clarific<strong>at</strong>ion of values, and so forth) system<strong>at</strong>ically with his students, making sure<br />
th<strong>at</strong> they understand both five-part sets and the rel<strong>at</strong>ionship between them. Then he asks<br />
each student to indic<strong>at</strong>e which of the ten standards is, for him or her, indispensable to good<br />
theory building. Next, if they could add a second essential standard, which would it be? Are the<br />
first and second essential standards they chose from the same tradition, or have the students<br />
drawn one standard from each set? As the students indic<strong>at</strong>e their choices, Griffin tallies the<br />
cumul<strong>at</strong>ive results on the board so th<strong>at</strong> the students can visualize the class trend.<br />
When Ed McDaniel teaches this chapter, he employs the following exercise to apply the<br />
criteria for evalu<strong>at</strong>ing theories:<br />
To supplement inform<strong>at</strong>ion in the text, I bring in news articles rel<strong>at</strong>ing to the neverending<br />
deb<strong>at</strong>e on teaching evolution and cre<strong>at</strong>ionism in the public schools. I then<br />
engage the class in a discussion and ask them to determine wh<strong>at</strong> evolution and<br />
35
cre<strong>at</strong>ion are based on. This helps demonstr<strong>at</strong>e th<strong>at</strong> a good theory must meet a number<br />
of empirical criteria, unlike a strictly faith-based concept.<br />
Fe<strong>at</strong>ure film example<br />
The film Moonlight and Valentino, which centers on a tight circle of women whose<br />
fantasy chains fe<strong>at</strong>ure a hunksome house painter, cleverly exemplifies symbolic convergence.<br />
Further Resources<br />
Symbolic convergence theory<br />
• For further discussion of Bormann’s work, see Sonja Foss’s fifth chapter on “fantasytheme<br />
criticism” in Rhetorical Criticism: Explor<strong>at</strong>ion and Practice, 2nd ed. (Prospect<br />
Heights: Waveland, 1996).<br />
• In the Encyclopedia of Rhetoric and Composition, see Bormann, “Fantasy Theme<br />
Analysis,” 258-60; and Gary Layne H<strong>at</strong>ch, “Bormann,” 82-83.<br />
• For a provoc<strong>at</strong>ive book-length applic<strong>at</strong>ion of Bormann’s notion of symbolic<br />
convergence to the culture of a small group, see Moya Ann Ball, Vietnam-on-the-<br />
Potomac (Westport: Praeger, 1992). A condensed version of this study is “Vacill<strong>at</strong>ing<br />
about Vietnam: Secrecy, Duplicity, and Confusion in the Communic<strong>at</strong>ion of President<br />
Kennedy and His Advisors,” Group Communic<strong>at</strong>ion in Context: Studies of N<strong>at</strong>ural<br />
Groups, ed. Lawrence R. Frey (Hillsdale, NJ: Lawrence Erlbaum, 1994), 181-98. We<br />
say more about Ball’s work in our tre<strong>at</strong>ment of Griffin’s introduction to group decision<br />
making.<br />
• For further applic<strong>at</strong>ion of Bormann’s theory, see:<br />
o Susan Schultz, “Mary Wollstonecraft, Margaret Fuller, and Angelina Grimké:<br />
Symbolic Convergence and a Nascent Rhetorical Vision,” Communic<strong>at</strong>ion<br />
Quarterly 44 (Winter 1996): 14-28.<br />
o Thomas G. Endres, “F<strong>at</strong>her-Daughter Dramas: A Q-Investig<strong>at</strong>ion of Rhetorical<br />
Visions,” Journal of Applied Communic<strong>at</strong>ion Research 25 (November 1997):<br />
317-40.<br />
o Margaret Duffy, “High Stakes: A Fantasy Theme Analysis of the Selling of<br />
Riverbo<strong>at</strong> Gambling in Iowa,” Southern Communic<strong>at</strong>ion Journal 62 (Winter<br />
1997): 117-32.<br />
o Linda Putnam, Shirley A. Van Hoeven, and Connie A. Bullis, “The Role of Rituals<br />
and Fantasy Themes in Teachers’ Bargaining,” Western Journal of Speech<br />
Communic<strong>at</strong>ion 55 (1991): 85-103.<br />
o Christee Lucas Lesch, “Observing <strong>Theory</strong> in Practice: Sustaining Consciousness<br />
in a Coven,” Group Communic<strong>at</strong>ion in Context: Studies of N<strong>at</strong>ural Groups, 57-<br />
82.<br />
o Mara B. Adelman and Lawrence Frey, The Fragile Community: Living Together<br />
with AIDS (Mahwah, NJ: Lawrence Erlbaum, 1997), 41.<br />
o Ernest Bormann, Ellen Bormann, and K<strong>at</strong>hleen C. Harty, “Using Symbolic<br />
Convergence <strong>Theory</strong> and Focus Group Interviews to Develop Communic<strong>at</strong>ion<br />
Designed to Stop Teenage Use of Tobacco,” Innov<strong>at</strong>ions in Group Facilit<strong>at</strong>ion:<br />
Applic<strong>at</strong>ions in N<strong>at</strong>ural Settings, ed. Lawrence Frey (Cresskill, NJ: Hampton<br />
Press, 1995), 200-32.<br />
36
o John Cragan and Donald Shields, “Using SCT-Based Focus Group Interviews to<br />
Do Applied Communic<strong>at</strong>ion Research,” Innov<strong>at</strong>ions in Group Facilit<strong>at</strong>ion:<br />
Applic<strong>at</strong>ions in N<strong>at</strong>ural Settings, 233-56.<br />
Critiques of SCT<br />
• For a critique of symbolic convergence theory, see Joshua Gunn’s article “Refiguring<br />
Fantasy: Imagin<strong>at</strong>ion and Its Decline in U.S. Rhetorical Studies,” in Quarterly Journal<br />
of Speech 89, 1 (2003): 41-60. In the November 2003 issue of Quarterly Journal of<br />
Speech 89, 4: 366-73, Bormann, John Cragan, and Donald Shields respond to<br />
Gunn’s article followed by a one-page response from Gunn.<br />
• Donald Shields marshals symbolic convergence theory to <strong>at</strong>tack a recent form of<br />
communic<strong>at</strong>ion scholarship in “Symbolic Convergence and Special Communic<strong>at</strong>ion<br />
Theories: Sensing and Examining Dis/Enchantment with the Theoretical Robustness<br />
of Critical Autoethnography,” Communic<strong>at</strong>ion Monographs 67 (March 2000): 392-<br />
421.<br />
37
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
38
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
39
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
40
Key Names and Terms<br />
INTERPERSONAL MESSAGES<br />
Interpersonal Communic<strong>at</strong>ion<br />
The interactive process of cre<strong>at</strong>ing unique shared meaning.<br />
Further Resources<br />
For a feminist reading of interpersonal communic<strong>at</strong>ion, see Julia Wood, “Enlarging<br />
Conceptual Boundaries: A Critique of Research in Interpersonal Communic<strong>at</strong>ion,”<br />
Transforming Visions: Feminist Critiques of Communic<strong>at</strong>ion Studies, ed. Sheryl Perlmutter<br />
Bowen and Nancy Wy<strong>at</strong>t (Cresskill, NJ: Hampton Press, 1993), 19-49.<br />
41
CHAPTER 4<br />
SYMBOLIC INTERACTIONISM<br />
Outline<br />
I. Introduction.<br />
A. George Herbert Mead was an influential philosophy professor <strong>at</strong> the University of<br />
Chicago, but he never published his ideas.<br />
B. After his de<strong>at</strong>h, his students published his teachings in Mind, Self, and Society.<br />
C. Mead’s chief disciple, Herbert Blumer, further developed his theory.<br />
1. Blumer coined the term symbolic interactionism, and claimed th<strong>at</strong><br />
communic<strong>at</strong>ion is the most human and humanizing activity in which people<br />
are engaged.<br />
2. The three core principles of symbolic interactionism are concerned with<br />
meaning, language, and thought.<br />
3. These principles lead to conclusions about the form<strong>at</strong>ion of self and<br />
socializ<strong>at</strong>ion into a larger community.<br />
II.<br />
III.<br />
IV.<br />
Meaning: The construction of social reality.<br />
A. <strong>First</strong> principle: Humans act toward people or things on the basis of the meanings<br />
they assign to those people or things.<br />
B. Once people define a situ<strong>at</strong>ion as real, it’s very real in its consequences.<br />
Language: The source of meaning.<br />
A. Meaning arises out of the social interaction people have with each other.<br />
B. Meaning is not inherent in objects.<br />
C. Meaning is negoti<strong>at</strong>ed through the use of language, hence the term symbolic<br />
interactionism.<br />
1. Second principle: As human beings, we have the ability to name things.<br />
2. Symbols, including names, are arbitrary signs.<br />
3. By talking with others, we ascribe meaning to words and develop a<br />
universe of discourse.<br />
D. Symbolic naming is the basis for society—the extent of knowing is dependent on<br />
the extent of naming.<br />
E. Symbolic interactionism is the way we learn to interpret the world.<br />
1. A symbol is a stimulus th<strong>at</strong> has a learned meaning and a value for people.<br />
2. Our words have default assumptions.<br />
Thought: The process of taking the role of the other.<br />
A. Third principle: An individual’s interpret<strong>at</strong>ion of symbols is modified by his or her<br />
own thought process.<br />
B. Symbolic interactionists describe thinking as an inner convers<strong>at</strong>ion, or minding.<br />
1. Minding is a reflective pause.<br />
2. We n<strong>at</strong>urally talk to ourselves in order to sort out meaning.<br />
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C. Whereas animals act instinctively and without deliber<strong>at</strong>ion, humans are hardwired<br />
for thought.<br />
1. Humans require social stimul<strong>at</strong>ion and exposure to abstract symbol<br />
systems to have conceptual thought.<br />
2. Language is the software th<strong>at</strong> activ<strong>at</strong>es the mind.<br />
D. Humans have the unique capacity to take the role of the other.<br />
V. The self: Reflections in a looking glass.<br />
A. Self cannot be found through introspection, but instead through taking the role of<br />
the other and imagining how we look from the other’s perspective. This mental<br />
image is called the looking-glass self and is socially constructed.<br />
B. Self is a function of language.<br />
1. One has to be a member of a community before consciousness of self sets<br />
in.<br />
2. The self is always in flux.<br />
C. Self is an ongoing process combining the “I” and the “me.”<br />
1. The “I” sponsors wh<strong>at</strong> is novel, unpredictable, and unorganized about the<br />
self.<br />
2. The “me” is the image of self seen through the looking glass of other<br />
people’s reactions.<br />
VI.<br />
Community: The socializing effect of others’ expect<strong>at</strong>ions.<br />
A. The composite mental image of others in a community, their expect<strong>at</strong>ions, and<br />
possible responses is referred to as the generalized other.<br />
B. The generalized other shapes how we think and interact within the community.<br />
C. The “me” is formed through continual symbolic interaction.<br />
D. The “me” is the organized community within the individual.<br />
VII. A sampler of applied symbolic interaction.<br />
A. Cre<strong>at</strong>ing reality.<br />
1. Erving Goffman develops the metaphor of social interaction as a<br />
dram<strong>at</strong>urgical performance.<br />
2. The impression of reality fostered by performance is fragile.<br />
B. Meaning-ful research.<br />
1. Mead advoc<strong>at</strong>ed study through participant observ<strong>at</strong>ion, a form of<br />
ethnography.<br />
2. Experimental and survey research are void of the meaning of the<br />
experience.<br />
C. Generalized other—the tragic potential of symbolic interaction: Neg<strong>at</strong>ive responses<br />
can consequently reduce a person to nothing.<br />
D. Naming.<br />
1. Name-calling can be devast<strong>at</strong>ing because it forces us to view ourselves<br />
through a warped mirror.<br />
2. These grotesque images are not easily dispelled.<br />
E. Self-fulfilling prophecy.<br />
1. Each of us affects how others view themselves.<br />
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2. Our expect<strong>at</strong>ions evoke responses th<strong>at</strong> confirm wh<strong>at</strong> we originally<br />
anticip<strong>at</strong>ed, resulting in a self-fulfilling prophecy.<br />
F. Symbol manipul<strong>at</strong>ion—symbols can galvanize people into united action.<br />
VIII. Critique: A theory too grand?<br />
A. Mead’s theory is hard to summarize and lacks clarity.<br />
B. Mead overst<strong>at</strong>es his case, particularly when distinguishing humans from other<br />
animals.<br />
C. Nonetheless, Mead’s theory has gre<strong>at</strong>er breadth than any in this book.<br />
D. Most interpretive theorists fe<strong>at</strong>ured in this book owe a gre<strong>at</strong> debt to Mead.<br />
Key Names and Terms<br />
George Herbert Mead<br />
The University of Chicago philosophy professor whose teachings were synthesized into<br />
the theory called symbolic interactionism.<br />
Symbolic Interactionism<br />
Coined by Herbert Blumer, this term is meant to express the essence of Mead’s theory:<br />
The self is defined through the interconnection of meaning, language, and thought.<br />
Herbert Blumer<br />
Mead’s chief disciple, this University of California, Berkeley, professor coined the term<br />
symbolic interactionism.<br />
Default Assumption<br />
Douglas Hofstadter’s term for a belief inscribed in language th<strong>at</strong> limits our thinking.<br />
Minding<br />
An inner dialogue used to test altern<strong>at</strong>ives, rehearse action, and anticip<strong>at</strong>e reactions<br />
before overtly responding.<br />
Taking the Role of the Other<br />
The process of placing yourself in another’s position and viewing the world as you<br />
believe he or she would.<br />
<strong>Look</strong>ing-Glass Self<br />
The mental image th<strong>at</strong> results from taking the role of the other.<br />
I<br />
The spontaneous driving force th<strong>at</strong> fosters all th<strong>at</strong> is novel, unpredictable, and<br />
unorganized in the self.<br />
Me<br />
The image of the self seen in the looking glass of other people’s reactions—the self’s<br />
generalized other.<br />
Self<br />
The ongoing process of combining the “I” and the “me.”<br />
Generalized Other<br />
The composite mental image of others in a community, their expect<strong>at</strong>ions, and possible<br />
responses to one’s self.<br />
Erving Goffman<br />
University of California, Berkeley, sociologist who developed the metaphor of social<br />
interaction as a dram<strong>at</strong>urgical performance.<br />
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Participant Observ<strong>at</strong>ion<br />
Advoc<strong>at</strong>ed by Mead, this ethnographically based approach requires the researcher to<br />
adopt the stance of an interested, yet ignorant visitor who carefully notes wh<strong>at</strong> people<br />
say and do in order to discover how they interpret their world.<br />
Self-Fulfilling Prophecy<br />
The tendency for our expect<strong>at</strong>ions to evoke responses th<strong>at</strong> confirm wh<strong>at</strong> we originally<br />
expected.<br />
Symbol Manipul<strong>at</strong>ion<br />
The process whereby symbols galvanize people into united action.<br />
Principal Changes<br />
This chapter has been edited for clarity and precision. The theoretical m<strong>at</strong>erial remains<br />
the same.<br />
Suggestions for Discussion<br />
The impact of symbolic interactionism<br />
At the outset, it’s important to note th<strong>at</strong> one cannot overemphasize the influence of this<br />
theory on our specific subject of communic<strong>at</strong>ion, as well as on the twentieth-century social<br />
sciences and the humanities in general. Closing the chapter, Griffin presents a list of theorists<br />
who owe a debt to Mead (63). Considering the extent of his impact on our field, though, it<br />
might be easier and more revealing to provide a list of the few theorists he hasn’t touched. A<br />
good indic<strong>at</strong>ion of the enduring importance of this theory is the existence of the Society for the<br />
Study of Symbolic Interaction. Both communic<strong>at</strong>ion scholars and sociologists are active in this<br />
organiz<strong>at</strong>ion.<br />
One way to illustr<strong>at</strong>e the tremendous influence of symbolic interactionism is to analyze<br />
several of the interpersonal communic<strong>at</strong>ion textbooks used in your department with your<br />
students. In Bridges Not Walls, for example, John Stewart doesn’t explicitly reference the<br />
founder of symbolic interactionism, but he demonstr<strong>at</strong>es his debt to Mead when he argues,<br />
“who we are—our identities—is built in our communic<strong>at</strong>ing. People come to each encounter<br />
with an identifiable ‘self,’ built through past interactions, and as we talk, we adapt ourselves to<br />
fit the topic we’re discussing and the people we’re talking with, and we are changed by wh<strong>at</strong><br />
happens to us as we communic<strong>at</strong>e” (30). In the tenth <strong>edition</strong> of <strong>Look</strong>ing Out, <strong>Look</strong>ing In<br />
(Belmont, CA: Wadsworth, 2003), Ronald Adler and Neil Towne don’t mention Mead by name,<br />
but their discussion of self-perception is based on his framework (48-53). In Everyday<br />
Encounters: An Introduction to Interpersonal Communic<strong>at</strong>ion (Belmont, CA: Wadsworth, 1996),<br />
Julia T. Wood explicitly mentions Mead as she discusses “communic<strong>at</strong>ion and the cre<strong>at</strong>ion of<br />
the self” (51-54) and symbols (107-08). Trenholm and Jensen, as well, credit Mead and the<br />
symbolic interactionists as they build their notion of self-concept in Interpersonal<br />
Communic<strong>at</strong>ion, (3rd <strong>edition</strong> [Belmont, CA: Wadsworth, 1996], 213-18). It seems to us th<strong>at</strong><br />
important interpersonal concepts such as rhetorical sensitivity, perspective taking, and selfmonitoring<br />
can also be traced back to Mead’s ideas.<br />
Mead in other classes<br />
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Often, students may have encountered symbolic interactionism concepts in previous<br />
communic<strong>at</strong>ion classes and, r<strong>at</strong>her than have the overlap go unaddressed, it is may be useful<br />
to discuss these now-commonplace ideas which were novel for Mead. A good starting place is<br />
the concept of meaning as situ<strong>at</strong>ed in people, not things. Asking students how they might<br />
explain this concept to a young child often initi<strong>at</strong>es a productive dialogue about wh<strong>at</strong> it means<br />
to say th<strong>at</strong> meaning is not inherent but socially constructed. Explaining this apparently<br />
simplistic notion is quite challenging. It is also useful to discuss how an arbitrary symbol can<br />
take on gre<strong>at</strong> significance based on a socially ascribed meaning. A recent Newsweek report<br />
claimed th<strong>at</strong> copies of the Koran, the Muslim holy book, had been flushed down the toilet <strong>at</strong> a<br />
prison camp, and though the story was eventually retracted, it produced global outcry and<br />
violence. The reaction was based on the belief th<strong>at</strong> desecr<strong>at</strong>ion of the manuscript was<br />
evidence of disrespect for the religion. Other religious texts (i.e. the Bible, the Torah) might<br />
produce a similar response. Challenge your students to think of objects th<strong>at</strong> are important to<br />
them for symbolic reasons. This convers<strong>at</strong>ion can often be resumed when discussing semiotics<br />
and helps to illustr<strong>at</strong>e the links between the theories.<br />
Critique<br />
As Griffin mentions in the Critique section for this chapter, Mead’s work suffers from a<br />
lack of clarity. When introducing this r<strong>at</strong>her amorphous theory, we like to give students a fairly<br />
specific, concrete handle, something like the following: “Human realities are socially<br />
constructed through communic<strong>at</strong>ion.” A concise formul<strong>at</strong>ion such as this provides students<br />
with a way to begin processing this m<strong>at</strong>erial.<br />
The self<br />
Despite its current st<strong>at</strong>us as a reigning deity of the academy, symbolic interactionism<br />
may provide quite a challenge to some of your students. Many college-age men and women<br />
embrace a Romantic or essentialist conception of self th<strong>at</strong> clashes with Mead’s fluid,<br />
malleable, “deconstructed” approach to personhood. These students, who have—unknowingly,<br />
most likely—adopted wh<strong>at</strong> David Darnell and Wayne Brockriede in Persons Communic<strong>at</strong>ing<br />
(Englewood Cliffs, NJ: Prentice-Hall, 1976) called a “noble self” (176), may be troubled by wh<strong>at</strong><br />
they may construe as the absence of a unique, individual, immutable human core. To them,<br />
symbolic interactionism seems to turn everyone into “rhetorical reflectors” (178). Some<br />
students may raise religious objections, claiming th<strong>at</strong> Mead’s approach de-emphasizes wh<strong>at</strong><br />
often is called the soul. If these potential challenges aren’t presented, you very well may wish<br />
to do so yourself. After all, there is a level of determinism in the interactionist orient<strong>at</strong>ion th<strong>at</strong><br />
deserves careful scrutiny. One method of handling the challenge, it seems to us, is to<br />
reexamine the function of the “I” element of the self. This, perhaps, is the component of the<br />
self where an element of the “noble self”—and perhaps the soul—resides. Clearly, this is a<br />
question th<strong>at</strong> deserves discussion.<br />
The self-fulfilling prophesy<br />
Griffin’s tre<strong>at</strong>ment of self-fulfilling prophecy warrants further elabor<strong>at</strong>ion. Since he<br />
specifically references George Bernard Shaw’s Pygmalion (61), we like to introduce students to<br />
the social scientists’ version, the Pygmalion effect (see sources, below).<br />
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Default assumptions<br />
In this day of increased gender equality, we’re curious to see how students react to<br />
Griffin’s example of the default assumption—the puzzle about the woman surgeon. Another<br />
example to consider might be the seventies pop hit “You Light Up My Life.” Through default<br />
assumptions of listeners, “you” was considered to be a reference to a person of the opposite<br />
sex and “light up” was quickly assigned a romantic meaning, but it’s our understanding th<strong>at</strong><br />
the original motiv<strong>at</strong>ion of the song was religious. The Police’s hit song, “Every Bre<strong>at</strong>h You Take”<br />
may evoke a similar response. While it is often interpreted as a love song and frequently used<br />
by newlyweds as their wedding song, the writer (Sting) described the song as being about<br />
unhealthy obsession and stalking. Challenge students to come up with their own examples of<br />
default assumptions, particularly those outside the common c<strong>at</strong>egory of gender stereotypes.<br />
Sample Applic<strong>at</strong>ion Logs<br />
Susan<br />
The the<strong>at</strong>re is a world where you really do step into someone else’s shoes. You examine how<br />
the character views herself and how she is viewed by others. My the<strong>at</strong>re professor suggests<br />
some questions for studying a character—Wh<strong>at</strong> do other people say about my character? How<br />
do other people react to my character? These questions help examine how the character is<br />
viewed by others and, thus, cre<strong>at</strong>e the “looking-glass self.” To act the character you need to<br />
understand her “me” (the “looking-glass self”). This understanding of the character should<br />
allow the “I” to come n<strong>at</strong>urally. The “I” is the spontaneous self, the source of motiv<strong>at</strong>ion. It<br />
defies study, as when it is closely examined, it disappears.<br />
Glinda<br />
A ring. A class ring. A guy’s class ring. In high school it was the ultim<strong>at</strong>e sign of st<strong>at</strong>us, whether<br />
dangling from a chain or wrapped with a quarter inch of yarn. Without ever speaking a word, a<br />
girl could tell everybody th<strong>at</strong> she was loved (and trusted with expensive jewelry), th<strong>at</strong> she had a<br />
protector (and how big th<strong>at</strong> protector was, based, of course, on ring size—the bigger the better),<br />
the guy’s st<strong>at</strong>us (preferably senior), and his favorite sport (preferably football). Yes, if you had<br />
the (right) class ring, you were really somebody.<br />
Exercises and Activities<br />
“I am”: An exercise in the looking-glass self<br />
You may wish to try the following exercise, which explores the connection between<br />
personal identity and the judgments of others. The class period before you discuss this<br />
chapter, ask students to write and turn in a short description of their personalities/characters.<br />
The next class, after you’ve discussed the m<strong>at</strong>erial, ask your students to complete the<br />
following phrase with as many different endings as they are able: “My friends say I am . . .”<br />
Then return the descriptions they wrote the class before and ask them to compare the two<br />
documents. How do their own descriptions compare to those <strong>at</strong>tributed to others? How would<br />
Mead account for the d<strong>at</strong>a they’ve supplied? Wh<strong>at</strong> do these results tell us about the self and<br />
communic<strong>at</strong>ion?<br />
47
When Em Griffin teaches this chapter, he uses a simple fifteen-question survey to help<br />
students better understand one’s sense of self and its rel<strong>at</strong>ionship to communic<strong>at</strong>ion. * After<br />
the words “I am . . .” students supply fifteen terms th<strong>at</strong> describe them: student, self-confident,<br />
young, timid, boisterous, and so forth. After completing their fifteen-part lists, they are asked to<br />
think about the elements as a whole. Nouns tend to indic<strong>at</strong>e components of identity, and<br />
adjectives indic<strong>at</strong>e components of self-esteem. You can get an idea of a person’s rel<strong>at</strong>ive selfesteem<br />
by the r<strong>at</strong>io of positive to neg<strong>at</strong>ive adjectives. With each term, Griffin asks students to<br />
specul<strong>at</strong>e about when they began associ<strong>at</strong>ing this word with themselves and how this<br />
associ<strong>at</strong>ion was cre<strong>at</strong>ed. With respect to the l<strong>at</strong>ter specul<strong>at</strong>ion, Griffin pushes students to<br />
ponder the role th<strong>at</strong> communic<strong>at</strong>ion played in cre<strong>at</strong>ing the link between the student and the<br />
term. Symbolic interactionism would suggest th<strong>at</strong> the link is strong, although such<br />
investig<strong>at</strong>ion may be difficult to conduct <strong>at</strong> the spur of the moment. After all, these<br />
associ<strong>at</strong>ions go deep.<br />
The significant other<br />
Students are often interested in a discussion of the term “significant other” which has<br />
become a popular substitute for boy/girlfriend, same-sex companion, or any non-marital,<br />
romantic partner. Mead, borrowing the term from Charles Horton Cooley, used it to describe<br />
people whose opinions of us alter our own self-perceptions and distinguish them from those<br />
who are only seen as a non-specific composite (the generalized other) and do not have the<br />
same impact. It might be useful to ask students to think of who comprises their significant<br />
others using this description. Be sure to note th<strong>at</strong> from a Meadian perspective, the term<br />
“significant other” did not necessarily mean a single person or exclusive distinction.<br />
Liter<strong>at</strong>ure and fe<strong>at</strong>ure films<br />
Since it is short and powerful, we recommend reading aloud and then discussing the<br />
text of “Cipher in the Snow.” It’s also interesting to discuss how—to a certain extent, <strong>at</strong> least—<br />
our tre<strong>at</strong>ment of th<strong>at</strong> story exemplifies Mead’s approach. Because we read the piece in the<br />
context of symbolic interaction, we are influenced by concepts such as self-fulfilling prophecy<br />
and the looking-glass self, and thus we <strong>at</strong>tribute the boy’s de<strong>at</strong>h to the neg<strong>at</strong>ive image th<strong>at</strong> is<br />
continually reflected back to him by those in his environment. Our expect<strong>at</strong>ions, in this sense,<br />
become a sort of self-fulfilling prophecy, and the events of his life come to mean wh<strong>at</strong> we<br />
perceive them to signify. If the story were told emphasizing slightly different facts in a different<br />
social context, the de<strong>at</strong>h might be <strong>at</strong>tributed to very different causes. “Generalized other” (63),<br />
Griffin’s heading for the paragraph describing “Cipher in the Snow,” is also a useful bit of text.<br />
Why has he chosen this phrase to introduce the story? To test comprehension, ask students to<br />
rename this applic<strong>at</strong>ion of symbolic interaction in more specific, practical terms.<br />
There are a number of fe<strong>at</strong>ure-length films th<strong>at</strong> illustr<strong>at</strong>e the power of communic<strong>at</strong>ion<br />
to shape self-concept including To Wong Foo, Thanks for Everything! Julie Newmar, Billy Elliott,<br />
* Griffin’s survey derives from the work of Manfred Kuhn and his students. See, for example, L.<br />
Edward Wells and Gerald Marwell, Self-Esteem: Its Conceptualiz<strong>at</strong>ion and Measurement<br />
(Beverly Hills: Sage, 1976), 114-21; Chad Gordon, “Self-Conceptions: Configur<strong>at</strong>ions and<br />
Content,” The Self in Social Interaction, ed. Chad Gordon and Kenneth J. Gergen (New York:<br />
Wiley & Sons, 1968): 115-36.<br />
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The Full Monty, and Calendar Girls. The last two may be of particularly interest as both films<br />
focus on body image from non-traditional angles and the perceptual shifts th<strong>at</strong> are the result<br />
of other’s feedback, illustr<strong>at</strong>ing—among other things—the principle of the looking-glass self.<br />
An intriguing applic<strong>at</strong>ion of symbolic interactionism is offered by noted communic<strong>at</strong>ion<br />
theorist William Shakespeare in Much Ado About Nothing, which is readily available on video.<br />
Sworn enemies Be<strong>at</strong>rice and Benedick fall deeply in love simply because of brief, contrived<br />
convers<strong>at</strong>ions they are tricked into “overhearing.” The play vividly demonstr<strong>at</strong>es the power of<br />
language to cre<strong>at</strong>e important social realities. Edmond Rostand’s Cyrano de Bergerac, which is<br />
also available on video (including cre<strong>at</strong>ive adapt<strong>at</strong>ions such as Roxanne and The Truth about<br />
C<strong>at</strong>s and Dogs), demonstr<strong>at</strong>es the power of language to cre<strong>at</strong>e social realities.<br />
For a grim look <strong>at</strong> the widespread cultural damage done by processes of<br />
communic<strong>at</strong>ion aptly described by symbolic interactionism, we recommend Toni Morrison’s<br />
Beloved (New York: Plume/Penguin, 1988), which is fe<strong>at</strong>ured by Griffin in his tre<strong>at</strong>ment of<br />
standpoint theory. For example, rel<strong>at</strong>ively l<strong>at</strong>e in the narr<strong>at</strong>ive, Morrison’s narr<strong>at</strong>or describes<br />
the devast<strong>at</strong>ing effect of white perceptions about race on both African-American and white<br />
psyches:<br />
Whitepeople believe th<strong>at</strong> wh<strong>at</strong>ever the manners, under every dark skin was a jungle.<br />
Swift unnavigable w<strong>at</strong>ers, swinging screaming baboons, sleeping snakes, red gums<br />
ready for their sweet white blood. . . . But it wasn’t the jungle blacks brought with them<br />
to this place from the other (livable) place. It was the jungle whitefolks planted in them.<br />
And it grew. It spread. In, through and after life, it spread, until it invaded the whites<br />
who had made it. . . . The screaming baboon lived under their own white skin; the red<br />
gums were their own. (198-99)<br />
Morrison’s predecessor Ralph Ellison provides one of the most powerful literary<br />
examples of the substantial effects described by symbolic interactionism in his masterful novel<br />
of dysfunctional race rel<strong>at</strong>ions, Invisible Man (New York: Random House, 1952). The firstperson<br />
narr<strong>at</strong>or, an African-American male whose name is never given, uses the term<br />
“invisibility” to describe the way whites perceive him. In the following quote, notice how he<br />
renders the mirror imagery so central to symbolic interactionism:<br />
I am invisible, understand, simply because people refuse to see me. Like the bodiless<br />
heads you see sometimes in circus sideshows, it is as though I have been surrounded<br />
by mirrors of hard, distorting glass. When they approach me they see only my<br />
surroundings, themselves, or figments of their imagin<strong>at</strong>ion—indeed, everything and<br />
anything except me. (3)<br />
The narr<strong>at</strong>or suggests th<strong>at</strong> others either don’t see him as a human being, or view him as a<br />
means toward political, social, and personal goals. Thus, his individuality or unique character is<br />
“invisible.” The narr<strong>at</strong>or pushes the point even further by suggesting th<strong>at</strong> many African<br />
Americans, particularly those who are complicit with the racist power structure th<strong>at</strong> domin<strong>at</strong>es<br />
the country <strong>at</strong> the time, also render him invisible for their own purposes. Of course his<br />
invisibility has a profound effect on his self-perception and his response to those who<br />
perpetu<strong>at</strong>e his marginalized st<strong>at</strong>us in society. Since many students read this novel in high-<br />
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school or college liter<strong>at</strong>ure courses, you may be able to introduce it into your discussion, or<br />
perhaps particular students may wish to pursue the novel as an individual project. Depending<br />
on the racial/ethnic composition of your class, you may wish to discuss the extent to which the<br />
narr<strong>at</strong>or’s invisibility may still be felt by minorities in contemporary American society.<br />
Responses may surprise, disturb, and enlighten white students—as Invisible Man has for over<br />
half a century.<br />
Further Resources<br />
• Good general texts are Joel M. Charon, Symbolic Interactionism: An Introduction, An<br />
Interpret<strong>at</strong>ion, An Integr<strong>at</strong>ion, 7th ed. (Englewood Cliffs, NJ: Prentice-Hall, 2000), and<br />
John P. Hewitt, Self and Society: A Symbolic Interactionist Social Psychology (Boston:<br />
Allyn and Bacon, 1991).<br />
• Because Mead is a root, r<strong>at</strong>her than a branch, of communic<strong>at</strong>ion theory, symbolic<br />
interactionism’s influence is pervasive in our field. Recent studies th<strong>at</strong> owe a heavy<br />
intellectual debt to Mead and Blumer include:<br />
o William A. Donohue, “An Interactionist Framework for Peace,” Emerging Theories<br />
of Human Communic<strong>at</strong>ion, ed. Branislaw Kovacic (Albany: St<strong>at</strong>e University of<br />
New York Press, 1997), 65-87;<br />
o H. Lloyd Goodall, “A Cultural Inquiry Concerning the Ontological and Epistemic<br />
Dimensions of Self, Other, and Context in Communic<strong>at</strong>ion Scholarship,” Speech<br />
Communic<strong>at</strong>ion: Essays to Commemor<strong>at</strong>e the 75th Anniversary of the Speech<br />
Communic<strong>at</strong>ion Associ<strong>at</strong>ion, ed. Gerald Phillips and Julia Wood (Carbondale:<br />
Southern Illinois University Press, 1990), 264-92;<br />
o Takie Sugiyama Lebra, “Culture, Self, and Communic<strong>at</strong>ion in Japan and the<br />
United St<strong>at</strong>es,” Communic<strong>at</strong>ion in Japan and the United St<strong>at</strong>es, ed. William B.<br />
Gudykunst (Albany: St<strong>at</strong>e University of New York Press, 1993), 51-87;<br />
o Shirley A. Staske, “Talking Feelings: The Collabor<strong>at</strong>ive Construction of Emotion in<br />
Talk between Close Rel<strong>at</strong>ional Partners,” Symbolic Interaction 19 (1996): 111-<br />
35;<br />
o Ralph LaRossa, “Stories and Rel<strong>at</strong>ionships,” Journal of Social and Personal<br />
Rel<strong>at</strong>ionships 12 (1995): 553-58.<br />
Applied Symbolic Interactionism<br />
• For a study th<strong>at</strong> applies social interactionism to cross-cultural communic<strong>at</strong>ion research,<br />
see Peggy J. Miller, Heidi Fung, and Judith Mintz, “Self-Construction through Narr<strong>at</strong>ive<br />
Practices: A Chinese and American Comparison of Early Socializ<strong>at</strong>ion,” Ethos 24<br />
(1996): 237-80.<br />
• For an interesting explor<strong>at</strong>ion of the connections between symbolic interactionism and<br />
human sexuality, see Monica A. Longmore, “Symbolic Interactionism and the Study of<br />
Sexuality,” Journal of Sex Research 35 (February 1998): 44-57.<br />
• If you or your students have an interest in the dram<strong>at</strong>urgical issues raised by Goffman,<br />
we recommend recent work in performance theory. The journal Text and Performance<br />
Quarterly is a good place to begin.<br />
50
The Pygmalion effect<br />
• For discussion of the Pygmalion effect and self-fulfilling prophecy, see:<br />
o Robert Rosenthal and Lenore Jacobson, Pygmalion in the Classroom (New York:<br />
Holt, 1968).<br />
o Robert Rosenthal, “The Pygmalion Effect Lives,” Psychology Today 7 (1973): 56-<br />
63.<br />
o Paul M. Insel and Lenore Jacobson, Wh<strong>at</strong> Do You Expect? An Inquiry Into Self-<br />
Fulfilling Prophecies (Menlo Park, CA: Cummings, 1975).<br />
o Mark Snyder, “Self-Fulfilling Stereotypes,” Psychology Today 16 (1982): 60-68.<br />
51
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
52
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
53
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
54
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
55
Outline<br />
CHAPTER 5<br />
COORDINATED MANAGEMENT OF MEANING<br />
I. Introduction.<br />
A. Barnett Pierce and Vernon Cronen hold th<strong>at</strong> the quality of our personal lives and<br />
of our social worlds is directly rel<strong>at</strong>ed to the quality of communic<strong>at</strong>ion in which we<br />
engage.<br />
B. Their theory, coordin<strong>at</strong>ed management of meaning (CMM), is based on the<br />
assertion th<strong>at</strong> persons-in-convers<strong>at</strong>ion co-construct their own social realities and<br />
are simultaneously shaped by the worlds they cre<strong>at</strong>e.<br />
C. They present CMM as a practical theory designed to improve life.<br />
D. Instead of seeking truth claims, they seek to help real people enhance their<br />
understanding and act more effectively.<br />
II.<br />
III.<br />
IV.<br />
CMM in action: Stories from the field.<br />
A. Medi<strong>at</strong>ion.<br />
B. Family therapy.<br />
C. Cupertino Community Project.<br />
Persons-in-convers<strong>at</strong>ion: Cre<strong>at</strong>ing bonds of union.<br />
A. As social constructionists, CMM users believe th<strong>at</strong> the social world is not found or<br />
discovered, but cre<strong>at</strong>ed.<br />
B. The experience of persons-in-convers<strong>at</strong>ion is the primary social process of human<br />
life.<br />
C. The way people communic<strong>at</strong>e is often more important than the content of wh<strong>at</strong><br />
they say.<br />
D. The actions of persons-in-convers<strong>at</strong>ion are reflexively reproduced as the<br />
interaction continues.<br />
1. Reflectivity means th<strong>at</strong> our actions have effects th<strong>at</strong> bounce back and<br />
affect us.<br />
2. Pearce and Cronen are social ecologists who raise questions about the<br />
long-term effects of our communic<strong>at</strong>ive practices.<br />
E. As social constructionists, CMM researchers see themselves as curious<br />
participants in a pluralistic world.<br />
1. They are curious r<strong>at</strong>her than certain.<br />
2. They are participants r<strong>at</strong>her than spect<strong>at</strong>ors.<br />
3. They live in pluralist worlds r<strong>at</strong>her than seek a singular Truth.<br />
4. They advoc<strong>at</strong>e community-based action research, a collabor<strong>at</strong>ive approach<br />
to investig<strong>at</strong>ion th<strong>at</strong> seeks to engage community members as equal and<br />
full participants in the research process.<br />
Stories told and stories lived.<br />
A. CMM theorists distinguish between stories lived and stories told.<br />
56
1. Stories lived are the co-constructed actions we perform with others.<br />
2. Coordin<strong>at</strong>ion takes place when we fit our stories lived into the stories lived<br />
by others in a way th<strong>at</strong> makes life better.<br />
3. Stories told are the narr<strong>at</strong>ives th<strong>at</strong> we use to make sense of our stories<br />
lived.<br />
4. The management of meaning involves the adjustment of our stories told to<br />
fit the reality of stories lived—or vice versa.<br />
B. Bringing coherence to stories told.<br />
1. The hierarchy model shows th<strong>at</strong> all four contexts interact with every speech<br />
act.<br />
a. An episode is a communic<strong>at</strong>ion routine th<strong>at</strong> has boundaries and<br />
rules.<br />
b. A rel<strong>at</strong>ionship between persons-in-convers<strong>at</strong>ion suggests how a<br />
speech act might be interpreted.<br />
c. Identity addresses how the story might affect and be affected by<br />
one’s self-concept.<br />
d. Culture describes webs of shared meanings and values.<br />
2. The contexts of episode, rel<strong>at</strong>ionship, identity, and culture rarely have<br />
equal importance.<br />
3. The key to interpret<strong>at</strong>ion is to determine which context domin<strong>at</strong>es a<br />
particular convers<strong>at</strong>ion.<br />
4. The serpentine model suggests th<strong>at</strong> in interpersonal communic<strong>at</strong>ion, both<br />
parties affect—and are affected by—each other.<br />
C. Coordin<strong>at</strong>ion—the meshing of stories lived.<br />
1. Coordin<strong>at</strong>ion is the process by which persons collabor<strong>at</strong>e in an <strong>at</strong>tempt to<br />
bring into being their vision of wh<strong>at</strong> is necessary, noble, and good and to<br />
preclude the enactment of wh<strong>at</strong> they fear, h<strong>at</strong>e, or despise.<br />
2. Coordin<strong>at</strong>ion is possible without sharing a common interpret<strong>at</strong>ion.<br />
3. CMM advoc<strong>at</strong>es want to function as peacemakers.<br />
V. Dialogic Communic<strong>at</strong>ion: a new way to talk with others.<br />
A. Pearce has used a variety of terms to describe communic<strong>at</strong>ion he values.<br />
1. Cosmopolitan communic<strong>at</strong>ors seek ways of coordin<strong>at</strong>ing with others with<br />
whom they do not agree.<br />
2. Dialogic communic<strong>at</strong>ion means speaking in a way th<strong>at</strong> makes it possible<br />
for others to listen, and listening in a way th<strong>at</strong> makes it possible for others<br />
to speak.<br />
B. Communic<strong>at</strong>ing dialogically involves an equal concern for one’s own identity and<br />
for the rel<strong>at</strong>ionship between communic<strong>at</strong>ors.<br />
VI.<br />
Critique: Wh<strong>at</strong> does the language of CMM cre<strong>at</strong>e for you?<br />
A. CMM is an impressive macrotheory for face-to-face communic<strong>at</strong>ion, yet the scope<br />
of the theory makes its core ideas hard to pin down.<br />
B. CMM suffers from somewh<strong>at</strong> inconsistent, unclear terminology and claims.<br />
C. CMM is the most comprehensive st<strong>at</strong>ement of social construction crafted by<br />
communic<strong>at</strong>ion scholars.<br />
57
Key Names and Terms<br />
Barnett Pearce and Vernon Cronen<br />
Communic<strong>at</strong>ion scholars from the Fielding Institute and the University of<br />
Massachusetts, respectively, who co-cre<strong>at</strong>ed the theory of coordin<strong>at</strong>ed management of<br />
meaning (CMM).<br />
Social Constructionism<br />
The belief th<strong>at</strong> persons-in-convers<strong>at</strong>ion co-construct their own social realities.<br />
Coordin<strong>at</strong>ed Management of Meaning (CMM)<br />
A social constructionist theory of communic<strong>at</strong>ion th<strong>at</strong> seeks to explain how persons-inconvers<strong>at</strong>ion<br />
negoti<strong>at</strong>e meaning and coordin<strong>at</strong>e action.<br />
Persons-in-Convers<strong>at</strong>ion<br />
A term used to design<strong>at</strong>e interpersonal communic<strong>at</strong>ion as seen from inside the<br />
process.<br />
Bond of Union<br />
A lithograph by M.C. Escher th<strong>at</strong> illustr<strong>at</strong>es several key concepts about persons-inconvers<strong>at</strong>ion,<br />
particularly their interrel<strong>at</strong>edness.<br />
Stories Told<br />
The narr<strong>at</strong>ives persons-in-convers<strong>at</strong>ion tell as they <strong>at</strong>tain coherence in an <strong>at</strong>tempt to<br />
interpret the world and assign meaning to their lives.<br />
Stories Lived<br />
The narr<strong>at</strong>ives persons-in-convers<strong>at</strong>ion act out as they engage in coordin<strong>at</strong>ion in an<br />
<strong>at</strong>tempt to mesh their lives with others.<br />
Coherence<br />
The process of interpreting the world and assigning significance to our lives; persons-incommunic<strong>at</strong>ion<br />
who achieve coherence have cre<strong>at</strong>ed shared meanings.<br />
Coordin<strong>at</strong>ion<br />
Joint action, the process by which persons collabor<strong>at</strong>e in an <strong>at</strong>tempt to bring into being<br />
their vision of wh<strong>at</strong> is necessary, noble, and good and to preclude the enactment of<br />
wh<strong>at</strong> they fear, h<strong>at</strong>e, or despise.<br />
Episode<br />
The first and narrowest of the four contexts in which we interpret any given speech act,<br />
an episode is a recognized communic<strong>at</strong>ion routine th<strong>at</strong> has definite boundaries and<br />
rules—a recurrent language game.<br />
Rel<strong>at</strong>ionship<br />
The second of the four contexts in which we interpret any given speech act.<br />
Identity<br />
The third of the four contexts in which we interpret any given speech act.<br />
Culture<br />
The fourth and broadest of the four contexts in which we interpret any given speech act.<br />
Community-Based Action Research<br />
A collabor<strong>at</strong>ive approach to investig<strong>at</strong>ion th<strong>at</strong> seeks to engage community members as<br />
equal and full participants in the research process.<br />
Martin Buber<br />
Fe<strong>at</strong>ured in an “Ethical Reflection” below, a philosopher who developed the concept of<br />
dialogic communic<strong>at</strong>ion.<br />
58
Dialogic Communic<strong>at</strong>ion<br />
Originally developed by Martin Buber, in CMM this term refers to speaking in a way th<strong>at</strong><br />
others can and will listen, and listening in a way th<strong>at</strong> others can and will speak.<br />
Cosmopolitan Communic<strong>at</strong>ors<br />
People who intentionally converse in a socially eloquent way th<strong>at</strong> promotes respectful<br />
dialogue and coordin<strong>at</strong>ion, closely rel<strong>at</strong>ed to dialogic communic<strong>at</strong>ion.<br />
Principal Changes<br />
Although many of the core concepts remain the same, Griffin has significantly revised<br />
this chapter—once again. For the most part, we see an effort to simplify his tre<strong>at</strong>ment of this<br />
complex, often unwieldy theory. He has cut or reduced the importance of the cosmopolitan<br />
communic<strong>at</strong>or and stories not yet told. In addition, two new figures (5.1 and 5.3) depict the<br />
problem of coherence. The tre<strong>at</strong>ment of dialogical communic<strong>at</strong>ion has been adjusted to reflect<br />
Pearce’s conception. A CMM-inspired altern<strong>at</strong>ive response to September 11, 2001 has been<br />
added and the Second <strong>Look</strong> references have been upd<strong>at</strong>ed.<br />
Suggestions for Discussion<br />
A complex theory<br />
We must emphasize from the outset th<strong>at</strong> Pearce and Cronen’s m<strong>at</strong>erial is exceedingly<br />
difficult to summarize. This fact should come as no surprise; any theory borrowing heavily from<br />
Ludwig Wittgenstein is bound to be challenging to present, whether one is succinct or verbose.<br />
Because this is such complex m<strong>at</strong>erial, you may need to go beyond the text to fill in some of<br />
your students’ blanks.<br />
As Griffin mentions in his Critique, Pearce and Cronen are not particularly consistent “in<br />
how they define their terms or in the way they st<strong>at</strong>e their claims” (78). The founders of CMM<br />
marshal a postmodern philosophical writing style th<strong>at</strong> is stimul<strong>at</strong>ing but not always system<strong>at</strong>ic<br />
or linear. Thus, one is often entertained and enlightened, but just as frequently perplexed, by<br />
their prose. As your students read Griffin’s chapter, some of th<strong>at</strong> perplexity will no doubt visit<br />
them, especially if they expect clear definitions and rock-solid central principles. As we prepare<br />
students to read this chapter, therefore, we caution them not to expect to understand it<br />
entirely. After all, Pearce and Cronen are still trying to get it right!<br />
CMM and symbolic interactionism<br />
Because both symbolic interactionism and CMM emphasize the ways in which<br />
communic<strong>at</strong>ion cre<strong>at</strong>es—r<strong>at</strong>her than merely reflects—human realities, it’s easy to confuse the<br />
two theories. As Griffin presents it, though, symbolic interactionism is more concerned with the<br />
ways in which communic<strong>at</strong>ion cre<strong>at</strong>es identity and self-perception. This might be considered<br />
the ontological function of communic<strong>at</strong>ion. In contrast, Griffin’s portrayal of CMM focuses more<br />
on the ways in which communic<strong>at</strong>ion fashions social realities th<strong>at</strong> are shared among people.<br />
You might start this discussion by asking students if they feel th<strong>at</strong> their reality is affected by,<br />
and in turn affects their interactions with others (a symbolic interactionists perspective) or if<br />
the reality is cre<strong>at</strong>ed through interactions with others. It’s a subtle, but important distinction.<br />
(Integr<strong>at</strong>ive Question #4, below, may set up such discussion.)<br />
59
Real-life examples<br />
Despite the inherent confusion and ambiguity th<strong>at</strong> come with this chapter, CMM is<br />
consistently provoc<strong>at</strong>ive and revealing. Many principles will sink in and become increasingly<br />
useful as the book unfolds. Several specific concepts can be solidified and enriched through<br />
class discussion. For example, have students gener<strong>at</strong>e examples of common communic<strong>at</strong>ive<br />
episodes from their own lives: the pre-class ch<strong>at</strong> with a classm<strong>at</strong>e, the plea for an extension on<br />
the paper’s deadline with a professor, the phone call home, and so forth. Discuss how the<br />
professor and student may have very sharply contrasting names for the discussion about the<br />
extension, and the parent and child may also label the call differently. Since the student-tostudent<br />
pre-class ch<strong>at</strong> is less hierarchical, though, the students are more likely to give it a<br />
similar name. Such distinctions about st<strong>at</strong>us may reveal some important aspects of<br />
coherence.<br />
CMM in other classes<br />
CMM’s influence on the field of communic<strong>at</strong>ion can be observed in our textbooks, a<br />
point th<strong>at</strong> you may wish to make with your students. In Bridges Not Walls, for example, Stewart<br />
refers to communic<strong>at</strong>ion as “the continuous, complex, collabor<strong>at</strong>ive process of verbal and<br />
nonverbal meaning-making through which we construct the worlds we inhabit” (22). His<br />
discussion of “emph<strong>at</strong>ic and dialogic listening” specifically refers to the concepts of the<br />
cosmopolitan communic<strong>at</strong>or, coordin<strong>at</strong>ion, and coherence (219-20); and he includes an<br />
extended section of Pearce and Stephen Littlejohn’s book, Moral Conflict, as well as a useful<br />
summary of the m<strong>at</strong>erial (503-18). In <strong>Look</strong>ing Out/<strong>Look</strong>ing In, Adler and Towne fe<strong>at</strong>ure CMM<br />
in their chapter on language (186-89).<br />
Coordin<strong>at</strong>ion without coherence<br />
The notion th<strong>at</strong> coordin<strong>at</strong>ion can be achieved without coherence can be productively<br />
illustr<strong>at</strong>ed in class. (Exercise #3 in the textbook under Questions to Sharpen Your Focus<br />
rel<strong>at</strong>es to this issue.) Often, a good dialogue in class can be started by asking students to think<br />
about a situ<strong>at</strong>ion when two people or groups of people can coordin<strong>at</strong>e action without holding<br />
the same meaning (coherence). For example, although it can be a precarious way to pursue<br />
happiness, many marriage partners enter into and coexist in unions for r<strong>at</strong>her different<br />
reasons. At the other end of the tunnel, many couples agree to divorce, yet ascribe very<br />
different meanings to the dissolution of the bond. Two students may view their educ<strong>at</strong>ion in<br />
entirely different ways, yet both willingly <strong>at</strong>tend your class and study for the final together. One<br />
of our favorite examples concerns religious services. People who join together to perform<br />
rituals of faith may hold vastly different beliefs about the ultim<strong>at</strong>e meaning of these events, yet<br />
they gain strength through the common experience of worship. Thus, ten communicants <strong>at</strong> the<br />
communion rail may hold ten different perceptions of the act of consuming the wine and the<br />
wafer, yet they all particip<strong>at</strong>e in a uniform manner. Griffin marshals this example to make a<br />
similar point about rel<strong>at</strong>ional dialectics on page 69.<br />
It’s also important to note th<strong>at</strong> sometimes, even when persons-in-convers<strong>at</strong>ion engage<br />
in dialogic communic<strong>at</strong>ion in good faith, coordin<strong>at</strong>ion is not possible when their premises,<br />
values, and expect<strong>at</strong>ions differ significantly. In the powerful memoir Scribbling the C<strong>at</strong> (New<br />
York: Penguin Press, 2004), Alexandra Fuller describes an intense, but ultim<strong>at</strong>ely failed<br />
friendship between a veteran of the Rhodesian war (whom she calls K) and herself, a<br />
60
el<strong>at</strong>ionship th<strong>at</strong> does not work because of their differing notions of coherence. Although both<br />
participants were Africans who experienced the Rhodesian conflict, wh<strong>at</strong> they do not share<br />
about th<strong>at</strong> tragic war—and life in general—drives them apart. Marshaling ceramic metaphors,<br />
she concludes,<br />
K and I, each of us cracked in our own way by our particip<strong>at</strong>ion on the wrong side of the<br />
same war, gravit<strong>at</strong>ed to each other, each sure th<strong>at</strong> the other had a secret balm—the<br />
magic glaze—th<strong>at</strong> would make us whole. I thought he held the shards of truth. He<br />
thought I held love. . . . K and I met and journeyed and clashed like titans. And, <strong>at</strong> the<br />
end of it all, he asked me not to contact him again. Instead of giving each other some<br />
kind of peace and understanding, we had inflamed existing wounds. Far from being a<br />
story of reconcili<strong>at</strong>ion and understanding, this ended up being a story about wh<strong>at</strong><br />
happens when you stand on tiptoe and look too hard into your own past and into the<br />
things th<strong>at</strong> make us war-wounded the fragile, haunted, powerful men-women we are. K<br />
and I fell headlong—freefall—into terror, love, h<strong>at</strong>e, God, de<strong>at</strong>h, burial.<br />
It’s more than a body can take. (250-51)<br />
Social injustice<br />
It is important to note th<strong>at</strong> injustice and oppression can be furthered by wh<strong>at</strong> appears<br />
to be coordin<strong>at</strong>ion. For example, the fact th<strong>at</strong> many workers willingly toil under oppressive<br />
working conditions does not justify the immoral labor practices administered by their bosses.<br />
The joint action in which these workers and employers particip<strong>at</strong>e is hardly admirable. True<br />
coordin<strong>at</strong>ion is predic<strong>at</strong>ed on the belief th<strong>at</strong> the mutual activity involved must uphold the worth<br />
and dignity of all concerned. Furthermore, it should be emphasized th<strong>at</strong> there are limits to<br />
which persons-in-communic<strong>at</strong>ion are able to co-construct social realities, particularly when<br />
power imbalances persist. In Toni Morrison’s Beloved, schoolteacher—a harsh slave owner who<br />
system<strong>at</strong>ically dehumanizes the men and women he owns—interrog<strong>at</strong>es his slave Sixo about a<br />
hog the l<strong>at</strong>ter man “stole” from this master. The slave politely and cogently makes the<br />
argument th<strong>at</strong> although he did indeed kill, butcher, and e<strong>at</strong> his owner’s animal, he did so not<br />
out of disrespect, but in order to improve schoolteacher’s property: “Sixo plant rye to give the<br />
high piece a better chance. Sixo take and feed the soil, give you more crop. Sixo take and feed<br />
Sixo give you more work” (190). Nonetheless, “schoolteacher be<strong>at</strong> him anyway to show him<br />
th<strong>at</strong> definitions belonged to the definers—not the defined” (190). Griffin quotes this passage<br />
as part of his tre<strong>at</strong>ment of standpoint theory in Chapter 34.<br />
Reflexivity<br />
The concept of reflexivity is new to many students and a solid understanding will assist<br />
them with l<strong>at</strong>er chapters (most notably, Chapter 19, Weick’s inform<strong>at</strong>ion systems theory). We<br />
use the analogy of playing a game or sport in turns, such as croquet. Each person’s turn is<br />
really three things: it is a reaction to the turn th<strong>at</strong> came before it, an action for th<strong>at</strong> particular<br />
turn, and finally, it sets up wh<strong>at</strong> the next turn will look like. In croquet, hitting another person’s<br />
ball may be in retali<strong>at</strong>ion for being previously knocked out while <strong>at</strong> the same time, it is my turn,<br />
and may also make me a target for a future strike. The example works equally well with a host<br />
of activities from checkers and chess to soccer and football.<br />
61
Social action<br />
If there is one idea we want students to take away from this chapter, it’s th<strong>at</strong> Pearce<br />
and Cronen are dedic<strong>at</strong>ed to helping people who disagree live in rel<strong>at</strong>ive harmony and act in<br />
concert. In a world burdened with mass depriv<strong>at</strong>ion, runaway technology, and diametrically<br />
opposed fundamentalisms of every kind, it’s a crusade th<strong>at</strong> deserves our <strong>at</strong>tention and<br />
support.<br />
Medi<strong>at</strong>ion<br />
A final consider<strong>at</strong>ion—be sure th<strong>at</strong> students do not simplistically equ<strong>at</strong>e medi<strong>at</strong>ion with<br />
CMM. The prevalence of examples fe<strong>at</strong>uring medi<strong>at</strong>ion in this chapter may give them this<br />
mistaken notion. Although Pearce is becoming more and more interested in the process of<br />
medi<strong>at</strong>ion, be sure your students understand th<strong>at</strong> CMM has broad theoretical implic<strong>at</strong>ions and<br />
applicability.<br />
Sample Applic<strong>at</strong>ion Log<br />
Kerry<br />
I stumbled into a convers<strong>at</strong>ion taking place between three of my girlfriends and one of our<br />
mutual guy friends, Marty. They were <strong>at</strong>tempting to define the word “sexy” as a combin<strong>at</strong>ion of<br />
a person’s <strong>at</strong>tractiveness and un<strong>at</strong>tainability. Their speech acts were coherent because they<br />
were shaped by the episode of defining a word over dinner. The rel<strong>at</strong>ionship between them,<br />
their self-identities, and their culture helped them to be talking about the same thing and<br />
understanding each other. The rel<strong>at</strong>ionship between them is close and open, and not strained<br />
by any romantic interest. Each of the four has good self-esteem and receives assurance of<br />
their <strong>at</strong>tractiveness from other friends. Thus, the conversants were less likely to be driven to<br />
“prove” anyone sexy. Finally, our Christian college culture shaped wh<strong>at</strong> was said. The word<br />
“sexy” was stripped of its emotional charge and defined as the more quantifiable “<strong>at</strong>tractive<br />
and un<strong>at</strong>tainable.” This made the word safe to talk about, where it might otherwise have been<br />
too carnal for Christian discussion.<br />
Exercises and Activities<br />
Analyzing art<br />
An interesting exercise to begin this section is to have students view various pieces of<br />
art and together cre<strong>at</strong>e an interpret<strong>at</strong>ion of the piece. Reproduce the image (many are<br />
available on the Internet) and ask students to discuss their impressions or understanding of<br />
the piece. A good place to start is with a familiar piece (such as Monet’s W<strong>at</strong>erlilies, van<br />
Gogh’s Starry Night, or Seur<strong>at</strong>’s Sunday Afternoon on the Island of La Grande J<strong>at</strong>te). Then,<br />
move to pieces th<strong>at</strong> may be more controversial in their reading, such as Pollock’s One or<br />
Mondrian’s Broadway Boogie-Woogie. Finally, end with a painting such as a Cubist piece by<br />
Picasso (Guernica) or Braque (The Portuguese). Focus your discussion on how various<br />
individuals can come together and co-cre<strong>at</strong>e an interpret<strong>at</strong>ion although they may originally<br />
have started from very different vantage points. This exercise blends nicely into a discussion<br />
about coherence and coordin<strong>at</strong>ion.<br />
62
Escher’s Bond of Union<br />
When Em Griffin teaches this chapter, he puts gre<strong>at</strong> emphasis on the reproduction of<br />
M.C. Escher’s Bond of Union (70). He asks the students the following question: “If this image<br />
were all you had to explain coordin<strong>at</strong>ed management of meaning, how would you do it?” And,<br />
in fact, every major facet of the theory—as Griffin presents it in A <strong>First</strong> <strong>Look</strong>—can be glossed via<br />
the image.<br />
Persons-in-communic<strong>at</strong>ion<br />
In a metacommunic<strong>at</strong>ive manner, Griffin also enjoys asking his students, “Wh<strong>at</strong>, as<br />
persons-in-communic<strong>at</strong>ion, are we cre<strong>at</strong>ing in this class?” Since this chapter comes rel<strong>at</strong>ively<br />
early in the semester, this question incites discussion th<strong>at</strong> may be useful both in explic<strong>at</strong>ing<br />
the theory and plotting the direction of the course. An intriguing follow-up question is following:<br />
“Wh<strong>at</strong> would we want to do differently?” This query should move the class into a productive<br />
critique, particularly of power rel<strong>at</strong>ions and their effect on the way meanings and rel<strong>at</strong>ionships<br />
are sculpted in convers<strong>at</strong>ion. Let’s hope you don’t respond like schoolteacher.<br />
To demonstr<strong>at</strong>e the dynamics of persons-in-convers<strong>at</strong>ion and to show how reality is<br />
socially constructed through communic<strong>at</strong>ion, Griffin particularly enjoys using a clip from the<br />
beginning of the film Don Juan de Marco in class. This scene, which begins six minutes into the<br />
film and runs for five minutes, fe<strong>at</strong>ures a psychi<strong>at</strong>rist who saves a man from suicide by<br />
entering into his world through convers<strong>at</strong>ion. The rest of the film chronicles how the two men<br />
co-construct one another. Life is Beautiful tells the story of a man who constructs an<br />
altern<strong>at</strong>ive world for his son in order to help him survive a concentr<strong>at</strong>ion camp.<br />
Further Resources<br />
• For additional scholarship from Pearce, see:<br />
o “Bringing News of Difference: Particip<strong>at</strong>ion in Systemic Social Constructionist<br />
Communic<strong>at</strong>ion,” Innov<strong>at</strong>ions in Group Facilit<strong>at</strong>ion: Applic<strong>at</strong>ions in N<strong>at</strong>ural<br />
Settings, 94-116.<br />
o “Extending the <strong>Theory</strong> of the Coordin<strong>at</strong>ed Management of Meaning (CMM)<br />
through a Community Dialogue Process,” by W. Barnett Pearce and Kimberly<br />
Pearce, Communic<strong>at</strong>ion <strong>Theory</strong> 10, 4 (2000): 405-24.<br />
o “<strong>Look</strong>ing for Justice in All the Wrong Places: On a Communic<strong>at</strong>ion Approach to<br />
Social Justice,” by Lawrence R. Frey and W. Barnett Pearce, Communic<strong>at</strong>ion<br />
Studies 47 (Spring/Summer 1996): 110-28.<br />
• For an applied CMM analysis, see Edith Montgomery, “Tortured families: A Coordin<strong>at</strong>ed<br />
Management of Meaning Analysis,” Family Process 43, 3 (2004): 349-71.<br />
• For a thoughtful—if somewh<strong>at</strong> d<strong>at</strong>ed—critique of CMM, see Gerry Philipsen, “The<br />
Coordin<strong>at</strong>ed Management of Meaning <strong>Theory</strong> of Pearce, Cronen, and Associ<strong>at</strong>es,” in<br />
W<strong>at</strong>ershed Research Traditions in Human Communic<strong>at</strong>ion <strong>Theory</strong>, ed. Donald Cushman<br />
and Branislav Kovocic (Albany: St<strong>at</strong>e University of New York Press, 1995): 13-43.<br />
• An entire issue of Human Systems (Vol. 15, 2004) is devoted to CMM. It’s available<br />
online <strong>at</strong> http://www.cios.org/www/opentext.htm.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
65
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
66
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
67
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 6<br />
EXPECTANCY VIOLATIONS THEORY<br />
Outline<br />
I. Personal space expect<strong>at</strong>ions: conform or devi<strong>at</strong>e?<br />
A. Judee Burgoon defines personal space as the invisible, variable volume of space<br />
surrounding an individual th<strong>at</strong> defines th<strong>at</strong> individual’s preferred distance from<br />
others.<br />
1. The size and shape of our personal space depends upon cultural norms<br />
and individual preferences.<br />
2. Personal space is always a compromise between the conflicting approachavoidance<br />
needs th<strong>at</strong> we as humans have for affili<strong>at</strong>ion and privacy.<br />
B. Edward Hall coined the term proxemics to refer to the study of people’s use of<br />
space as a special elabor<strong>at</strong>ion of culture.<br />
1. He believed th<strong>at</strong> most sp<strong>at</strong>ial interpret<strong>at</strong>ion is outside our awareness.<br />
2. He believed th<strong>at</strong> Americans have four proxemic zones.<br />
a. Intim<strong>at</strong>e distance: 0 to 18 inches.<br />
b. Personal distance: 18 inches to 4 feet.<br />
c. Social distance: 4 to 10 feet.<br />
d. Public distance: 10 feet to infinity.<br />
3. He maintained th<strong>at</strong> effective communic<strong>at</strong>ors adjust their nonverbal<br />
behavior to conform to the communic<strong>at</strong>ive rules of their partners.<br />
C. Burgoon suggests th<strong>at</strong>, under some circumstances, viol<strong>at</strong>ing social norms and<br />
personal expect<strong>at</strong>ions is a superior str<strong>at</strong>egy to conformity.<br />
II.<br />
III.<br />
An applied test of the original model.<br />
A. According to Burgoon’s early model, crossing over the “thre<strong>at</strong> threshold” th<strong>at</strong><br />
forms the boundary of the intim<strong>at</strong>e distance causes physical and psychological<br />
discomfort.<br />
B. Noticeable devi<strong>at</strong>ions from wh<strong>at</strong> we expect cause a heightened st<strong>at</strong>e of arousal<br />
and spur us to review the n<strong>at</strong>ure of our rel<strong>at</strong>ionship with a person.<br />
C. A person with “punishing” power should observe proxemic conventions or stand<br />
slightly farther away than expected.<br />
D. An <strong>at</strong>tractive communic<strong>at</strong>or benefits from a close approach.<br />
E. Burgoon’s original theory was not supported by her research, but she has<br />
continued to refine her approach to expectancy viol<strong>at</strong>ions.<br />
A convoluted model becomes an elegant theory.<br />
A. Burgoon dropped the concept of the thre<strong>at</strong> threshold.<br />
B. She has substituted “an orienting response” or a mental “alertness” for “arousal.”<br />
C. Arousal is no longer a necessary link between expectancy viol<strong>at</strong>ion and<br />
communic<strong>at</strong>ion outcomes such as <strong>at</strong>traction, credibility, persuasion, and<br />
involvement, but r<strong>at</strong>her a side effect of a partner’s devi<strong>at</strong>ion.<br />
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D. She has dropped the qualifier “nonverbal” because she believes the principles of<br />
expectancy viol<strong>at</strong>ions theory (EVT) apply to verbal interaction as well.<br />
IV.<br />
Core concepts of EVT.<br />
A. EVT offers a soft determinism r<strong>at</strong>her than hard-core universal laws.<br />
B. Burgoon does, however, hope to link surprising interpersonal behavior and<br />
<strong>at</strong>traction, credibility, influence, and involvement.<br />
C. Expectancy.<br />
1. Expectancy is wh<strong>at</strong> is predicted to occur r<strong>at</strong>her than wh<strong>at</strong> is desired.<br />
2. Expectancy is based on context, rel<strong>at</strong>ionship, and communic<strong>at</strong>or<br />
characteristics.<br />
3. Burgoon believes th<strong>at</strong> all cultures have a similar structure of expected<br />
communic<strong>at</strong>ion behavior, but th<strong>at</strong> the content of those expect<strong>at</strong>ions differs<br />
from culture to culture.<br />
D. Viol<strong>at</strong>ion valence.<br />
1. The viol<strong>at</strong>ion valence is the positive or neg<strong>at</strong>ive value we place on the<br />
unexpected behavior, regardless of who does it.<br />
2. If the valence is neg<strong>at</strong>ive, do less than expected.<br />
3. If the valence is positive, do more than expected.<br />
4. Although the meanings of most viol<strong>at</strong>ions can be determined from context,<br />
some nonverbal expectancy viol<strong>at</strong>ions are truly ambiguous.<br />
5. For equivocal viol<strong>at</strong>ions, one must refer to the communic<strong>at</strong>or reward<br />
valence.<br />
E. Communic<strong>at</strong>or reward valence.<br />
1. The communic<strong>at</strong>or reward valence is the sum of the positive and neg<strong>at</strong>ive<br />
<strong>at</strong>tributes th<strong>at</strong> the person brings to the encounter plus the potential he or<br />
she has to reward or punish in the future.<br />
2. Puzzling viol<strong>at</strong>ions force victims to search the social context for clues to<br />
their meaning and th<strong>at</strong>’s when communic<strong>at</strong>ion reward valence comes into<br />
play.<br />
V. Interpersonal Adapt<strong>at</strong>ion—Burgoon’s Next Frontier<br />
A. EVT has been used to explain and predict <strong>at</strong>titudes and behaviors in a wide variety<br />
of communic<strong>at</strong>ion contexts.<br />
B. Paul Mongeau studied men and women’s expect<strong>at</strong>ions for first d<strong>at</strong>es and<br />
compares those expect<strong>at</strong>ions with their actual experiences.<br />
C. Burgoon has also re-assessed EVT’s single-sided view and now favors a dyadic<br />
model of interpersonal adapt<strong>at</strong>ion.<br />
1. Interpersonal adapt<strong>at</strong>ion theory is an extension and expansion of EVT<br />
2. Interpersonal interaction position encompasses three factors:<br />
a. Requirements: outcomes we all need to fulfill our basic needs to<br />
survive, be safe, belong, and have sense of self-worth<br />
b. Expect<strong>at</strong>ions: wh<strong>at</strong> we think really will happen<br />
c. Desire: wh<strong>at</strong> we personally would like to see happen.<br />
D. Burgoon outlined two shortcomings of EVT.<br />
1. EVT does not fully account for the overwhelming prevalence of reciprocity<br />
th<strong>at</strong> has been found in interpersonal interactions<br />
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2. It is silent on whether communic<strong>at</strong>ion valence supersedes behavior<br />
valence or vice versa when the two are incongruent.<br />
E. Interpersonal adapt<strong>at</strong>ion theory is her <strong>at</strong>tempt to address these problems.<br />
VI.<br />
Critique: a work in progress.<br />
A. Burgoon concedes th<strong>at</strong> we can’t yet use EVT to gener<strong>at</strong>e specific predictions<br />
regarding touch outcomes and calls for further descriptive work before applying<br />
the theory to any nonverbal behavior.<br />
B. Despite these problems, Burgoon’s theory meets four of the five criteria for a good<br />
scientific theory, and recent research suggests improvement in the fifth criterion,<br />
prediction.<br />
Key Names and Terms<br />
Judee Burgoon<br />
A theorist from the University of Arizona who developed expectancy viol<strong>at</strong>ions theory.<br />
Personal Space<br />
The invisible, variable volume of space surrounding an individual th<strong>at</strong> defines th<strong>at</strong><br />
individual’s preferred distance from others.<br />
Edward Hall<br />
An anthropologist from the Illinois Institute of Technology who coined the term<br />
proxemics.<br />
Proxemics<br />
The study of people’s use of space as a special elabor<strong>at</strong>ion of culture.<br />
Intim<strong>at</strong>e Distance<br />
The American proxemic zone of 0 to 18 inches.<br />
Personal Distance<br />
The American proxemic zone of 18 inches to 4 feet.<br />
Social Distance<br />
The American proxemic zone of 4 to ten feet.<br />
Public Distance<br />
The American proxemic zone of 10 feet to infinity.<br />
Thre<strong>at</strong> Threshold<br />
The hypothetical boundary th<strong>at</strong> marks a person’s intim<strong>at</strong>e distance. Initially, Burgoon<br />
believed th<strong>at</strong> crossing the thre<strong>at</strong> threshold causes physical and psychological<br />
discomfort.<br />
Expectancy<br />
Wh<strong>at</strong> people predict will happen, r<strong>at</strong>her than wh<strong>at</strong> they necessarily desire.<br />
Viol<strong>at</strong>ion Valence<br />
The perceived positive or neg<strong>at</strong>ive value of a breach of expect<strong>at</strong>ions, regardless of who<br />
the viol<strong>at</strong>or is.<br />
Communic<strong>at</strong>or Reward Valence<br />
The sum of the positive and neg<strong>at</strong>ive <strong>at</strong>tributes th<strong>at</strong> the person brings to the encounter<br />
plus the potential he or she has to reward or punish in the future.<br />
71
Paul Mongeau<br />
A communic<strong>at</strong>ion researcher from Arizona St<strong>at</strong>e University whose research on d<strong>at</strong>ing<br />
demonstr<strong>at</strong>es expectancy viol<strong>at</strong>ions theory’s increased predictive power.<br />
Interactional Adapt<strong>at</strong>ion <strong>Theory</strong><br />
<strong>Theory</strong> developed by Burgoon, Lesa Stern, and Leesa Dillman th<strong>at</strong> extends and expands<br />
EVT.<br />
Interactional Position<br />
A person’s initial position in an interaction, based on three factors: requirements,<br />
expect<strong>at</strong>ions, and desires.<br />
Requirements<br />
A term of interactional adapt<strong>at</strong>ion theory referring to outcomes th<strong>at</strong> fulfill our basic<br />
human needs.<br />
Desires<br />
A term of interactional adapt<strong>at</strong>ion theory referring to wh<strong>at</strong> is personally desired as a<br />
situ<strong>at</strong>ion’s possible outcome; wh<strong>at</strong> we’d like to see happen.<br />
Principal Changes<br />
Griffin has extended his tre<strong>at</strong>ment of expectancy viol<strong>at</strong>ions to include Burgoon’s interaction<br />
adapt<strong>at</strong>ion theory. In addition, the critique section has been amended and references in the<br />
Second <strong>Look</strong> have been upd<strong>at</strong>ed.<br />
Suggestions for Discussion<br />
Comparing with other theories<br />
Closely following coordin<strong>at</strong>ed management of meaning—which disdains efforts to<br />
isol<strong>at</strong>e individual variables in the communic<strong>at</strong>ion process—expectancy viol<strong>at</strong>ions theory<br />
provides an excellent opportunity to compare the characteristics of traditional empiricism with<br />
thoroughgoing humanism. Whereas Burgoon’s approach to communic<strong>at</strong>ion is primarily<br />
str<strong>at</strong>egic, Pearce and Cronen view the process more broadly, emphasizing its power to<br />
constitute or cre<strong>at</strong>e social reality. Such comparison will give you a good chance to gauge your<br />
students’ understanding of Chapters 1 and 3. (Item #4 in the textbook under Questions to<br />
Sharpen Your Focus constitutes a good vehicle for such discussion.)<br />
Comparisons with symbolic interactionism (Chapter 4) may also be fruitful. It’s<br />
important to emphasize th<strong>at</strong> Mead and his followers were more interested in the ways in which<br />
communic<strong>at</strong>ion shapes the human psyche (its ontological character) than its use to enhance<br />
one’s str<strong>at</strong>egic position. Whereas for Burgoon communic<strong>at</strong>ion seems primarily instrumental in<br />
function, for symbolic interactionists it is fundamentally constitutive. (Integr<strong>at</strong>ive Essay<br />
Question #30, below, addresses this issue.)<br />
Other factors th<strong>at</strong> impact an outcome<br />
We find Griffin’s willingness to disclose his “stereotyped assessments” of his four<br />
students (90-91) refreshingly honest. We are also pleased with the way in which he uses these<br />
assessments to exemplify the importance of the communic<strong>at</strong>or reward valence. Building on<br />
this analysis, we have found it productive to specul<strong>at</strong>e further on other factors th<strong>at</strong> might<br />
72
explain why he complied with Dawn’s and Andre’s requests while refusing Charlie’s and<br />
Belinda’s. For example, the content of these requests could be viewed as the salient variable.<br />
Griffin’s responses may have had less to do with his perception of the askers and more to do<br />
with the desirability or appropri<strong>at</strong>eness of wh<strong>at</strong> was asked of him. Andre desires a letter of<br />
recommend<strong>at</strong>ion, which is a highly appropri<strong>at</strong>e request for a student to make. These letters<br />
are part of a typical day’s work for a professor, who understands their importance—a good<br />
letter can make the difference between acceptance or rejection. Likewise, Dawn’s luncheon<br />
invit<strong>at</strong>ion is appropri<strong>at</strong>e, considering the close rel<strong>at</strong>ionship th<strong>at</strong> exists between students and<br />
teachers <strong>at</strong> liberal arts colleges such as Whe<strong>at</strong>on. Besides, e<strong>at</strong>ing lunch is something you’ve<br />
got to do over the course of the day, so it doesn’t require a major time commitment. Belinda’s<br />
pitch for help on a term paper in a different class mand<strong>at</strong>es extra work unrel<strong>at</strong>ed to Griffin’s<br />
direct responsibilities. In addition, some professors believe th<strong>at</strong> such assistance constitutes an<br />
unfair advantage; thus, there’s a potential ethical dilemma here. A neg<strong>at</strong>ive response to her is<br />
therefore predictable. Charlie’s request th<strong>at</strong> Griffin join in the splash means th<strong>at</strong> our already<br />
overworked professor must spend the evening away from his family and/or work, and he’ll<br />
have nothing to show for the time he’s lost but the bumps and bruises he’s acquired in the<br />
pool. Again, his refusal follows. We offer these counter-explan<strong>at</strong>ions not to refute Burgoon’s<br />
approach, but simply to complic<strong>at</strong>e m<strong>at</strong>ters. Clearly, there are many variables to examine in<br />
any human interaction.<br />
Confusing terms<br />
For many students, the clarity and rel<strong>at</strong>ive simplicity of Burgoon’s theory is a welcome<br />
departure from the abstraction of CMM. There are a couple of sticking points th<strong>at</strong> often trip<br />
students and you might want to pay special <strong>at</strong>tention to be sure they are clear on those areas.<br />
The term viol<strong>at</strong>ion generally has a neg<strong>at</strong>ive connot<strong>at</strong>ion and thus, may be a source of<br />
confusion. How can something th<strong>at</strong>, in the end, is evalu<strong>at</strong>ed positively, be a viol<strong>at</strong>ion? Remind<br />
students th<strong>at</strong> Burgoon’s use of viol<strong>at</strong>ion involves the breaching of an expect<strong>at</strong>ion th<strong>at</strong> may be<br />
done in a positive manner or by a valued partner. In your discussion, you might want to solicit<br />
examples of when a situ<strong>at</strong>ion resulted in a pleasant, though unexpected outcome.<br />
Griffin writes th<strong>at</strong> Hall, who coined the term “proxemics,” believed “th<strong>at</strong> most sp<strong>at</strong>ial<br />
interpret<strong>at</strong>ion is outside our awareness” (84). If this is true, then a knowledge of EVT—which<br />
teaches us th<strong>at</strong> in some circumstances viol<strong>at</strong>ing social norms and personal expect<strong>at</strong>ions is “a<br />
superior str<strong>at</strong>egy to conformity” (86)—gives a persuader a considerable advantage over an<br />
audience unaware of its principles. This advantage is particularly significant when we consider<br />
th<strong>at</strong> in many contexts nonverbal cues seem to be more important than their verbal<br />
counterparts. If, in effect, expectancy viol<strong>at</strong>ions amount to interpersonal secret weapons, then<br />
important questions about communic<strong>at</strong>ion ethics spring to mind. Often, students can get<br />
engaged in a lively discussion about the morality of using EVT’s principles to one’s own benefit.<br />
In addition, it may be interesting to specul<strong>at</strong>e about the rel<strong>at</strong>ionship between expectancy<br />
viol<strong>at</strong>ions and sexual harassment. One man’s effort to cre<strong>at</strong>e a st<strong>at</strong>e of mental alertness in the<br />
woman with whom he’s talking may in her eyes constitute harassing behavior. In effect,<br />
behavioral viol<strong>at</strong>ions must be approached very carefully. (Essay Question #29, below,<br />
considers this m<strong>at</strong>ter.)<br />
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Sample Applic<strong>at</strong>ion Log<br />
Leanne<br />
My freshman year of college I expected everyone to like me. On the second day of class I<br />
walked into my suitem<strong>at</strong>e’s room, gave her a warm greeting, s<strong>at</strong> close to her, smiled, browsed<br />
through her room acknowledging our similar tastes in music and then left. My suitem<strong>at</strong>e was<br />
NOT expecting someone like myself to barge in. She had been sitting in her room in a<br />
melancholy st<strong>at</strong>e which, she would admit, is her usual demeanor, when I entered into her life<br />
with a bang. She admitted to me th<strong>at</strong> her first impression of me was “snoopy.” Yet she will also<br />
say th<strong>at</strong> the valence was positive. She saw in me something th<strong>at</strong> was positive th<strong>at</strong> had high<br />
reward potential—she called it my “spunk.” With positive valence, our friendship has grown<br />
immensely. I viol<strong>at</strong>ed her expect<strong>at</strong>ions for a suitem<strong>at</strong>e and became her best friend.<br />
Exercises and Activities<br />
Proxemics<br />
Classroom exercises can help to vivify fe<strong>at</strong>ures of proxemics and personal space. One<br />
such activity begins by dividing the class into two groups. Give one group instructions to keep a<br />
distance of no more than 18 inches from convers<strong>at</strong>ion partners. Instruct members of the other<br />
group to maintain eye contact <strong>at</strong> all times with their convers<strong>at</strong>ion partners. Then tell all the<br />
students to pair up with someone from the opposite group and discuss their respective plans<br />
for the weekend. After a few minutes of convers<strong>at</strong>ion, reconvene the class and discuss how it<br />
felt to be involved in a discussion under these nonverbal conditions and how students<br />
adjusted—consciously or unconsciously—to the imposed closeness of the contact.<br />
When Em Griffin teaches this chapter, he asks a male and female volunteer to choose a<br />
topic they wish to discuss. Standing <strong>at</strong> opposite ends of the classroom, they discuss the topic<br />
while they slowly approach each other and stop when they are <strong>at</strong> a comfortable distance. Once<br />
they are st<strong>at</strong>ionary, the class discusses issues of proxemics, eye contact, and so forth. Next,<br />
Griffin repe<strong>at</strong>s the exercise, but this time both students move toward each other while facing<br />
the class r<strong>at</strong>her than each other, again stopping when they feel the distance is appropri<strong>at</strong>e.<br />
Griffin then has each of them pivot 90 degrees and face each other. There is usually a visible<br />
reaction from the pair <strong>at</strong> how close they are. This leads to a discussion of how eye contact and<br />
interpersonal distance interact.<br />
Griffin also asks his students to describe a time when someone viol<strong>at</strong>ed their<br />
expect<strong>at</strong>ions. Was the communic<strong>at</strong>or reward valence positive or neg<strong>at</strong>ive? How did they know<br />
when they were rewarding viol<strong>at</strong>ions of expect<strong>at</strong>ions?<br />
Proxemics in the imaginary elev<strong>at</strong>or<br />
One of our favorite exercises is to cre<strong>at</strong>e an imaginary elev<strong>at</strong>or <strong>at</strong> the front of the room<br />
and gradually fill it—floor by floor—with student passengers. As each rider enters, note how he<br />
or she chooses a spot so as to maximize personal space. After four or five passengers have<br />
situ<strong>at</strong>ed themselves, enter the elev<strong>at</strong>or yourself and deliber<strong>at</strong>ely break the time-honored<br />
p<strong>at</strong>tern by standing inappropri<strong>at</strong>ely close to one of the riders. You’ll get a laugh from the class,<br />
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and the adjustment th<strong>at</strong> takes place will be instructive. As the elev<strong>at</strong>or continues to fill to<br />
capacity, note how passengers adjust to the close proximity of bodies. Demonstr<strong>at</strong>e th<strong>at</strong> when<br />
the packed elev<strong>at</strong>or temporarily malfunctions and goes down instead of up, people who were<br />
insul<strong>at</strong>ing themselves from the close contact of strange bodies suddenly begin talking or<br />
joking, and broken eye contact is temporarily established. Then when the elev<strong>at</strong>or corrects<br />
itself and heads back up, the passengers grow insular again.<br />
EVT beyond proxemics<br />
While proxemic consider<strong>at</strong>ions are central to Burgoon’s original theory, it is important to<br />
remind students of EVT’s more global consider<strong>at</strong>ions for interpersonal communic<strong>at</strong>ion. This<br />
point is clearly made using a hypothetical situ<strong>at</strong>ion and asking students to give their<br />
expect<strong>at</strong>ions for the encounter. For example, wh<strong>at</strong> do they “expect” when on a first d<strong>at</strong>e,<br />
shopping for an apartment, or buying a new TV? Encourage them to think about nonverbal<br />
expect<strong>at</strong>ions (i.e. sp<strong>at</strong>ial distance, touch, vocal tone, dress code) as well as verbal ones (i.e.<br />
formality of word choice, directness, reciprocity).<br />
Further Resources<br />
Close rel<strong>at</strong>ionships<br />
• For discussion of expectancy viol<strong>at</strong>ions in the context of close rel<strong>at</strong>ionships, see<br />
o Jennifer Bevan, “Expectancy Viol<strong>at</strong>ion <strong>Theory</strong> and Sexual Resistance in Close,<br />
Cross-Sex Rel<strong>at</strong>ionships,” Communic<strong>at</strong>ion Monographs 70, 1 (2003): 68-82.<br />
o Kory Floyd and Michael Voloudakis, “Affection<strong>at</strong>e Behavior in Adult Pl<strong>at</strong>onic<br />
Friendship: Interpreting and Evalu<strong>at</strong>ing Expectancy Viol<strong>at</strong>ions,” Human<br />
Communic<strong>at</strong>ion Research 25 (March 1999): 341-69.<br />
o Walid Afifi and Sandra Metts, “Characteristics and Consequences of Expect<strong>at</strong>ion<br />
Viol<strong>at</strong>ions in Close Rel<strong>at</strong>ionships,” Journal of Personal and Social Rel<strong>at</strong>ionships<br />
15, 3 (1998): 365-92.<br />
EVT in applied situ<strong>at</strong>ions<br />
• Burgoon’s theory has been applied to a wide variety of situ<strong>at</strong>ions. The following<br />
represent only a few of those projects, and only ones th<strong>at</strong> center around EVT. See the<br />
“Further Resources” section of IDT (Chapter 7) for projects th<strong>at</strong> involve viol<strong>at</strong>ions of<br />
expect<strong>at</strong>ions in deceptive situ<strong>at</strong>ions.<br />
o Shelly Campo, Kenzie Cameron, Dominique Brossard, and Somjen Frazer,<br />
“Social Norms and Expectancy Viol<strong>at</strong>ion Theories: Assessing the Effectiveness of<br />
Health Communic<strong>at</strong>ion Campaigns,” Communic<strong>at</strong>ion Monographs 71, 4 (2004):<br />
448-71.<br />
o Pamela Lannutti, Melanie Laliker, and Jerold Hale, “Viol<strong>at</strong>ions of Expect<strong>at</strong>ions<br />
and Social-Sexual Communic<strong>at</strong>ion in Student/Professor Interactions,”<br />
Communic<strong>at</strong>ion Educ<strong>at</strong>ion 50, 1 (2001): 69-82.<br />
o Paul Mongeau and Colleen Carey, “Who’s Wooing Whom II? An Experimental<br />
Investig<strong>at</strong>ion of D<strong>at</strong>e-Initi<strong>at</strong>ion and Expectancy Viol<strong>at</strong>ion,” Western Journal of<br />
Communic<strong>at</strong>ion 60, 3 (1996): 195-204.<br />
Interaction Adapt<strong>at</strong>ion <strong>Theory</strong><br />
75
• For a comprehensive look <strong>at</strong> IAT, see Judee Burgoon, Lesa Stern, and Leesa Dillman,<br />
Interpersonal Adapt<strong>at</strong>ion: Dyadic Interaction P<strong>at</strong>terns (Cambridge: Cambridge<br />
University Press, 1995).<br />
• IAT is applied to verbal and nonverbal immediacy and comforting messages in Laura<br />
Guerrero, Susanne Jones, and Judee Burgoon’s article, “Responses to Nonverbal<br />
Intimacy Change in Romantic Dyads: Effects of Behavioral Valence and Degree of<br />
Behavioral Change on Nonverbal and Verbal Reactions,” Communic<strong>at</strong>ion Monographs<br />
67, 4 (December 2000): 325-46.<br />
• Beth A. Le Poire and Stephen M. Yoshimura exemplify research on EVT and IAT in “The<br />
Effects of Expectancies and Actual Communic<strong>at</strong>ion on Nonverbal Adapt<strong>at</strong>ion and<br />
Communic<strong>at</strong>ion Outcomes: A Test of Interaction Adapt<strong>at</strong>ion <strong>Theory</strong>,” Communic<strong>at</strong>ion<br />
Monographs 66, 1 (March 1999): 1-30.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
78
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
79
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Outline<br />
CHAPTER 7<br />
INTERPERSONAL DECEPTION THEORY<br />
I. Introduction.<br />
A. David Buller and Judee Burgoon explain th<strong>at</strong> people often find themselves in<br />
situ<strong>at</strong>ions where they make st<strong>at</strong>ements th<strong>at</strong> are less than completely honest.<br />
B. There are three deception str<strong>at</strong>egies: falsific<strong>at</strong>ion, concealment, and<br />
equivoc<strong>at</strong>ion.<br />
1. Falsific<strong>at</strong>ion cre<strong>at</strong>es a fiction.<br />
2. Concealment hides a secret.<br />
3. Equivoc<strong>at</strong>ion dodges the issue.<br />
C. Most people believe they can spot deception, but interpersonal deception<br />
theory (IDT) says most cannot.<br />
D. In contrast to common assumptions, deception research shows th<strong>at</strong> various<br />
nonverbal cues are not reliable indic<strong>at</strong>ors of deception.<br />
II.<br />
III.<br />
An emergent theory of str<strong>at</strong>egic interaction.<br />
A. Buller and Burgoon discount the value of highly controlled studies—usually oneway<br />
communic<strong>at</strong>ion experiments—designed to isol<strong>at</strong>e unmistakable cues th<strong>at</strong><br />
people are lying.<br />
B. Buller noted the need for an IDT based on two-way communic<strong>at</strong>ion.<br />
C. Interpersonal communic<strong>at</strong>ion is interactive.<br />
1. Active participants in communic<strong>at</strong>ion constantly adjust their behavior in<br />
response to feedback from other participants.<br />
2. Interaction, r<strong>at</strong>her than individuality, is <strong>at</strong> the core of the theory.<br />
D. Str<strong>at</strong>egic deception demands mental effort.<br />
1. A successful deceiver must consciously deal with multiple complex<br />
tasks.<br />
2. Cognitive overload may cause a deceiver to exhibit a nonstr<strong>at</strong>egic<br />
display, usually in the form of nonverbal behavior.<br />
3. Leakage refers to the unconscious nonverbal cues signaling an internal<br />
st<strong>at</strong>e.<br />
Manipul<strong>at</strong>ing inform<strong>at</strong>ion: the language and look of liars.<br />
A. Deception is accomplished by manipul<strong>at</strong>ing inform<strong>at</strong>ion.<br />
B. Buller and Burgoon judge a deceptive act on the basis of the deceiver’s<br />
motives, not on the act itself.<br />
C. Every deceptive act has <strong>at</strong> least three aims.<br />
1. To accomplish a specific task or instrumental goal.<br />
2. To establish or maintain a rel<strong>at</strong>ionship with the respondent.<br />
3. To “save face” or sustain the image of one or both parties.<br />
D. The interpersonal and identity motiv<strong>at</strong>ions inherent in deception stimul<strong>at</strong>e a<br />
recurring “text” th<strong>at</strong> marks the communic<strong>at</strong>ion as less than honest.<br />
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E. There are four message characteristics th<strong>at</strong> reflect str<strong>at</strong>egic intent.<br />
1. Uncertainty and vagueness.<br />
2. Nonimmediacy, reticence, and withdrawal.<br />
3. Disassoci<strong>at</strong>ion.<br />
a. Disassoci<strong>at</strong>ion is a way of distancing yourself from wh<strong>at</strong> one has<br />
done.<br />
b. Speech often includes levelers, group references, or modifiers to<br />
sever the personal connection between the actor and the act of<br />
deception.<br />
4. Image- and rel<strong>at</strong>ionship-protecting behavior.<br />
a. Speakers consciously strive to suppress the bodily cues th<strong>at</strong><br />
might signal deception.<br />
b. Deceivers try to appear extra sincere.<br />
F. Almost all communic<strong>at</strong>ion is intentional, goal directed, and mindful; deceptive<br />
communic<strong>at</strong>ion is simply more so.<br />
G. Multiple factors strongly affect the extent of a deceiver’s str<strong>at</strong>egic behavior.<br />
H. IDT suggests th<strong>at</strong> the outcome depends not only on the quality of the message,<br />
but also on the nonstr<strong>at</strong>egic cues a deceiver can’t control.<br />
IV.<br />
Leakage—the truth will come out (maybe).<br />
A. Buller and Burgoon believe th<strong>at</strong> behavior outside of the deceiver’s conscious<br />
control can signal dishonesty.<br />
B. Miron Zuckerman’s four-factor model explains why this leakage occurs.<br />
1. The intense <strong>at</strong>tempt to control inform<strong>at</strong>ion can produce too-slick<br />
performances.<br />
2. Lying causes psychological arousal.<br />
3. The predomin<strong>at</strong>e emotions th<strong>at</strong> accompany deceit are guilt and anxiety.<br />
4. The complex cognitive factors involved in deception can tax the brain,<br />
leading to unintentional nonverbal behaviors.<br />
C. Buller and Burgoon move beyond micro-behaviors to focus on the decline of the<br />
deceiver’s overall performance, but whether or not the deceiver “pulls off” the<br />
deception depends on how suspicious the respondent actually is.<br />
V. Respondent’s dilemma: truth bias or suspicion?<br />
A. Humans have a persistent expect<strong>at</strong>ion th<strong>at</strong> people will tell the truth, known as<br />
“truth bias.”<br />
1. There is an implied social contract th<strong>at</strong> all of us will be honest with each<br />
other.<br />
2. The expect<strong>at</strong>ion of honesty is a cognitive heuristic.<br />
B. Despite a powerful and prevailing truth bias in face-to-face interaction, people<br />
can come to doubt the honesty of another’s words.<br />
C. Buller and Burgoon picture suspicion as a mid-range mind-set, loc<strong>at</strong>ed<br />
somewhere between truth and falsity.<br />
D. In spite of the many ways th<strong>at</strong> respondents could become suspicious, Buller<br />
and Burgoon have found th<strong>at</strong> it’s difficult to induce a deep-se<strong>at</strong>ed skepticism.<br />
E. Doubters tend to favor indirect methods to gain more inform<strong>at</strong>ion, but there is<br />
scant evidence th<strong>at</strong> these probes help unmask deception.<br />
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F. IDT and CMM both conclude th<strong>at</strong> persons-in-convers<strong>at</strong>ion co-construct their own<br />
social realities.<br />
VI.<br />
VII.<br />
Putting doubts to rest: deceiver adjustment to respondent suspicion.<br />
A. Respondents’ suspicions of deceivers can be seen through their own nontypical<br />
behaviors—even when they try to appear n<strong>at</strong>ural.<br />
B. Deceivers are usually more successful <strong>at</strong> sensing suspicion than respondents<br />
are <strong>at</strong> spotting deception.<br />
C. Deceivers usually reciproc<strong>at</strong>e the mood and manner of the person they are<br />
trying to mislead.<br />
D. IDT explains why detection of deception is a hit-and-miss business because<br />
truth tellers react the same way when falsely accused or confronted by<br />
suspicion.<br />
E. The “Othello error” occurs when, in the context of suspected deception, a truth<br />
teller’s adapt<strong>at</strong>ion to a false accus<strong>at</strong>ion strikes the respondent as devious.<br />
Critique: Does it have to be so complic<strong>at</strong>ed?<br />
A. Buller and Burgoon offer multiple explan<strong>at</strong>ions for wh<strong>at</strong> takes place during<br />
deceptive communic<strong>at</strong>ion.<br />
B. Other deception theories with a narrower focus are definitely more concise.<br />
C. Bella DePaulo questions the explan<strong>at</strong>ory power of Buller and Burgoon’s theory.<br />
D. Buller and Burgoon assert th<strong>at</strong> EVT could unify their theory.<br />
E. The strength of IDT may be found in its practical advice.<br />
F. Buller and Burgoon are silent on the morality of deception.<br />
Key Names and Terms<br />
David Buller and Judee Burgoon<br />
Theorists from the Cooper Institute (formerly from the AMC Cancer Research Center)<br />
and the University of Arizona, respectively, who developed interpersonal deception<br />
theory (IDT).<br />
Interpersonal Deception <strong>Theory</strong> (IDT)<br />
An interpersonal theory th<strong>at</strong> posits a set of unchanging assumptions concerning<br />
interpersonal communic<strong>at</strong>ion in general and deception in particular.<br />
Deception<br />
A message knowingly transmitted by a sender to foster a false belief or conclusion by<br />
the receiver.<br />
Falsific<strong>at</strong>ion<br />
A form of deception th<strong>at</strong> cre<strong>at</strong>es a fiction; a lie.<br />
Concealment<br />
A form of deception th<strong>at</strong> tells only a portion of the truth.<br />
Equivoc<strong>at</strong>ion<br />
A form of deception th<strong>at</strong> uses vague language to dodge the issue.<br />
Leakage<br />
Unconscious nonverbal cues th<strong>at</strong> signal an internal st<strong>at</strong>e.<br />
Levelers<br />
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Inclusive words th<strong>at</strong> imply a shift of responsibility to others by downplaying individual<br />
choice.<br />
Modifiers<br />
Terms th<strong>at</strong> shift personal responsibility by downplaying the intensity of unwelcome<br />
news.<br />
Miron Zuckerman<br />
University of Rochester social psychologist who developed the four-factor model of<br />
deception to explain why leakage occurs in deception.<br />
Steven McCornack and Malcolm Parks<br />
Communic<strong>at</strong>ion researchers from Michigan St<strong>at</strong>e University and the University of<br />
Washington, respectively, who coined the phrase “truth bias.”<br />
Truth Bias<br />
The persistent and pervasive expect<strong>at</strong>ion th<strong>at</strong> people will tell the truth.<br />
Cognitive Heuristic<br />
A mental shortcut used to bypass the huge clutter of verbal and nonverbal signals<br />
th<strong>at</strong> bombard people throughout every convers<strong>at</strong>ion.<br />
Othello Error<br />
An error th<strong>at</strong> occurs when, in the context of a suspected deception, a truth teller’s<br />
adapt<strong>at</strong>ion to a false accus<strong>at</strong>ion strikes the respondent as devious.<br />
Bella M. DePaulo<br />
A University of Virginia psychologist who questions the explan<strong>at</strong>ory power of IDT.<br />
Disassoci<strong>at</strong>ion<br />
A linguistic str<strong>at</strong>egy of distancing oneself from wh<strong>at</strong> one has done.<br />
Nonimmediacy<br />
A str<strong>at</strong>egy for symbolically removing oneself from the situ<strong>at</strong>ion.<br />
Suspicion<br />
A st<strong>at</strong>e of doubt or distrust th<strong>at</strong> is held without sufficient evidence or proof.<br />
Principal Changes<br />
This chapter remains the same, although Griffin has upd<strong>at</strong>ed the Second <strong>Look</strong><br />
section.<br />
Suggestions for Discussion<br />
Teaching a big theory in a small amount of time<br />
This chapter is often a difficult one to teach as students get easily confused by Buller<br />
and Burgoon’s 18 propositions and fail to see any unifying principles of the theory. As will be<br />
the case with other chapters to come (notably, anxiety-uncertainty management, Chapter<br />
30), the challenge here is to teach a broad theory in a short amount of time. To address this<br />
problem, it may be helpful to focus on a few main concepts and link the salient variables<br />
together once you’ve laid some firm footing. You might want to start by asking students<br />
about the last time they deceived someone--and would admit it! While some students are<br />
reluctant to confess their ill deeds, others will quickly provide details of their encounters. As<br />
students recount their experiences, many of the underlying concepts of IDT will surface and<br />
the connections will be easier to make when introducing the core ideas.<br />
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It works well to start with the idea of interactivity and the interpersonal n<strong>at</strong>ure of<br />
deception. This concept is integral to the first two propositions and can easily be coupled<br />
with the concept of str<strong>at</strong>egic behavior. Emphasize the goal-based n<strong>at</strong>ure of the interaction,<br />
and th<strong>at</strong> deception can be regarded as str<strong>at</strong>egic and an effortful fe<strong>at</strong> requiring skill in<br />
execution. It is often fruitful to ask students wh<strong>at</strong> tactics they think are most effective in<br />
deception and wh<strong>at</strong> skills are required to be a good deceiver. Additionally, you may want to<br />
address the emotions tied to deception before returning to the propositions. Leakage is the<br />
result of emotions “leaking” out or revealing themselves in subtle ways. Again, it generally<br />
works well to ask students to return to their own experiences—wh<strong>at</strong> were they feeling?<br />
Now, the tricky part is linking these three concepts (interactivity, str<strong>at</strong>egy, and<br />
leakage) with the salient propositions without losing sight of the basic ideas. These three<br />
variables are critical to 11 of the 18 propositions and, when students grasp the links, they<br />
are well on their way to understanding IDT. From here, you might want to move on to the<br />
truth bias and suspicion if time permits. Listed below are the core concepts and their<br />
corresponding propositions:<br />
Core concepts<br />
• Interactivity (1, 4, 5)*<br />
• Str<strong>at</strong>egic behavior (3, 4, 6, 7, 8, 9, 12, 14, 17)<br />
• Leakage (3, 4, 7, 8, 9, 12, 14, 17)<br />
• Truth bias (5, 6, 10, 11, 17)<br />
• Suspicion (7, 12, 13 14, 15, 17, 18)<br />
Concepts addressed as time permits<br />
• Motiv<strong>at</strong>ion (6, 7)<br />
• Familiarity (2, 8, 11)<br />
• Communic<strong>at</strong>ion skills (9, 10, 11, 17)<br />
• Credibility (10, 17)<br />
• Deception detection (11, 17)<br />
* Numbers in parentheses correspond to the proposition number from Buller and<br />
Burgoon.<br />
Apparent contradictions in the theory<br />
Taken together, Buller and Burgoon’s assertions th<strong>at</strong> nonverbal cues (such as<br />
avoidance of eye contact or nervous laughter) are not reliable indic<strong>at</strong>ors of deception (99),<br />
th<strong>at</strong> deceivers exhibit more leakage than truth tellers (Proposition 3), and th<strong>at</strong> “behavior<br />
outside of the deceiver’s conscious control can signal dishonesty” (103) may seem<br />
confusing. These st<strong>at</strong>ements seem contradictory, yet the key to the difficulty lies in other<br />
propositions of the theory: th<strong>at</strong> truth tellers also exhibit these behaviors (99); th<strong>at</strong> truth<br />
tellers behave the same way as deceivers when confronted by suspicion (106); and th<strong>at</strong> a<br />
deceiver’s success depends on the respondent’s level of suspicion (104). These issues<br />
should spark interesting discussion among students. <strong>First</strong> of all, do they think (some, all, or<br />
none of) these propositions are valid? (Do they seem to square with their experiences?) Why<br />
might truth tellers behave in the same way as deceivers when confronted with suspicion?<br />
(Essay Question #22 below invites students to explore these issues.) Ultim<strong>at</strong>ely, though,<br />
85
students may still find these aspects of the theory somewh<strong>at</strong> contradictory. If so, push them<br />
to challenge Buller and Burgoon’s assumptions and to explore whether their theory needs<br />
adjustment.<br />
Discussing other propositions<br />
You may also wish to discuss other propositions of Buller and Burgoon’s theory<br />
(Figure 7.1). For example, Propositions 5 and 8 point to a tension—if truth bias rises with<br />
interactivity and rel<strong>at</strong>ional warmth, why do deceivers become more afraid of deception as<br />
rel<strong>at</strong>ional familiarity increases? Does guilt play a larger role if deceivers know someone well?<br />
Do people in close rel<strong>at</strong>ionships overestim<strong>at</strong>e the other person’s knowledge and/or<br />
suspicion of them? If so, why? Does rel<strong>at</strong>ional familiarity always mean a higher level of trust<br />
or can it actually lead to more suspicion? Can we achieve familiarity only by interacting with<br />
another person, or do we get to “know” media figures, for example? This issue, it seems,<br />
connects well to exercise #3 under Questions to Sharpen Your Focus in the textbook. People<br />
felt they “knew” President Clinton well enough to judge his messages about the rel<strong>at</strong>ionship<br />
with Monica Lewinsky, but this level of familiarity was achieved via the media r<strong>at</strong>her than<br />
through interactive rel<strong>at</strong>ionships. (This phenomenon, of course, also has intriguing<br />
implic<strong>at</strong>ions for the way people interact with the media, an issue th<strong>at</strong> is taken up <strong>at</strong> length<br />
l<strong>at</strong>er in the book.)<br />
As they discuss and critique the propositions, ask students about the issue of the<br />
theory’s complexity raised in the Critique section, as well as DePaulo’s concern over the<br />
theory’s explan<strong>at</strong>ory power. Is there a “why” question worth answering here? These<br />
concerns over the theoretical soundness of IDT provide an excellent opportunity to review<br />
key principles and assumptions presented in Chapter 3. Since the students have studied<br />
EVT, it may be fruitful to specul<strong>at</strong>e together about the suggestion th<strong>at</strong> it could be the<br />
unifying fe<strong>at</strong>ure of IDT. (Integr<strong>at</strong>ive Essay Question #29, below, addresses this issue.)<br />
Finally, Buller and Burgoon’s silence on the question of ethics of deception should open the<br />
door for you to explore rel<strong>at</strong>ed ethical questions with your students, particularly in<br />
conjunction with the Ethical Reflection th<strong>at</strong> follows this section. (Integr<strong>at</strong>ive Essay Question<br />
#28, below, may be a good way to focus such discussion.)<br />
Sample Applic<strong>at</strong>ion Log<br />
Jenny<br />
I am very intrigued by this theory, which, st<strong>at</strong>ed very simply, says th<strong>at</strong> humans are bad <strong>at</strong><br />
detecting lies. Mainly this is because, as Buller says, “receivers react to deceivers’<br />
messages and these reactions alter the communic<strong>at</strong>ion exchange and, perhaps, deception’s<br />
success.”<br />
I find th<strong>at</strong> this is very true. I have been told by many people th<strong>at</strong> I am too good a liar. Not<br />
because I lie a lot. In fact, it is probably because I am so honest most of the time (resulting<br />
in a high truth bias in my rel<strong>at</strong>ionships), th<strong>at</strong> my lies go easily undetected. In one particular<br />
instance, I was playing a joke on my roomm<strong>at</strong>e. I told her th<strong>at</strong> I had e<strong>at</strong>en a cake th<strong>at</strong> our<br />
other roomie had made for a friend’s birthday. When roomm<strong>at</strong>e number one responded in a<br />
skeptical manner, I included more details to my story—elimin<strong>at</strong>ing characteristics of<br />
86
uncertainty and vagueness, which reflects str<strong>at</strong>egic intent. When roomm<strong>at</strong>e number one still<br />
didn’t seem convinced, I involved myself more in the situ<strong>at</strong>ion and started accepting<br />
responsibility for my actions—hereby elimin<strong>at</strong>ing two more str<strong>at</strong>egic characteristics of<br />
withdrawal and disassoci<strong>at</strong>ion. Several times I interrupted my roomm<strong>at</strong>e and did not try to<br />
“appear extra sincere,” breaking down the final str<strong>at</strong>egic characteristic of image-protecting<br />
behavior. When I realized th<strong>at</strong> my roomm<strong>at</strong>e fully believed me, and was even getting worried<br />
and upset, I couldn’t keep up the charade and I told her the truth. If humans really were<br />
good lie detectors, there would be no such thing as practical jokes. Nobody would believe<br />
them <strong>at</strong> the outset. Where would the fun be in th<strong>at</strong>?<br />
Exercises and Activities<br />
A deception diary<br />
A 1996 study by Bella M. DePaulo, et al. (see “Further Resources,” below) suggests a<br />
potentially intriguing exercise for students. Researchers had subjects keep a diary of their<br />
social interactions for a week, noting particularly when they lied. They were asked to<br />
evalu<strong>at</strong>e these acts of deceptive communic<strong>at</strong>ion and to record the quality of the interaction,<br />
the seriousness of the lies they told, how they felt and behaved while lying, and the<br />
respondent’s reaction to their deception. The study results found not only th<strong>at</strong> subjects<br />
frequently told lies in their social interactions, but also th<strong>at</strong> they felt these deceptions were<br />
not serious, th<strong>at</strong> they found it was easy to deceive others, and th<strong>at</strong> they did not worry about<br />
being caught or expect their deceit to be detected. Having your students keep a similar diary<br />
may bring IDT to life and give them interactive examples to refer to while discussing Buller<br />
and Burgoon’s theory.<br />
You may, however, run into an ethical issue with respect to this exercise—students<br />
may feel th<strong>at</strong> they will be more likely to lie to others in order to g<strong>at</strong>her “evidence” for their<br />
diaries. They may also question whether deception is “rewarded” through this exercise,<br />
since the more honest a student, the less he or she has to write about. If some or all<br />
students feel uncomfortable with this exercise, you can modify your approach. Have them<br />
discuss or write about the ethics of such experiment<strong>at</strong>ion.<br />
Conversely, Buller and Burgoon’s perspective on truth telling may also lead to a<br />
productive assignment (inspired by a 1997 article by Steven McCornack cited in “Further<br />
Resources,” below). Ask students to record or recall incidents in their everyday lives when<br />
telling the truth was/is more difficult than lying. For example, wh<strong>at</strong> if a best friend asks for<br />
an honest opinion of his or her new romantic partner, who seems unacceptable? Regardless<br />
of whether they choose honesty or deceit to resolve their dilemmas, have them specul<strong>at</strong>e on<br />
the different levels of cognitive effort required to tell the truth r<strong>at</strong>her than to lie in these<br />
situ<strong>at</strong>ions. As a result of this exercise, your students should be ready to probe Buller and<br />
Burgoon’s assertions th<strong>at</strong> truth tellers may adapt their messages in the same ways as do<br />
liars (106). Is it really sufficient to posit th<strong>at</strong> truth tellers respond to suspicion or a false<br />
accus<strong>at</strong>ion as do deceivers, or might there be other variables involved, such as the higher<br />
level of cognitive effort required to tell the truth r<strong>at</strong>her than lie in these situ<strong>at</strong>ions, the<br />
tensions caused by the need to help another party “save face,” or the anxieties raised in a<br />
communic<strong>at</strong>ive situ<strong>at</strong>ion th<strong>at</strong> could become confront<strong>at</strong>ional? These questions also raise<br />
87
ethical issues—lying in these situ<strong>at</strong>ions may seem not only an easier but also a better<br />
solution to an interpersonal dilemma than telling the truth.<br />
Deceiving the class<br />
When Em Griffin teaches this chapter, he solicits a volunteer to assist him in<br />
conducting an experiment in front of the class. Griffin asks him or her to answer a list of<br />
questions similar to the following: *<br />
1. Please describe where you are from.<br />
2. Wh<strong>at</strong> event from your childhood do you remember most fondly?<br />
3. If you found an unidentified wallet containing $1,000, wh<strong>at</strong> would you do with<br />
it? Why?<br />
4. Wh<strong>at</strong> types of people tend to rub you the “wrong way”?<br />
5. How would you describe your religion and religious beliefs?<br />
6. If your best friend were caught che<strong>at</strong>ing on his or her spouse, wh<strong>at</strong> would you<br />
do? Why?<br />
7. Do you thoroughly investig<strong>at</strong>e the qualific<strong>at</strong>ions of all the candid<strong>at</strong>es before<br />
you vote?<br />
8. Describe a job you now have or have had.<br />
9. Do you support sending troops into countries hostile to the United St<strong>at</strong>es for<br />
the purpose of capturing Osama bin Laden?<br />
10. Wh<strong>at</strong>’s the most embarrassing thing you’ve ever done?<br />
11. Wh<strong>at</strong> do you consider to be your gre<strong>at</strong>est strengths and weaknesses?<br />
12. Have you ever taken revenge on someone? If so, how?<br />
13. If you won a million dollars in the lottery, how much would you give to charity?<br />
By prearrangement, the volunteer agrees to lie on some of the questions. A vari<strong>at</strong>ion on the<br />
theme is to ask <strong>at</strong> least one question th<strong>at</strong> is not on the prearranged list. (For example, How<br />
do you think I could improve my physical appearance?) If you have the resources, you can<br />
provide the class with additional d<strong>at</strong>a by hooking the student up to a GSR meter. After the<br />
questions have been asked, the class predicts which answers are false and which are<br />
truthful. Most likely, the experiment will suggest th<strong>at</strong> most people are rel<strong>at</strong>ively poor lie<br />
detectors. Ask your students wh<strong>at</strong> this finding tells us about IDT. Second, ask students to<br />
critique the experiment itself. Is it a credible simul<strong>at</strong>ion of reality?<br />
A similar experiment comes from Rajiv Rimal, who teaches communic<strong>at</strong>ion <strong>at</strong> the<br />
University of Texas <strong>at</strong> Austin. After discussing the chapter, he e-mails ten students and asks<br />
them to particip<strong>at</strong>e in a game during the next class. Half of them are asked to respond<br />
untruthfully to the following five questions, and the other have are told to respond honestly<br />
to the same queries:<br />
1. Did you party this past Friday?<br />
2. Have you ever walked barefoot into a store to buy something?<br />
* We’ve adapted this list from Griffin’s standard questions, which he adapted from a list<br />
published by Judee Burgoon, et al, in “Interpersonal Deception: V. Accuracy in Deception<br />
Detection,” Communic<strong>at</strong>ion Monographs 61, 4 (December 1994): 322.<br />
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3. Have you ever taken a shower with your w<strong>at</strong>ch?<br />
4. Have you ever particip<strong>at</strong>ed in a pro-life or pro-choice rally?<br />
5. Have you ever downloaded music from the Internet for free?<br />
The class, of course, won’t know who’s telling the truth and who’s lying. After the student<br />
volunteers give their answers, the instructor asks the class to guess who was honest and<br />
who was not. If Buller and Burgoon are correct, the class should not have a particularly good<br />
success r<strong>at</strong>e.<br />
Fe<strong>at</strong>ure-length documentary<br />
A provoc<strong>at</strong>ive—and in many ways heartbreaking—study of honesty and deception is<br />
Shari Robertson and Michael Camerini’s documentary about the American political asylum<br />
system, A Well-Founded Fear (New York: Epidavros Project, 2000). The film crew, which has<br />
access to actual asylum proceedings, records intense interviews about legitim<strong>at</strong>e and<br />
manufactured persecution, as well as revealing discussions about truth and deception with<br />
government agents.<br />
Further Resources<br />
• Hee Sun Park, et al. provide st<strong>at</strong>e-of-the-art research on deception, engaging Buller<br />
and others in “How People Really Detect Lies,” Communic<strong>at</strong>ion Monographs 69, 2<br />
(June 2002): 144-57.<br />
• For additional discussions of IDT, see:<br />
o Burgoon and Buller, “Reflections on the N<strong>at</strong>ure of <strong>Theory</strong> Building and the<br />
Theoretical St<strong>at</strong>us of Interpersonal Deception <strong>Theory</strong>,” Communic<strong>at</strong>ion <strong>Theory</strong><br />
6 (August 1996): 311-28.<br />
o James B. Stiff, “Theoretical Approaches to the Study of Deceptive<br />
Communic<strong>at</strong>ion: Comments on Interpersonal Deception <strong>Theory</strong>,”<br />
Communic<strong>at</strong>ion <strong>Theory</strong> 6 (August 1996): 289-96.<br />
o Norah E. Dunbar, Artemio Ramirez, Jr., and Judee K. Burgoon, “The Effects of<br />
Particip<strong>at</strong>ion on the Ability to Judge Deceit,” Communic<strong>at</strong>ion Reports 16, 1<br />
(Winter 2003): 23-33.<br />
• For further work by McCornack on deceptive messages, see “The Gener<strong>at</strong>ion of<br />
Deceptive Messages: Laying the Groundwork for a Viable <strong>Theory</strong> of Interpersonal<br />
Deception,” in Message Production: Advances of Communic<strong>at</strong>ion <strong>Theory</strong>, ed. John O.<br />
Greene (Mahwah, NJ: Lawrence Erlbaum Associ<strong>at</strong>es, 1997): 91-126.<br />
Deception Detection and Suspicion<br />
• For a recent review of research on the detection of deceptive communic<strong>at</strong>ion, see<br />
Thomas H. Feeley and Melissa J. Young, “Humans as Lie Detectors: Some More<br />
Second Thoughts,” Communic<strong>at</strong>ion Quarterly 46 (Spring 1998): 109-26.<br />
• For further discussion of suspicion, deception, and truth bias, see:<br />
o Murray G. Millar and Karen U. Millar, “The Effects of Suspicion on the Recall of<br />
Cues Used to Make Veracity Judgments,” Communic<strong>at</strong>ion Reports 11 (Winter<br />
1998): 57-64.<br />
89
o Timothy R. Levine, et al., “Accuracy in Detecting Truth and Lies: Documenting<br />
the ‘Veracity Effect,’” Communic<strong>at</strong>ion Monographs 66, 2 (June 1999): 125-<br />
44.<br />
Deception in close rel<strong>at</strong>ionships<br />
• Susan D. Boon and Beverly A. McLeod, “Deception in Romantic Rel<strong>at</strong>ionships:<br />
Subjective Estim<strong>at</strong>es of Success <strong>at</strong> Deceiving and Attitudes toward Deception,”<br />
Journal of Social and Personal Rel<strong>at</strong>ionships 18, 4 (2001): 463-77.<br />
• Pamela J. Kalbfleisch, “Deceptive Message Intent and Rel<strong>at</strong>ional Quality,” Journal of<br />
Language and Social Psychology 20, 1/2 (2001): 214-33.<br />
• Steven McCornack and T. Levine, “When Lovers Become Leery: The Rel<strong>at</strong>ionship<br />
Between Suspicion and Accuracy in Detecting Deception,” Communic<strong>at</strong>ion<br />
Monographs 57, 3 (September 1990): 219-30.<br />
Truth Bias<br />
• Tim Cole, Laura Leets, and James J. Bradac explore the truth bias in “Deceptive<br />
Message Processing: The Role of Attachment Style and Verbal Intimacy Markers in<br />
Deceptive Message Judgments,” Communic<strong>at</strong>ion Studies 53 (June 2002): 74-89.<br />
• For a very interesting look <strong>at</strong> the reverse truth bias (a lie bias), see Gary Bond, Daniel<br />
Malloy, Elizabeth Arias, Shannon Nunn, and Laura Thompson’s article, “Lie-Based<br />
Decision Making in Prison,” Communic<strong>at</strong>ion Reports 18, 1 (2005): 9-20.<br />
Other variables rel<strong>at</strong>ed to deception<br />
• For the results of an interesting study of deception in everyday communic<strong>at</strong>ive<br />
interactions, see Bella M. DePaulo, et al., “Lying in Everyday Life,” Journal of<br />
Personality and Social Psychology 70 (1996): 979-95.<br />
• Wade C. Row<strong>at</strong>t, et al. provide an interesting discussion of the rel<strong>at</strong>ionship between<br />
<strong>at</strong>tractiveness and deceptive communic<strong>at</strong>ion in “Lying to Get a D<strong>at</strong>e: The Effect of<br />
Facial Physical Attractiveness on the Willingness to Deceive Prospective D<strong>at</strong>ing<br />
Partners,” Journal of Social and Personal Rel<strong>at</strong>ionships 16 (April 1999): 209-23.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or<br />
email Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
91
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
92
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
93
Key Names and Terms<br />
ETHICAL REFLECTIONS<br />
KANT, AUGUSTINE, AND BOK<br />
Immanual Kant<br />
A German philosopher who cre<strong>at</strong>ed the c<strong>at</strong>egorical imper<strong>at</strong>ive.<br />
C<strong>at</strong>egorical Imper<strong>at</strong>ive<br />
The ethical rule to act only on th<strong>at</strong> maxim which you can will to become universal<br />
law; duty without exception.<br />
Sissela Bok<br />
A philosopher who developed the principle of veracity.<br />
Principle of Veracity<br />
The ethical assumption th<strong>at</strong> truthful st<strong>at</strong>ements are preferable to lies in the<br />
absence of special consider<strong>at</strong>ions th<strong>at</strong> overcome their neg<strong>at</strong>ive weight.<br />
Test of Publicity<br />
Bok’s point th<strong>at</strong> in assessing ethical behavior, one must check with a variety of fairminded<br />
people to see if they would endorse a proposed course of action.<br />
Augustine<br />
A fifth-century C<strong>at</strong>holic bishop who believed th<strong>at</strong> those who sincerely desire to<br />
follow God will discern truth telling as a central tenet of the divine will.<br />
Exercises and Activities<br />
When Em Griffin teaches this reflection, he asks the students to tell the class how<br />
they would respond if they found themselves in Mark’s dilemma. Which—if any—of the<br />
principles outlined in the section would guide them?<br />
Further Resources<br />
• In the Encyclopedia of Rhetoric and Composition, see Richard L. Johannesen, “Ethics”<br />
(235-40), which rel<strong>at</strong>es to many of the Ethical Reflections fe<strong>at</strong>ured in A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong>.<br />
• Other general sources are<br />
o R.L. Johannesen, Ethics in Human Communic<strong>at</strong>ion, 5th ed. (Prospect Heights, IL:<br />
Waveland, 2001).<br />
o Karen Joy Greenberg, Convers<strong>at</strong>ions on Communic<strong>at</strong>ion Ethics (Norwood, NJ:<br />
Ablex, 1991).<br />
o James A. Jaska and Michael S. Pritchard, Communic<strong>at</strong>ion Ethics: Methods of<br />
Analysis (Belmont, CA: Wadsworth, 1988).<br />
o James Herrick, “Rhetoric, Ethics, and Virtue,” Communic<strong>at</strong>ion Studies 43 (1992):<br />
133-49.<br />
• For Augustine, see Richard Penticoff, “Augustine,” in the Encyclopedia of Rhetoric and<br />
Composition, 50-52.<br />
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• For an excellent biography of Augustine, see Peter Brown, Augustine of Hippo (Berkeley:<br />
University of California Press, 1967).<br />
• For fine recent films th<strong>at</strong> fe<strong>at</strong>ure the complex issue of truth telling, see Lone Star;<br />
Europa, Europa; and Schindler’s List.<br />
• Two recent novels th<strong>at</strong> provoc<strong>at</strong>ively engage the complexity of truth telling and<br />
deception, particularly the constitutive power of the l<strong>at</strong>ter, are Peter Carey’s My Life as<br />
a Fake (New York: Alfred A. Knopf, 2003) and Tobias Wolff’s Old School (New York:<br />
Alfred A. Knopf, 2003).<br />
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Key Names and Terms<br />
RELATIONSHIP DEVELOPMENT<br />
Close Rel<strong>at</strong>ionship<br />
A rel<strong>at</strong>ionship characterized by strong, frequent, and diverse interdependence th<strong>at</strong><br />
lasts over a considerable period of time.<br />
Gary Becker<br />
A Nobel Prize–winning economist from the University of Chicago whose supply-anddemand<br />
market models predict the behavior of everyday living—including love and<br />
marriage.<br />
Erich Fromm<br />
A humanist who defines love in economic terms.<br />
John Bowlby<br />
A British developmental psychologist who developed <strong>at</strong>tachment theory.<br />
Attachment <strong>Theory</strong><br />
A theory which specul<strong>at</strong>es th<strong>at</strong> personal differences in ability or desire to form close<br />
rel<strong>at</strong>ionships are based on <strong>at</strong>tachment styles developed in infancy which are rel<strong>at</strong>ively<br />
stable throughout one’s life.<br />
Attachment Styles<br />
Four distinct approaches to close rel<strong>at</strong>ionships based on an infant’s experience with<br />
his or her primary caregiver and carried over into adult rel<strong>at</strong>ionships: secure,<br />
dismissing, preoccupied, and fearful.<br />
Further Resources<br />
• An altern<strong>at</strong>ive theory about rel<strong>at</strong>ionship development is Peter Andersen’s cognitive<br />
valence theory of intim<strong>at</strong>e communic<strong>at</strong>ion, which employs some concepts introduced in<br />
Griffin’s tre<strong>at</strong>ment of expectancy viol<strong>at</strong>ions theory (see Peter Andersen, “The Cognitive<br />
Valence <strong>Theory</strong> of Intim<strong>at</strong>e Communic<strong>at</strong>ion,” Progress in Communic<strong>at</strong>ion Sciences, Vol.<br />
XIV: Mutual Influences in Interpersonal Communic<strong>at</strong>ion, ed. Mark T. Palmer and George<br />
Barnett (Stanford, CT: Ablex, 1997), 39-72.<br />
• Interesting films th<strong>at</strong> fe<strong>at</strong>ure various aspects of rel<strong>at</strong>ionship development include:<br />
o Love and Basketball;<br />
o 10 Things I H<strong>at</strong>e about You;<br />
o Sense and Sensibility;<br />
o Moonstruck;<br />
o Something’s Gotta Give;<br />
o To Sir, with Love;<br />
o The Bridges of Madison County;<br />
o Sex, Lies and Video Tape;<br />
o Good Will Hunting (this one has been extremely popular with our students);<br />
o As Good As It Gets;<br />
o Playing by Heart;<br />
o The Shawshank Redemption; and<br />
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o Louis Malle’s stunning Au Revoir, Les Enfants (Goodbye, Children).<br />
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CHAPTER 8<br />
SOCIAL PENETRATION THEORY<br />
Outline<br />
I. Introduction.<br />
A. Developed by social psychologists Irwin Altman and Dalmas Taylor, social<br />
penetr<strong>at</strong>ion theory explains how rel<strong>at</strong>ional closeness develops.<br />
B. Closeness develops only if individuals proceed in a gradual and orderly fashion from<br />
superficial to intim<strong>at</strong>e levels of exchange as a function of both immedi<strong>at</strong>e and<br />
forecast outcomes.<br />
II.<br />
III.<br />
IV.<br />
Personality structure: a multilayered onion.<br />
A. The outer layer is the public self.<br />
B. The inner core is one’s priv<strong>at</strong>e domain.<br />
Closeness through self-disclosure.<br />
A. With the onion-wedge model, the depth of penetr<strong>at</strong>ion represents the degree of<br />
personal disclosure.<br />
B. The layers of the onion are tougher near the center.<br />
The depth and breadth of self-disclosure.<br />
A. Peripheral items are exchanged more frequently and sooner than priv<strong>at</strong>e<br />
inform<strong>at</strong>ion.<br />
B. Self-disclosure is reciprocal, especially in early stages of rel<strong>at</strong>ionship development.<br />
C. Penetr<strong>at</strong>ion is rapid <strong>at</strong> the start but slows down quickly as the tightly wrapped inner<br />
layers are reached.<br />
1. Societal norms prevent too much early self-disclosure.<br />
2. Most rel<strong>at</strong>ionships stall before a stable intim<strong>at</strong>e exchange is established.<br />
3. Genuine intim<strong>at</strong>e exchange is rare but when it is achieved, rel<strong>at</strong>ionships become<br />
meaningful and enduring.<br />
D. Depenetr<strong>at</strong>ion is a gradual process of layer-by-layer withdrawal.<br />
E. For true intimacy, depth and breadth of penetr<strong>at</strong>ion are equally important.<br />
V. Regul<strong>at</strong>ing closeness on the basis of rewards and costs.<br />
A. If perceived mutual benefits outweigh the costs of gre<strong>at</strong>er vulnerability, the process<br />
of social penetr<strong>at</strong>ion will proceed.<br />
B. Social penetr<strong>at</strong>ion theory draws heavily on the social exchange theory of John<br />
Thibaut and Harold Kelley.<br />
VI.<br />
Outcome: rewards minus costs.<br />
A. Thibaut and Kelley suggest th<strong>at</strong> people try to predict the outcome of an interaction<br />
before it takes place.<br />
1. The economic approach to determining behavior d<strong>at</strong>es from John Stuart Mill’s<br />
principle of utility.<br />
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2. The minimax principle of human behavior claims th<strong>at</strong> people seek to maximize<br />
benefits and minimize costs.<br />
3. The higher we index a rel<strong>at</strong>ional outcome, the more <strong>at</strong>tractive the behavior th<strong>at</strong><br />
might make it happen.<br />
B. Social exchange theory assumes th<strong>at</strong> people can accur<strong>at</strong>ely gauge the benefits of<br />
their actions and make sensible choices based on their predictions.<br />
C. As rel<strong>at</strong>ionships develop, the n<strong>at</strong>ure of interaction th<strong>at</strong> friends find rewarding<br />
evolves.<br />
VII. Comparison level (CL)—gauging rel<strong>at</strong>ional s<strong>at</strong>isfaction.<br />
A. A person’s CL is the threshold above which an outcome appears <strong>at</strong>tractive.<br />
B. One’s CL for friendship, romance, or family ties is pegged by one’s rel<strong>at</strong>ional history,<br />
the baseline of past experience.<br />
C. Sequence and trends play large roles in evalu<strong>at</strong>ing a rel<strong>at</strong>ionship.<br />
VIII. Comparison level of altern<strong>at</strong>ives (CLalt)—gauging rel<strong>at</strong>ional stability.<br />
A. The CLalt is pegged by the best rel<strong>at</strong>ional outcomes available outside the current<br />
rel<strong>at</strong>ionship.<br />
B. When existent outcomes slide below an established CLalt, rel<strong>at</strong>ional instability<br />
increases.<br />
C. Social exchange theories have an economic orient<strong>at</strong>ion.<br />
D. The CLalt explains why people sometimes stay in abusive rel<strong>at</strong>ionships.<br />
1. Some women endure abuse because Outcome > CLalt.<br />
2. They will leave only when CLalt > Outcome.<br />
E. The rel<strong>at</strong>ive values of Outcome, CL, and CLalt help determine one’s willingness to<br />
disclose.<br />
1. Optimum disclosure will occur when both parties believe th<strong>at</strong> Outcome > CLalt ><br />
CL.<br />
2. A rel<strong>at</strong>ionship can be more than s<strong>at</strong>isfying if it is stable, but other s<strong>at</strong>isfying<br />
options are also available (in case this rel<strong>at</strong>ionship turns sour).<br />
IX.<br />
A simple notion becomes more complex in practice<br />
A. Altman originally thought th<strong>at</strong> openness is the predominant quality of rel<strong>at</strong>ionship<br />
changes. The desire for privacy may counteract a unidirectional quest for intimacy.<br />
B. A dialectical model suggests th<strong>at</strong> human social rel<strong>at</strong>ionships are characterized by<br />
openness or contact and closedness or separ<strong>at</strong>eness between participants.<br />
C. Sandra Petronio’s privacy management theory maps out the intric<strong>at</strong>e ways people<br />
handle their conflicting desires for privacy and openness.<br />
1. Petronio’s theory describes the way people form their personal rules for<br />
disclosure, how those who disclose priv<strong>at</strong>e inform<strong>at</strong>ion need to coordin<strong>at</strong>e their<br />
privacy boundaries with the borders drawn by their confidants, and the rel<strong>at</strong>ional<br />
turbulence th<strong>at</strong> occurs when parties have boundary rules th<strong>at</strong> don’t m<strong>at</strong>ch.<br />
2. Petronio claims th<strong>at</strong> the personal rules th<strong>at</strong> guide our privacy/disclosure<br />
decisions are based on five different criteria: culture, gender, motives, context,<br />
and risk-benefit r<strong>at</strong>io.<br />
3. Boundary coordin<strong>at</strong>ion depends on: boundary linkage, boundary ownership, and<br />
boundary permeability.<br />
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4. Boundary turbulence is the product of parties’ inability to coordin<strong>at</strong>e their<br />
privacy rules and boundary management.<br />
X. Critique: pulling back from social penetr<strong>at</strong>ion.<br />
A. Social penetr<strong>at</strong>ion is an established and familiar explan<strong>at</strong>ion of how closeness<br />
develops in friendships and romantic rel<strong>at</strong>ionships. But, it also has many critics.<br />
B. Petronio thinks it’s simplistic to equ<strong>at</strong>e self-disclosure with rel<strong>at</strong>ional closeness.<br />
C. She also challenges the theorists’ view of disclosure boundaries as being fixed and<br />
increasingly less permeable.<br />
D. Can a complex blend of advantages and disadvantages be reliably reduced to a<br />
single index?<br />
E. Are people so consistently selfish th<strong>at</strong> they always opt to act strictly in their own best<br />
interest?<br />
F. Paul Wright believes th<strong>at</strong> friendships often reach a point of such closeness th<strong>at</strong> selfcentered<br />
concerns are no longer salient.<br />
Key Names and Terms<br />
Irwin Altman and Dalmas Taylor<br />
Social psychologists who cre<strong>at</strong>ed social penetr<strong>at</strong>ion theory. Altman is a researcher <strong>at</strong><br />
the University of Utah; Taylor, now deceased, was affili<strong>at</strong>ed with Lincoln University,<br />
Pennsylvania.<br />
Social Penetr<strong>at</strong>ion <strong>Theory</strong><br />
A theory th<strong>at</strong> portrays rel<strong>at</strong>ional closeness as a function of system<strong>at</strong>ic reciprocal selfdisclosure.<br />
Penetr<strong>at</strong>ion<br />
Altman and Taylor’s metaphor for rel<strong>at</strong>ional closeness th<strong>at</strong> results from interpersonal<br />
vulnerability, especially self-disclosure.<br />
Depenetr<strong>at</strong>ion<br />
Altman and Taylor’s metaphoric conceptualiz<strong>at</strong>ion of the gradual process of<br />
withdrawing from closeness in a rel<strong>at</strong>ionship.<br />
Index of Rel<strong>at</strong>ional S<strong>at</strong>isfaction<br />
The balance of positive and neg<strong>at</strong>ive experiences in a social rel<strong>at</strong>ionship.<br />
Social Exchange <strong>Theory</strong><br />
An economically based theory of human behavior th<strong>at</strong> assumes th<strong>at</strong> people accur<strong>at</strong>ely<br />
gauge the outcomes of a variety of interactions and r<strong>at</strong>ionally choose the action th<strong>at</strong><br />
will provide the best result.<br />
John Thibaut and Harold Kelley<br />
Psychologists who developed social exchange theory or the <strong>at</strong>tempt to quantify the<br />
value of different outcomes for an individual. Thibaut, now deceased, was affili<strong>at</strong>ed with<br />
the University of North Carolina; Kelley is a researcher <strong>at</strong> UCLA.<br />
Outcome Value<br />
The rewards minus the costs of a given course of action.<br />
Minimax Principle<br />
An economic approach to human behavior st<strong>at</strong>ing th<strong>at</strong> people seek to maximize their<br />
benefits and minimize their costs as they interact with others.<br />
Comparison Level (CL)<br />
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The threshold above which an outcome seems <strong>at</strong>tractive. It is the minimal level for<br />
personal s<strong>at</strong>isfaction.<br />
Comparison Level of Altern<strong>at</strong>ives (CLalt)<br />
The value of the best outcomes available outside the current rel<strong>at</strong>ionship. It is the worst<br />
outcome a person will accept and still stay in a rel<strong>at</strong>ionship.<br />
Sandra Petronio<br />
Communic<strong>at</strong>ion theorist from the University of Indiana, Indianapolis who developed<br />
communic<strong>at</strong>ion privacy management theory about the intric<strong>at</strong>e ways people handle<br />
conflicting desires for privacy and openness.<br />
Paul Wright<br />
A psychologist from the University of North Dakota who believes th<strong>at</strong> friendships often<br />
reach a point of such closeness th<strong>at</strong> self-centered concerns are no longer salient.<br />
Principal Changes<br />
This chapter, previously Chapter 9, has been revised to include Sandra Petronio’s<br />
communic<strong>at</strong>ion privacy management theory, which expands and critiques social penetr<strong>at</strong>ion<br />
theory. In addition, Griffin has revised the Critique and upd<strong>at</strong>ed the Second <strong>Look</strong> sections.<br />
Suggestions for Discussion<br />
Comparison level and comparison level of altern<strong>at</strong>ives<br />
Because it reinforces many of the metaphors and analogies we use to discuss self,<br />
social penetr<strong>at</strong>ion theory should intuitively appeal to your students. It is easy to diagram and to<br />
grasp. We have found th<strong>at</strong> the majority of students easily follow the discussion about the onion<br />
model and social penetr<strong>at</strong>ion; some students may get confused when talk turns to calcul<strong>at</strong>ing<br />
comparison level and comparison level of altern<strong>at</strong>ives. These concepts, while interrel<strong>at</strong>ed,<br />
concentr<strong>at</strong>e on separ<strong>at</strong>e cognitions about a rel<strong>at</strong>ionship’s outcome. The comparison level (CL)<br />
gauges s<strong>at</strong>isfaction level (i.e. happy or unhappy) while the comparison level of altern<strong>at</strong>ives<br />
(CLalt) estim<strong>at</strong>es permanence (i.e. stay or leave). To illustr<strong>at</strong>e th<strong>at</strong> the calcul<strong>at</strong>ions occur<br />
simultaneously, it may be helpful to provide your students with the following chart and ask if<br />
they can provide an example of each quadrant:<br />
Outcome > CL<br />
Outcome < CL<br />
Outcome > CLalt<br />
Happy<br />
Stay<br />
Unhappy<br />
Stay<br />
Outcome < CLalt<br />
Happy<br />
Leave<br />
Unhappy<br />
Leave<br />
Two of the quadrants are rel<strong>at</strong>ively simple to explain. The top left-side quadrant (happy, stay)<br />
might illustr<strong>at</strong>e most people’s “happily-ever-after” ideal rel<strong>at</strong>ionship where you’re content and<br />
feel th<strong>at</strong> nothing could be better. The bottom right-side quadrant (unhappy, leave) is also easily<br />
pictured- an unhappy situ<strong>at</strong>ion and something better comes along. It means leaving a<br />
rel<strong>at</strong>ionship you didn’t enjoy for something more promising. The remaining two squares<br />
present more of a challenge. The top right-side box (happy, leave) might be characterized as a<br />
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midlife crisis. It’s the person who, though content and rel<strong>at</strong>ive to their past rel<strong>at</strong>ionships has a<br />
good situ<strong>at</strong>ion, still leaves for something potentially even more enticing. Another example is a<br />
person who likes their job and income, but gets a better offer. Finally, the bottom left-side box<br />
(unhappy, stay) may be illustr<strong>at</strong>ive of an unhealthy or abusive rel<strong>at</strong>ionship. This rel<strong>at</strong>ionship<br />
isn’t enjoyable and, compared with others’ rel<strong>at</strong>ionships, it’s really not promising, but it’s better<br />
than any of the other options. This person may think, “I’d r<strong>at</strong>her be in a miserable rel<strong>at</strong>ionship<br />
than no rel<strong>at</strong>ionship <strong>at</strong> all.”<br />
Problems with the theory<br />
In several ways, social penetr<strong>at</strong>ion theory relies upon a problem<strong>at</strong>ic construction of the<br />
self, self-disclosure, and overall process of communic<strong>at</strong>ion itself, and thus it should provide<br />
more thoughtful students with a good exercise in theory critique. For example, characterizing<br />
self-disclosure as penetr<strong>at</strong>ion may confound the issues of agent and agency. It is, after all, the<br />
speaker who discloses, r<strong>at</strong>her than the audience of the disclosure, who acts—who exposes the<br />
previously unknown inform<strong>at</strong>ion. In most cases, self-disclosure is not an invasive surgical<br />
procedure, an act of interrog<strong>at</strong>ion, or form of torture practiced upon a passive or unwilling<br />
subject, but a voluntary pouring forth. Perhaps those who disclose more closely resemble<br />
founts of inform<strong>at</strong>ion, r<strong>at</strong>her than dense masses th<strong>at</strong> require probing and piercing. Another<br />
image would be someone gradually pulling back a curtain to reveal more and more details of<br />
the landscape of the self.<br />
An additional problem is th<strong>at</strong> the images of the wedge and the onion suggest th<strong>at</strong> selfdisclosure<br />
is an asymmetrical, r<strong>at</strong>her than a reciprocal, egalitarian process. After all, someone<br />
must be the onion, and someone else must be the wedge. Although, as Griffin notes, the<br />
sexual connot<strong>at</strong>ions of the term penetr<strong>at</strong>ion were not intended by Altman and Taylor (120), it is<br />
difficult to remove the power rel<strong>at</strong>ions suggested by the imagery. Penetr<strong>at</strong>ion inherently calls<br />
to mind the notions of dominance, force, and control, when in fact disclosure is offered freely<br />
and equally in the kinds of social situ<strong>at</strong>ions the theory is meant to describe.<br />
In addition to the problems inherent in the image of the penetr<strong>at</strong>ing wedge are the<br />
difficulties brought on by the comparison of the self to an onion. Although this analogy is easy<br />
to visualize, it suggests th<strong>at</strong> the self is a stable, completed, priv<strong>at</strong>e, knowable entity th<strong>at</strong> is<br />
gradually exposed or discovered, but not shaped, by the process of communic<strong>at</strong>ion. To evoke a<br />
parallel, but more risqué, analogy, Altman and Taylor’s disclosure imit<strong>at</strong>es the stripper,<br />
gradually peeling off his or her sartorial layers until the genuine article—the naked self—is<br />
revealed. Other theories previously examined, however, insist th<strong>at</strong> social realities such as the<br />
self are not merely presented, but actually constructed, through the process of<br />
communic<strong>at</strong>ion. Theorists such as Mead and Pearce (and l<strong>at</strong>er, Delia) would suggest th<strong>at</strong><br />
because communic<strong>at</strong>ion has an ontological function, the process of disclosing intim<strong>at</strong>e details<br />
itself would shape the n<strong>at</strong>ure of a person’s inner self. Communic<strong>at</strong>ion does not simply reveal—<br />
it cre<strong>at</strong>es. (Integr<strong>at</strong>ive Essay Question #32 below addresses this issue.)<br />
The onion metaphor<br />
The onion metaphor is also problem<strong>at</strong>ic because of the remarkable uniformity of this<br />
particular vegetable. As one peels away the outer layers of this pungent sphere, wh<strong>at</strong> one finds<br />
are more and more layers. In this sense, then, the actual structure of the onion suggests th<strong>at</strong><br />
there is no immutable essence of personhood <strong>at</strong> the center of our psyches, and th<strong>at</strong> we are all<br />
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packaging and no content. Like a Russian nesting doll, nothing unique is contained in the<br />
center, only more and more dolls. It is ironic th<strong>at</strong> this most postmodern view of self, which<br />
works against the fundamental assumptions of social penetr<strong>at</strong>ion theory, is evoked by its<br />
central analogy.<br />
During the class session before you discuss this chapter, encourage your students to<br />
compare the fictitious example of Pete and Jon to their own experiences with their roomm<strong>at</strong>es<br />
or close friends as they read. (Essay Question #30 below addresses this topic.)<br />
Sample Applic<strong>at</strong>ion Log<br />
Dan<br />
I have always been cautious about wh<strong>at</strong> I tell people about myself. I never want to reveal<br />
something th<strong>at</strong> I might l<strong>at</strong>er regret. But I do like to have close rel<strong>at</strong>ionships. The problem is, I<br />
find it takes a long time for me to form th<strong>at</strong> closeness.<br />
When I was in sixth grade I moved to a new school. I didn’t begin to feel like people really knew<br />
me until my junior year in high school. I really enjoyed those last two years of high school, but<br />
maybe if I had been a little less cautious about telling people about myself earlier, I could have<br />
had more fun all throughout junior and senior high. Maybe I should go out on a limb a little<br />
more; I may find th<strong>at</strong> people are willing to let me come closer to them as a result.<br />
Exercises and Activities<br />
The onion<br />
In Figure 8.1 on page 120, Griffin presents an onionized version of Pete’s personality<br />
structure. Consider asking your students to cre<strong>at</strong>e onions of their own psyches. How would<br />
they design<strong>at</strong>e their own personality layers? As you discuss the results of their models, see<br />
wh<strong>at</strong> sorts of similarities and differences emerge among your students. Is Pete’s personality<br />
structure a good approxim<strong>at</strong>ion of your average student?<br />
And speaking of onioniz<strong>at</strong>ion, when Em Griffin teaches this chapter, he brings a healthy<br />
represent<strong>at</strong>ive of th<strong>at</strong> very vegetable and three knives to class. He asks five volunteers to talk<br />
through five key components of the theory: personality, closeness, self-disclosure, rewards and<br />
costs, and rel<strong>at</strong>ionship termin<strong>at</strong>ion. Students can use any method they wish to explain or<br />
illustr<strong>at</strong>e their concept, including, of course, the onions and knives. Griffin notes th<strong>at</strong> in order<br />
for this exercise to be effective, the instructor must be willing to correct inaccur<strong>at</strong>e descriptions<br />
and to provide helpful nudges <strong>at</strong> key moments.<br />
As we have done above, you may enjoy developing altern<strong>at</strong>ive analogies or metaphors<br />
for the process of self-disclosure with your students. We always find their suggestions<br />
provoc<strong>at</strong>ive. (Essay Question #25 below addresses this issue.)<br />
“Who are you?” Interviews and self-disclosure<br />
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If you and your students enjoy in-class demonstr<strong>at</strong>ions/tests of theory, consider the<br />
following exercise. Divide your students into pairs to conduct interviews. Tell them to decide<br />
who will be the interviewer and who will be the interviewee for the first phase, and indic<strong>at</strong>e th<strong>at</strong><br />
the roles will be reversed in the second phase. Allow approxim<strong>at</strong>ely five minutes for each.<br />
During the first phase, the interviewers begin by asking their partners, “Who are you?” After the<br />
interviewee has answered, the interviewer repe<strong>at</strong>s the question or offers follow-up queries.<br />
After the time has expired, the students switch roles for the second phase. This time, the<br />
interviewer begins by asking, “Wh<strong>at</strong> do you want?” Once again, the interviewer may repe<strong>at</strong> the<br />
question or offer follow-up queries during the time remaining. When you debrief the exercise<br />
with the class, ask your students where their questions led and wh<strong>at</strong> the answers revealed<br />
about the theory. If you can, compare the results of male-male, female-female, and femalemale<br />
dyads.<br />
Fe<strong>at</strong>ure-film examples<br />
An entertaining film th<strong>at</strong> vividly demonstr<strong>at</strong>es the links between social penetr<strong>at</strong>ion and<br />
rel<strong>at</strong>ional development is Remember the Titans. Set in Virginia, the story centers on the<br />
rel<strong>at</strong>ionships of several white and African-American football players and their coaches who find<br />
themselves on the same team following integr<strong>at</strong>ion.<br />
Another provoc<strong>at</strong>ive film is Almost Famous, the story of a teenage boy who develops<br />
quirky and revealing rel<strong>at</strong>ionships with rock stars, their groupies, and the writers who cover<br />
them in an early 1970s setting. As a budding journalist, he finds th<strong>at</strong> his efforts to penetr<strong>at</strong>e<br />
their psyches are motiv<strong>at</strong>ed both by friendship/romance and professional ambition. When<br />
these motiv<strong>at</strong>ions conflict, intriguing ethical issues emerge. One of the more pertinent issues<br />
explored in the film is the asymmetric self-disclosure among the characters as the young<br />
journalist probes his subjects and their social scene. Not surprisingly, the consequences of<br />
such asymmetry are significant. Ron Adler—a well-known communic<strong>at</strong>ion teacher <strong>at</strong> Santa<br />
Barbara City College and much respected textbook writer—identifies the scene in which the<br />
fe<strong>at</strong>ured rock band believes it is about to perish in a plane crash as a vivid demonstr<strong>at</strong>ion of<br />
the potential downside of intim<strong>at</strong>e self-disclosure.<br />
The Johari window<br />
An altern<strong>at</strong>ive model of self and self-disclosure th<strong>at</strong> you might consider sharing with<br />
your class is the Johari window, which characterizes the issues of agency and reciprocity more<br />
effectively than does the social penetr<strong>at</strong>ion approach, perhaps. One must not forget, though,<br />
th<strong>at</strong> this model, too, has its limit<strong>at</strong>ions, including a failure to handle the ontological element of<br />
communic<strong>at</strong>ion. In addition, it may not be particularly useful in conceptualizing issues of depth<br />
and breadth disclosure. Comparing the two models can be a very useful exercise.<br />
Further Resources<br />
• For a study th<strong>at</strong> builds on the work of John Thibaut and Harold Kelley, see Michael<br />
Sunnafrank, “‘You’ve Lost th<strong>at</strong> Loving Feeling’: Romance Loss as a Function of<br />
Rel<strong>at</strong>ionship Development and Escal<strong>at</strong>ion Processes,” Communic<strong>at</strong>ion and Social<br />
Influence Processes, ed. Charles R. Berger (East Lansing: Michigan St<strong>at</strong>e University Press,<br />
1995), 133-53.<br />
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• For additional discussion of depenetr<strong>at</strong>ion, see Betsy Tolstedt and Joseph Stokes, “Self-<br />
Disclosure, Intimacy, and Depenetr<strong>at</strong>ion Process,” Journal of Personality and Social<br />
Psychology 46 (1984): 84-90.<br />
• If students want to learn more about social exchange theory, Griffin’s chapter-length<br />
tre<strong>at</strong>ment from the Second Edition (available on the website discussed in the Preface to<br />
this manual) is a good place to begin.<br />
Johari window<br />
• If you present the Johari window to complement and contrast with social penetr<strong>at</strong>ion, see:<br />
o Joseph Luft, Of Human Interaction (Palo Alto, CA: N<strong>at</strong>ional Press, 1969);<br />
o Ronald Adler and Neil Towne, <strong>Look</strong>ing Out/<strong>Look</strong>ing In (Fort Worth, TX: Harcourt,<br />
1990), 341-44.<br />
o Gerald L. Wilson, Alan M. Hantz, and Michael S. Hanna, Interpersonal Growth<br />
through Communic<strong>at</strong>ion, 4th ed. (Dubuque, IA: Wm C. Brown, 1995), 53-55.<br />
o Richard Weaver, Understanding Interpersonal Communic<strong>at</strong>ion, 7th ed. (New York:<br />
HarperCollins, 1996), 430-32.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
107
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
108
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 9<br />
UNCERTAINTY REDUCTION THEORY<br />
Outline<br />
I. Introduction.<br />
A. Charles Berger notes th<strong>at</strong> the beginnings of personal rel<strong>at</strong>ionships are fraught with<br />
uncertainties.<br />
B. Uncertainty reduction theory focuses on how human communic<strong>at</strong>ion is used to gain<br />
knowledge and cre<strong>at</strong>e understanding.<br />
C. Any of three prior conditions—anticip<strong>at</strong>ion of future interaction, incentive value, or<br />
deviance—can boost our drive to reduce uncertainty.<br />
II.<br />
III.<br />
Uncertainty reduction: To predict and explain.<br />
A. Berger’s focus on prediction echoes Shannon and Weaver.<br />
B. His emphasis on explan<strong>at</strong>ion (our inferences about why people do wh<strong>at</strong> they do)<br />
comes from the <strong>at</strong>tribution theory of Fritz Heider.<br />
C. There are <strong>at</strong> least two types of uncertainty.<br />
1. Behavioral questions, which are often reduced by following accepted procedural<br />
protocols.<br />
2. Cognitive questions, which are reduced by acquiring inform<strong>at</strong>ion.<br />
An axiom<strong>at</strong>ic theory: Certainty about uncertainty.<br />
A. Berger proposes a series of axioms to explain the connection between uncertainty<br />
and eight key variables.<br />
B. Axiom 1, verbal communic<strong>at</strong>ion: As the amount of verbal communic<strong>at</strong>ion between<br />
strangers increases, the level of uncertainty decreases, and, as a result, verbal<br />
communic<strong>at</strong>ion increases.<br />
C. Axiom 2, nonverbal warmth: As nonverbal affili<strong>at</strong>ive expressiveness increases,<br />
uncertainty levels will decrease. Decreases in uncertainty level will cause increases<br />
in nonverbal affili<strong>at</strong>ive expressiveness.<br />
D. Axiom 3, inform<strong>at</strong>ion seeking: High levels of uncertainty cause increases in<br />
inform<strong>at</strong>ion-seeking behavior. As uncertainty levels decline, inform<strong>at</strong>ion-seeking<br />
behavior decreases.<br />
E. Axiom 4, self-disclosure: High levels of uncertainty in a rel<strong>at</strong>ionship cause decreases<br />
in the intimacy level of communic<strong>at</strong>ion content. Low levels of uncertainty produce<br />
high levels of intimacy.<br />
F. Axiom 5, reciprocity: High levels of uncertainty produce high r<strong>at</strong>es of reciprocity. Low<br />
levels of uncertainty produce low levels of reciprocity.<br />
G. Axiom 6, similarity: Similarities between persons reduce uncertainty, while<br />
dissimilarities produce increases in uncertainty.<br />
H. Axiom 7, liking: Increases in uncertainty level produce decreases in liking; decreases<br />
in uncertainty produce increases in liking.<br />
I. Axiom 8, shared networks: Shared communic<strong>at</strong>ion networks reduce uncertainty,<br />
while a lack of shared networks increases uncertainty.<br />
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IV.<br />
Theorems: The logical force of uncertainty axioms.<br />
A. Through pairing axioms, Berger cre<strong>at</strong>es 28 theorems.<br />
B. These 28 theorems suggest a comprehensive theory of interpersonal development<br />
based on the importance of reducing uncertainty in human interaction.<br />
V. Str<strong>at</strong>egies to cope with certain uncertainty.<br />
A. Most social interaction is goal-driven; we construct cognitive plans to guide our<br />
social interaction.<br />
1. Berger claims plans are hierarchically organized with abstract represent<strong>at</strong>ions <strong>at</strong><br />
the top of the hierarchy and progressively more concrete represent<strong>at</strong>ion toward<br />
the bottom.<br />
2. Switching str<strong>at</strong>egies <strong>at</strong> the top of the hierarchy causes changes down the<br />
hierarchy, altering behavior.<br />
B. Uncertainty is central to all social interaction.<br />
C. There is an interaction between uncertainty reduction theory and plan-based<br />
message production th<strong>at</strong> suggests various str<strong>at</strong>egies individuals use to cope with<br />
uncertainty and hedge against risk when deploying messages.<br />
1. Seeking inform<strong>at</strong>ion through a passive, active, or interactive str<strong>at</strong>egy.<br />
2. Choosing plan complexity—the level of detail a plan includes and the number of<br />
contingency plans.<br />
3. Hedging—planning ways for both parties to “save face” when <strong>at</strong> least one of<br />
them miscalcul<strong>at</strong>ed.<br />
4. The hierarchy hypothesis: When individuals are thwarted in their <strong>at</strong>tempts to<br />
achieve goals, their first tendency is to alter lower-level elements of their<br />
message.<br />
VI.<br />
Critique: Nagging doubts about uncertainty.<br />
A. As Berger himself admits, his original st<strong>at</strong>ement contained some propositions of<br />
dubious validity.<br />
1. Critics such as K<strong>at</strong>hy Kellermann consider theorem 17 particularly flawed.<br />
2. The tight logical structure of the theory doesn’t allow us to reject one theorem<br />
without questioning the axioms behind it.<br />
3. In the case of theorem 17, axioms 3 and 7 must also be suspect.<br />
4. Kellermann and Rodney Reynolds challenge the motiv<strong>at</strong>ional assumption of<br />
axiom 3.<br />
5. They also have undermined the claim th<strong>at</strong> motiv<strong>at</strong>ion to search for inform<strong>at</strong>ion is<br />
increased by anticip<strong>at</strong>ion of future interaction, incentive value, and deviance.<br />
B. Michael Sunnafrank challenges Berger’s claim th<strong>at</strong> uncertainty reduction is the key<br />
to understanding early encounters.<br />
1. He believes th<strong>at</strong> predicted outcome value more accur<strong>at</strong>ely explains<br />
communic<strong>at</strong>ion in early encounters.<br />
2. Berger insists th<strong>at</strong> you can’t predict outcome values until you reduce<br />
uncertainty.<br />
C. Despite these problems, Berger’s theory has stimul<strong>at</strong>ed considerable discussion<br />
within the discipline.<br />
Key Names and Terms<br />
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Charles Berger<br />
A communic<strong>at</strong>ion theorist <strong>at</strong> the University of California, Davis, who developed<br />
uncertainty reduction theory.<br />
Fritz Heider<br />
As the founder of <strong>at</strong>tribution theory, this psychologist argued th<strong>at</strong> we constantly draw<br />
inferences about why people do wh<strong>at</strong> they do.<br />
Axiom<br />
A self-evident truth th<strong>at</strong> requires no additional proof.<br />
Malcolm Parks and Mara Adelman<br />
Communic<strong>at</strong>ion researchers from Michigan St<strong>at</strong>e University and Se<strong>at</strong>tle University,<br />
respectively, who have demonstr<strong>at</strong>ed th<strong>at</strong> there is a rel<strong>at</strong>ionship between shared<br />
communic<strong>at</strong>ion networks and uncertainty reduction.<br />
Action Plans<br />
Mental represent<strong>at</strong>ions of anticip<strong>at</strong>ed behavioral sequences th<strong>at</strong> may be used to<br />
achieve goals.<br />
Hierarchy Hypothesis<br />
Berger’s prediction th<strong>at</strong> when people are thwarted in their <strong>at</strong>tempts to achieve goals,<br />
their first tendency is to make low-level, minor adjustments to their plans.<br />
Hedging<br />
Finding ways for both parties to save face when <strong>at</strong> least one of them has miscalcul<strong>at</strong>ed.<br />
K<strong>at</strong>hy Kellermann and Rodney Reynolds<br />
Communic<strong>at</strong>ion scholars from the University of California, Santa Barbara, and Regent<br />
University, respectively, who have questioned the motiv<strong>at</strong>ional assumption of Berger’s<br />
axiom 3 and the claim th<strong>at</strong> motiv<strong>at</strong>ion to search for inform<strong>at</strong>ion is increased by<br />
anticip<strong>at</strong>ion of future interaction, incentive value, and deviance.<br />
Michael Sunnafrank<br />
A communic<strong>at</strong>ion scholar from the University of Minnesota, Duluth, who believes th<strong>at</strong><br />
predicted outcome value more accur<strong>at</strong>ely explains communic<strong>at</strong>ion in early encounters<br />
than does Berger’s account of uncertainty reduction.<br />
Principal Changes<br />
This chapter, previously Chapter 10, remains the same aside from light editing and a<br />
few new additions to the Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Comparison with other theories<br />
Berger’s approach to getting to know someone conflicts with Altman and Taylor’s, yet<br />
they share important assumptions about communic<strong>at</strong>ion and the human psyche worth<br />
discussing with your class. Although they differ on the motiv<strong>at</strong>ion for communic<strong>at</strong>ing with<br />
strangers, both theories view communic<strong>at</strong>ion as primarily inform<strong>at</strong>ive in n<strong>at</strong>ure and the self as<br />
a stable, fixed entity th<strong>at</strong> exists prior to interpersonal interaction. As we mentioned in our<br />
tre<strong>at</strong>ment of Chapter 8, theorists such as Mead and Pearce (and l<strong>at</strong>er, Delia), who emphasize<br />
the transactional or ontological function of communic<strong>at</strong>ion, would suggest th<strong>at</strong> the process of<br />
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talking not only provides desired inform<strong>at</strong>ion about people, but actually shapes those engaged<br />
in the convers<strong>at</strong>ion. To a symbolic interactionist or social constructionist (or constructivist),<br />
thus, the act of “reducing uncertainty” not only reveals but cre<strong>at</strong>es the individuals involved.<br />
When you throw this ontological function of communic<strong>at</strong>ion into the mix, Berger’s axioms and<br />
theorems assume new complexity and challenges.<br />
Berger’s empirical approach towards interpersonal communic<strong>at</strong>ion<br />
No doubt your students will comment—some enthusiastically and some disparagingly—<br />
on the thoroughgoing empiricism of uncertainty reduction theory. Along these lines, it’s<br />
important for them to see not only th<strong>at</strong> this theory is empirically grounded, but th<strong>at</strong> it posits the<br />
average communic<strong>at</strong>or as an am<strong>at</strong>eur scientist <strong>at</strong> heart whose first interest is the pursuit of<br />
knowledge for its own sake. As the first major heading in the chapter declares, predictability<br />
and explan<strong>at</strong>ion—those scientific pillars emphasized by Griffin in Chapter 3—become the basic<br />
motiv<strong>at</strong>ors of our talk. Whereas a humanist such as John Stewart defines interpersonal<br />
communic<strong>at</strong>ion as transactional activity th<strong>at</strong> maximizes “the presence of the personal”<br />
(Bridges Not Walls 41), and economically oriented scholars such as Altman and Taylor<br />
approach one-on-one discourse in terms of cost-benefit analysis, Berger theorizes humans in<br />
convers<strong>at</strong>ion as cerebral, primarily inform<strong>at</strong>ion-seeking beings. Whether or not this is an<br />
appropri<strong>at</strong>e way to characterize all interpersonal interaction is a question we’ll not try to<br />
answer here. However, if you push your students to think pluralistically and to evalu<strong>at</strong>e<br />
critically the variety of interpersonal contacts they’ve had in the last week, month, or year, no<br />
doubt they’ll see th<strong>at</strong> all three models have considerable descriptive value. Just as humanists<br />
often find themselves involved in convers<strong>at</strong>ions in which they are driven primarily by the desire<br />
to learn about the other, pursuing inform<strong>at</strong>ion for its own sake, empiricists often communic<strong>at</strong>e<br />
with the intention of maximizing “the presence of the personal.”<br />
Gender issues<br />
Essay Question #30 below is designed to anticip<strong>at</strong>e the section of the book th<strong>at</strong><br />
focuses on gender and communic<strong>at</strong>ion. Particularly relevant, perhaps, is Deborah Tannen’s<br />
genderlect styles.<br />
Axioms and theorems<br />
Many times, students will quickly absorb the eight axioms and can articul<strong>at</strong>e their<br />
agreement or disagreement with these basic premises. Be sure to stress th<strong>at</strong> axioms suggest a<br />
causal rel<strong>at</strong>ionship and thus the order of the variables is critical while theorems correl<strong>at</strong>e two<br />
variables; one does not by necessity precede the other.<br />
M<strong>at</strong>h-phobic students may turn off swiftly when faced with understanding how the 28<br />
theorems and the corresponding rel<strong>at</strong>ionships are deducted from the initial eight. For some<br />
students, the plus/minus chart on p. 135 in the textbook may be confusing and for these<br />
students, you may want to stress th<strong>at</strong> the theorems take two different variables each with a<br />
rel<strong>at</strong>ionship to uncertainty. Just as in m<strong>at</strong>hem<strong>at</strong>ical fractions, the axioms can be made to have<br />
a common term, which then drops out. For example:<br />
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Axiom 1: Uncertainty á<br />
Verbal Comm á<br />
Theorem 3: Uncertainty á<br />
Verbal Comm á<br />
Theorem 3: Verbal Comm á<br />
Info seeking á<br />
Axiom 3: Uncertainty á<br />
Info seeking á<br />
Uncertainty<br />
Info seeking<br />
á<br />
á<br />
Drop out the common term uncertainty<br />
Str<strong>at</strong>egies to reduce uncertainty and cultural implic<strong>at</strong>ions<br />
Various <strong>at</strong>tempts to cope with uncertainty—such as hedging or the passive, active, or<br />
interactive str<strong>at</strong>egies for seeking inform<strong>at</strong>ion—have different meanings in different cultures. In<br />
some cultural contexts, direct requests for inform<strong>at</strong>ion about people are considered rude,<br />
while other cultures may view such messages as n<strong>at</strong>ural. Confucian modesty dict<strong>at</strong>es th<strong>at</strong> one<br />
downplay one’s own ability in making requests—giving the concept of hedging particular<br />
salience. Ask students to reflect on examples of cultural implic<strong>at</strong>ions of the str<strong>at</strong>egies to<br />
reduce uncertainty discussed in the chapter, drawing on their own experiences or examples<br />
from liter<strong>at</strong>ure and film. Such issues are taken up <strong>at</strong> considerable length in Chapter 30, which<br />
tre<strong>at</strong>s William Gudykunst’s anxiety/uncertainty reduction theory. Gudykunst extends Berger’s<br />
work into intercultural contexts.<br />
Sample Applic<strong>at</strong>ion Log<br />
Alicia<br />
I h<strong>at</strong>e meeting new people. In fact, I pride myself on having very bad first impressions of all my<br />
dearest friends. <strong>First</strong> meetings always overwhelm me, with their stilted convers<strong>at</strong>ion and<br />
suspicious feelings on both sides. This theory helped me to formul<strong>at</strong>e a new plan for the next<br />
time I meet a person. I can establish common ground as quickly as possible. The faster we find<br />
similarities, the more nonverbal warmth, verbal communic<strong>at</strong>ion, self-disclosure, and liking will<br />
increase. If I can get over having bad first impressions, I may be on my way to starting better<br />
friendships.<br />
Exercises and Activities<br />
Axioms and theorems<br />
When Em Griffin teaches this chapter, he makes sure to review the eight axioms and<br />
twenty-eight theorems in class. Then, he cre<strong>at</strong>es a kind of theorem machine with students. To<br />
do this, he asks eight volunteers representing the eight axioms to stand next to chairs <strong>at</strong> the<br />
front of the class. Next, he has student one—representing axiom one—raise his or her hand to<br />
represent increasing verbal communic<strong>at</strong>ion. Correspondingly, the other volunteers—<br />
representing the remaining seven axioms—will either raise their hands to indic<strong>at</strong>e positive<br />
correl<strong>at</strong>ion or sit to indic<strong>at</strong>e neg<strong>at</strong>ive correl<strong>at</strong>ion. In this instance, two, three, seven, six, and<br />
eight will raise their hands; and three and five will sit. Once the volunteers get the hang of this<br />
theorem machine, their responses will help vivify the movement from axioms to theorems th<strong>at</strong><br />
is so crucial to the logic of this theory. Finally, Griffin likes to specul<strong>at</strong>e with his class about the<br />
possibility th<strong>at</strong> axiom three is inaccur<strong>at</strong>e. If this is the case, then the theorem machine<br />
insightfully illustr<strong>at</strong>es the consequences.<br />
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As budding critics of communic<strong>at</strong>ion theory, your students should be encouraged to<br />
analyze Berger’s approach axiom by axiom and theorem by theorem. Conduct a survey in class<br />
to see which propositions are most and least convincing. Encourage your students to defend<br />
their judgments with common sense and personal experience. Be sure they understand th<strong>at</strong> a<br />
theorem is only as good as the axioms on which it is based.<br />
Applying uncertainty reduction str<strong>at</strong>egies<br />
We have found it helpful to keep a consistent example and show how each type of<br />
uncertainty reduction str<strong>at</strong>egy may be used to g<strong>at</strong>her more inform<strong>at</strong>ion in the same situ<strong>at</strong>ion.<br />
For example, when spotting an <strong>at</strong>tractive member of the opposite sex for the first time, how<br />
might you use passive, active, and interactive str<strong>at</strong>egies to size them up? How about starting a<br />
new job or taking a class from an unknown professor? Be sure to probe when each type of<br />
str<strong>at</strong>egy may be more/less useful, and more/less appropri<strong>at</strong>e.<br />
As Essay Question #21 suggests, college orient<strong>at</strong>ion programs may serve as useful<br />
vehicles for thinking about and applying uncertainty reduction theory. It may be productive to<br />
discuss the sessions your students <strong>at</strong>tended as they became members of your campus<br />
community. Working through the eight axioms fe<strong>at</strong>ured in this chapter, have them predict wh<strong>at</strong><br />
should happen as a result of their experiences. Discuss how official activities encouraged or<br />
discouraged passive, active, or interactive str<strong>at</strong>egies for increasing knowledge. In addition, use<br />
Berger’s theory to gener<strong>at</strong>e suggestions about how your institution could improve the process.<br />
If you have transfer or nontraditional students in class who <strong>at</strong>tended different introductory<br />
programs (or perhaps none <strong>at</strong> all), compare their entry experiences <strong>at</strong> your institution with<br />
those of students who m<strong>at</strong>ricul<strong>at</strong>ed directly from high school.<br />
Fe<strong>at</strong>ure film and literary illustr<strong>at</strong>ions<br />
Set in the 1960s, the film Guess Who’s Coming to Dinner is the story of an African-<br />
American family (the Prentices) and a European-American family (the Draytons) who are<br />
suddenly thrown together by the prospect of an unexpected interracial marriage th<strong>at</strong> will unite<br />
them. The complex rel<strong>at</strong>ionships th<strong>at</strong> quickly develop among the characters constitute an<br />
intriguing testing ground for uncertainty reduction theory. Because the film fe<strong>at</strong>ures many<br />
vivid, powerful arguments—particularly those th<strong>at</strong> lead Mr. Drayton to change his mind and<br />
approve of the nuptials—it is also a good vehicle for illustr<strong>at</strong>ing the elabor<strong>at</strong>ion likelihood<br />
model, which is introduced in Chapter 15. The rel<strong>at</strong>ionships th<strong>at</strong> develop in Remember the<br />
Titans, which was introduced in the previous chapter, also provide good testing ground for<br />
uncertainty reduction theory. The novel and the movie The Joy Luck Club represent white,<br />
Asian-American, and Asian communic<strong>at</strong>ors interacting and often viol<strong>at</strong>ing cultural norms as<br />
they try to reduce uncertainty. The memoir Scribbling the C<strong>at</strong>, which we introduced in our<br />
tre<strong>at</strong>ment of CMM, demonstr<strong>at</strong>es wh<strong>at</strong> happens when people who disclose and seek to reduce<br />
uncertainty are motiv<strong>at</strong>ed by different goals, assumptions, or “cognitive plans”: “I thought he<br />
held shards of truth. He thought I held love” (250).<br />
Further Resources<br />
• William Gudykunst assesses uncertainty reduction theory in “The Uncertainty Reduction<br />
and Anxiety-Uncertainty Reduction Theories of Berger, Gudykunst, and Associ<strong>at</strong>es,” in<br />
115
W<strong>at</strong>ershed Research Traditions in Human Communic<strong>at</strong>ion <strong>Theory</strong>, (Albany: SUNY Press,<br />
1995), 67-100.<br />
• Another essay of interest is Charles Berger and Nancy Kellerman, “Acquiring Social<br />
Inform<strong>at</strong>ion,” in John Daly and John Wiemann, Str<strong>at</strong>egic Interpersonal Communic<strong>at</strong>ion<br />
(Hillsdale, NJ: Lawrence Erlbaum, 1994), 1-31.<br />
• Walid A. Afifi and Josephine W. Lee apply Berger’s theory of planing in “Balancing<br />
Instrumental and Identity Goals in Rel<strong>at</strong>ionships: The Role of Request Directness and<br />
Request Persistence in the Selection of Sexual Resistance Str<strong>at</strong>egies,” Communic<strong>at</strong>ion<br />
Monographs 67, 3 (September 2000): 284-305.<br />
• In “Communic<strong>at</strong>ion in the Management of Uncertainty: The Case of Persons Living with HIV<br />
or AIDS,” Communic<strong>at</strong>ion Monographs 67, 1 (March 2000): 63-84, Dale E. Brashers, et al.<br />
discuss a theory of management of uncertainty “in which the desire to reduce uncertainty<br />
is assumed to be only one of several responses to events and circumstances marked by<br />
unpredictability, ambiguity, or insufficient inform<strong>at</strong>ion” (64).<br />
• Michael Boyle, Mike Schmierbach, Cory Armstrong, Douglas McLeod, Dhavan Shah, and<br />
Pan Zhongdang explore how uncertainty reduction theory might explain people’s reaction to<br />
tragedy in their article, “Inform<strong>at</strong>ion Seeking and Emotional Reactions to the September 11<br />
Terrorist Attacks,” Journalism and Mass Communic<strong>at</strong>ion Quarterly 81, 1 (2004): 155-68.<br />
Uncertainty reduction in close rel<strong>at</strong>ionships<br />
• Kimberly Downs, “Family Commitment Role Perceptions, Social Support, and Mutual<br />
Children in Remarriage: A Test of Uncertainty Reduction <strong>Theory</strong>,” Journal of Divorce &<br />
Remarriage 40, 1/2 (2003): 35-54.<br />
• Leanne K. Knobloch and Denise Haunani Solomon explore how URT might affect existing<br />
rel<strong>at</strong>ionships in their article, “Inform<strong>at</strong>ion Seeking beyond Initial Interaction: Negoti<strong>at</strong>ing<br />
Rel<strong>at</strong>ional Uncertainty within Close Rel<strong>at</strong>ionships,” Human Communic<strong>at</strong>ion Research 28, 2<br />
(2002): 243-57.<br />
Uncertainty reduction str<strong>at</strong>egies<br />
• In “Str<strong>at</strong>egic and Nonstr<strong>at</strong>egic Inform<strong>at</strong>ion Acquisition,” Human Communic<strong>at</strong>ion Research<br />
28, 2 (April 2002): 287-97, Berger explores inform<strong>at</strong>ion seeking.<br />
• Tara M. Emmers and Daniel J. Canary explore uncertainty reduction str<strong>at</strong>egies used in<br />
established rel<strong>at</strong>ionships in their article, “The Effect of Uncertainty Reducing Str<strong>at</strong>egies on<br />
Young Couples’ Rel<strong>at</strong>ional Repair and Intimacy,” Communic<strong>at</strong>ion Quarterly 44, 2 (1996):<br />
166-83.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
117
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
118
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
119
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 10<br />
SOCIAL INFORMATION PROCESSING THEORY<br />
Outline<br />
XXI. Introduction.<br />
A. Scholars who studied new electronic media have offered a variety of theories to<br />
explain the inherent differences between computer-medi<strong>at</strong>ed communic<strong>at</strong>ion (CMC)<br />
and face-to-face communic<strong>at</strong>ion.<br />
1. Social presence theory suggests th<strong>at</strong> text-based messages deprive CMC<br />
users of the sense th<strong>at</strong> other people are jointly involved in the interaction<br />
2. Media richness theory classifies each communic<strong>at</strong>ion medium according to<br />
the complexity of the messages it can handle efficiently.<br />
3. A third theory concentr<strong>at</strong>es on the lack of social context cues in online<br />
communic<strong>at</strong>ion.<br />
B. Each of these theories favors a cues-filtered-out interpret<strong>at</strong>ion in regard to the<br />
absence of nonverbal cues as the medium’s f<strong>at</strong>al flaw.<br />
C. Joe Walter, a communic<strong>at</strong>ion professor <strong>at</strong> Cornell University, argued th<strong>at</strong> given the<br />
opportunity for sufficient exchange of social messages and subsequent rel<strong>at</strong>ional<br />
growth, face-to-face and CMC are equally useful mediums for developing close<br />
rel<strong>at</strong>ionships.<br />
XXII. CMC versus face-to-face: A sip instead of a gulp.<br />
A. Walther labeled his theory social inform<strong>at</strong>ion processing (SIP) because he believes<br />
rel<strong>at</strong>ionships grow only to the extent th<strong>at</strong> parties first gain inform<strong>at</strong>ion about each<br />
other and use th<strong>at</strong> inform<strong>at</strong>ion to form impressions.<br />
B. SIP focuses on the first link of the chain—the personal inform<strong>at</strong>ion available through<br />
CMC and its effect on the composite mental image of the other.<br />
C. Walther acknowledges th<strong>at</strong> nonverbal cues are filtered out of the interpersonal<br />
inform<strong>at</strong>ion sent and received via CMC, but he doesn’t think this loss is f<strong>at</strong>al.<br />
D. Two fe<strong>at</strong>ures of CMC provide a r<strong>at</strong>ionale for SIP theory.<br />
1. Verbal cues: CMC users can cre<strong>at</strong>e fully formed impressions of others based<br />
solely on linguistic content of messages.<br />
2. Extended time: Though the exchange of social inform<strong>at</strong>ion is slower via CMC<br />
than face-to-face, over time the rel<strong>at</strong>ionships formed are not weaker or more<br />
fragile.<br />
E. You’ve got mail—A case study of online romance<br />
1. The film You’ve Got Mail portrays an online rel<strong>at</strong>ionship.<br />
2. It also illustr<strong>at</strong>es verbal cues and extended time, concepts crucial to SIP<br />
theory.<br />
XXIII. Verbal cues of affinity replace nonverbal cues.<br />
A. Walter claims th<strong>at</strong> humans crave affili<strong>at</strong>ion just as much online as they do in faceto-face<br />
interactions. But, with the absence of nonverbal cues, which typically signal<br />
affinity, users must rely on text-only messages.<br />
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B. He argues th<strong>at</strong> verbal and nonverbal cues can be used interchangeably.<br />
C. Experimental support for a counter-intuitive idea.<br />
1. Walther and two of his former gradu<strong>at</strong>e students ran a compar<strong>at</strong>ive study to<br />
test how CMC users pursue their social goals and if affinity can be expressed<br />
through a digital medium.<br />
2. In their study, the participants discussed a moral dilemma with a stranger via<br />
either CMC or face-to-face. The stranger was in actuality a research<br />
confeder<strong>at</strong>e told to pursue a specific communic<strong>at</strong>ion goal. Half the<br />
confeder<strong>at</strong>es were told to interact in a friendly manner and the remaining<br />
pairs were told to interact in an unfriendly manner.<br />
3. The mode of communic<strong>at</strong>ion made no difference in the emotional tone<br />
perceived by the participants.<br />
4. Self-disclosure, praise, and explicit st<strong>at</strong>ements of affection successfully<br />
communic<strong>at</strong>ed warmth as well as indirect agreement, change of subject, and<br />
compliments offered while proposing a contrasting idea.<br />
5. In face-to-face interactions, participants relied on facial expression, eye<br />
contact, tone of voice, body position, and other nonverbal cues to<br />
communic<strong>at</strong>ion affili<strong>at</strong>ion.<br />
XXIV. Extended time: The crucial variable in CMC.<br />
A. Walther is convinced th<strong>at</strong> the length of time th<strong>at</strong> CMC users have to send messages<br />
is the key determinant of whether their message can achieve a comparable level of<br />
intimacy as face-to-face interactions.<br />
B. Messages spoken in person take <strong>at</strong> least four times as long to say via CMC. This<br />
differential may explain why CMC is perceived as impersonal and task-oriented.<br />
C. Since CMC conveys messages more slowly, Walther advises users to send<br />
messages more often.<br />
D. Anticip<strong>at</strong>ed future interaction and chronemic cues may also contribute to intimacy<br />
on the Internet.<br />
1. People will trade more rel<strong>at</strong>ional messages if they think they may meet again<br />
and this anticip<strong>at</strong>ed future interaction motiv<strong>at</strong>es them to develop the<br />
rel<strong>at</strong>ionship.<br />
2. Walther believes th<strong>at</strong> chronemic cues, or nonverbal indic<strong>at</strong>ors of how people<br />
perceive, use, or respond to issues of time, is the only nonverbal cue not<br />
filtered out of CMC.<br />
XXV. Hyperpersonal perspective: It doesn’t get any better than this.<br />
A. Walther uses the term hyperpersonal to label CMC rel<strong>at</strong>ionships th<strong>at</strong> are more<br />
intim<strong>at</strong>e than romances or friendships would be if partners were physically together.<br />
B. He classifies four types of media effects th<strong>at</strong> occur precisely because CMC users<br />
aren’t proximal.<br />
1. Sender: Selective self-present<strong>at</strong>ion.<br />
a. Through selective self-present<strong>at</strong>ion, people who meet online have an<br />
opportunity to make and sustain an overwhelmingly positive impression.<br />
b. As a rel<strong>at</strong>ionship develops, they can edit the breadth and depth of their<br />
self-disclosure to conform to the cyber image they wish to project.<br />
2. Receiver: Over<strong>at</strong>tribution of similarity.<br />
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a. Attribution is a perceptual process where we observe people’s actions<br />
and try to figure out wh<strong>at</strong> they’re really like.<br />
b. In the absence of other cues, we are likely to over<strong>at</strong>tribute the<br />
inform<strong>at</strong>ion we have and cre<strong>at</strong>e an idealized image of the sender.<br />
c. Martin Lea and Russell Spears describe this identific<strong>at</strong>ion as SIDE—<br />
social-identity-deindividu<strong>at</strong>ion.<br />
i. Users meet around a common interest.<br />
ii. In the absence of contrasting cues, they develop an exagger<strong>at</strong>ed<br />
sense of similarity and group solidarity.<br />
3. Channel: Communic<strong>at</strong>ing on your own time.<br />
a. Walther refers to CMC as an asynchronous channel of communic<strong>at</strong>ion,<br />
meaning th<strong>at</strong> parties can use it nonsimultaneously.<br />
b. A benefit is the ability to plan, contempl<strong>at</strong>e, and edit one’s comments<br />
more than is possible in spontaneous, simultaneous talk.<br />
4. Feedback: Self-fulfilling prophecy.<br />
a. A self-fulfilling prophecy is the tendency for a person’s expect<strong>at</strong>ion of<br />
others to evoke a response from them th<strong>at</strong> confirms wh<strong>at</strong> was<br />
anticip<strong>at</strong>ed.<br />
b. Self-fulfilling prophecy is triggered when the hyperpositive image is<br />
intentionally or inadvertently fed back to the other person, cre<strong>at</strong>ing a<br />
CMC equivalent of the looking-glass self.<br />
XXVI. Critique: Walther’s candid assessment.<br />
A. Walther rejected the notion th<strong>at</strong> online communic<strong>at</strong>ion is an inherently inferior<br />
medium for rel<strong>at</strong>ional communic<strong>at</strong>ion.<br />
B. Walther’s empirical studies show th<strong>at</strong> rel<strong>at</strong>ionships in cyberspace often form <strong>at</strong> the<br />
same or even faster pace than they do for people who meet offline.<br />
C. CMC users who join online discussion groups or enter ch<strong>at</strong> rooms may have a higher<br />
need for affili<strong>at</strong>ion than the typical person whose rel<strong>at</strong>ionships are developed<br />
through multichannel modes.<br />
D. The hyperpersonal perspective lacks a central explan<strong>at</strong>ory mechanism to drive<br />
synthesis of the observed effects.<br />
E. The hyperpersonal perspective has also been less explicit in predicting neg<strong>at</strong>ive<br />
rel<strong>at</strong>ional outcomes in CMC.<br />
Key Names and Terms<br />
CMC<br />
Computer-medi<strong>at</strong>ed communic<strong>at</strong>ion.<br />
Social Presence <strong>Theory</strong><br />
Earlier CMC theory th<strong>at</strong> suggests th<strong>at</strong> text-based messages deprive CMC users of the<br />
sense th<strong>at</strong> other people are jointly involved in the interaction.<br />
Media Richness <strong>Theory</strong><br />
CMC theory th<strong>at</strong> classifies each communic<strong>at</strong>ion medium according to the complexity of<br />
the messages it can handle efficiently.<br />
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Flaming<br />
Hostile language th<strong>at</strong> zings its target and cre<strong>at</strong>es a toxic clim<strong>at</strong>e for rel<strong>at</strong>ional growth on<br />
the Internet.<br />
Cues Filtered Out<br />
Interpret<strong>at</strong>ion of CMC th<strong>at</strong> regards the absence of nonverbal cues as the medium’s<br />
permanent flaw, which limits its usefulness for developing interpersonal rel<strong>at</strong>ionships.<br />
Joseph B. Walther<br />
Communic<strong>at</strong>ion professor <strong>at</strong> Cornell University who argues th<strong>at</strong> given the opportunity<br />
for sufficient exchange of social messages and subsequent rel<strong>at</strong>ional growth, face-toface<br />
and CMC are equally useful mediums for developing close rel<strong>at</strong>ionships.<br />
Social Inform<strong>at</strong>ion Processing (SIP)<br />
Walther’s perspective regarding CMC, so labeled because he believes rel<strong>at</strong>ionships<br />
grow only to the extent th<strong>at</strong> parties first gain inform<strong>at</strong>ion about each other and use th<strong>at</strong><br />
inform<strong>at</strong>ion to form impressions.<br />
Verbal Cues<br />
In the absence of any other cues, CMC users will use verbal cues to form impressions.<br />
Extended Time<br />
Because CMC inform<strong>at</strong>ion is exchanged <strong>at</strong> a much slower r<strong>at</strong>e, online rel<strong>at</strong>ionships will<br />
develop the same intimacy possible in face-to-face rel<strong>at</strong>ionships only if given an<br />
extended time.<br />
Anticip<strong>at</strong>ed Future Interactions<br />
In Walther’s perspective, it’s a way of extending psychological time. The possibility of<br />
future interaction motiv<strong>at</strong>es CMC users to develop a rel<strong>at</strong>ionship.<br />
Chronemics<br />
Nonverbal scholars label used to describe how people perceive, use, and respond to<br />
issues of time in their interactions with others.<br />
Hyperpersonal<br />
CMC rel<strong>at</strong>ionships th<strong>at</strong> are more intim<strong>at</strong>e than romances or friendships would be if<br />
partners were physically together.<br />
Attribution<br />
A perceptual process where we observe people’s actions and try to figure out wh<strong>at</strong> the<br />
person is really like.<br />
Martin Lea and Russell Spears<br />
European social psychologists who explain over-the-top identific<strong>at</strong>ion as social-identitydeindividu<strong>at</strong>ion<br />
(SIDE).<br />
Self-Fulfilling Prophecy<br />
The tendency for a person’s expect<strong>at</strong>ion of others to evoke a response from them th<strong>at</strong><br />
confirms wh<strong>at</strong> was anticip<strong>at</strong>ed.<br />
Principal Changes<br />
This chapter is entirely new to the sixth <strong>edition</strong>.<br />
124
Suggestions for Discussion<br />
Only a theory of “new media” rel<strong>at</strong>ionships?<br />
Social inform<strong>at</strong>ion processing theory appears to be an exciting new approach to the<br />
“new media,” a way of accounting for online communic<strong>at</strong>ion, particularly as it stacks up<br />
against face-to-face encounters. On the other hand, could the central ideas developed in this<br />
theory apply just as well to old-fashioned letters, even those sent through the U.S. Postal<br />
Service? Is this simply a theory of written communic<strong>at</strong>ion? Glen’s gre<strong>at</strong>-grandf<strong>at</strong>her became<br />
engaged to a woman he’d never met through written correspondence. Their rel<strong>at</strong>ionship<br />
developed gradually, letter by letter, until they were sufficiently <strong>at</strong>tached to one another to get<br />
married. It’s possible th<strong>at</strong> Walther’s theory building applies as well to their communic<strong>at</strong>ion as it<br />
does to You’ve Got Mail.<br />
Longevity of rel<strong>at</strong>ionships<br />
It’s likely th<strong>at</strong> some students in your class have developed a rel<strong>at</strong>ionship through CMC,<br />
either via e-mail, ch<strong>at</strong> rooms, or as part of a virtual community. As such, they are likely to<br />
warmly embrace SIP’s perspective about online rel<strong>at</strong>ionship develop and be vocal advoc<strong>at</strong>es<br />
th<strong>at</strong> rel<strong>at</strong>ionship development is not only possible, but probable. But, with the rel<strong>at</strong>ive newness<br />
of technologies such as digital cameras, webcams, text messaging, and e-mail, can we predict<br />
how technology might affect the longevity of these medi<strong>at</strong>ed rel<strong>at</strong>ionships? Some might<br />
specul<strong>at</strong>e th<strong>at</strong> physical closeness <strong>at</strong> some time in the rel<strong>at</strong>ionship is necessary to guarantee<br />
the long-term survival of close bonds.<br />
The virtual girlfriend<br />
Your students may be familiar with Asia’s “virtual girlfriend.” After joining (and paying a<br />
subscription fee), a “girlfriend” appears as an anim<strong>at</strong>ed message on the subscriber’s mobile<br />
phone video screen. Disclosure comes <strong>at</strong> a price—literally, as the anime only responds when<br />
she has been bought flowers or gifts by paying more money. The “rel<strong>at</strong>ionship” develops as<br />
money is exchanged for more inform<strong>at</strong>ion about one’s “girlfriend,” sweet talk, and introduction<br />
to her “friends.” You might want to engage students in a comparison of the differences<br />
between online rel<strong>at</strong>ionships with real people versus connections established with such<br />
simul<strong>at</strong>ions. Given Walther’s position regarding the possibility of idealizing one’s online<br />
partners, are these “sims” very different than such rel<strong>at</strong>ionships?<br />
Distance educ<strong>at</strong>ion<br />
You might want to discuss online educ<strong>at</strong>ion and the development of rel<strong>at</strong>ionships with<br />
professors and other students when the only contact you have is through e-mails, message<br />
boards, and ch<strong>at</strong> rooms. Does th<strong>at</strong> environment help or hinder the learning process? A host of<br />
communic<strong>at</strong>ion scholars, led by the work of James McCroskey, suggests th<strong>at</strong> nonverbal<br />
immediacy is a critical component of teaching effectiveness. How might effectiveness be<br />
moder<strong>at</strong>ed by a medi<strong>at</strong>ed rel<strong>at</strong>ionship? If your students have particip<strong>at</strong>ed in online only or<br />
technology-assisted classes, how have the various modes of communic<strong>at</strong>ion affected their<br />
rel<strong>at</strong>ionships with students and professors?<br />
Critiquing the theory<br />
As specul<strong>at</strong>ed by Griffin in the chapter’s Critique, Walther’s theory hasn’t addressed a<br />
perhaps fundamental question: why do people choose to develop online rel<strong>at</strong>ionships?<br />
125
Encourage students to probe some motiv<strong>at</strong>ions. How might these varied motiv<strong>at</strong>ions affect the<br />
quality and quantities of one’s rel<strong>at</strong>ionships, both online and off?<br />
Sample Applic<strong>at</strong>ion Log<br />
Laine<br />
I’ve definitely seen Walther’s hyperpersonal “selective self-present<strong>at</strong>ion” <strong>at</strong> work in my<br />
rel<strong>at</strong>ionship with my boyfriend. In the beginning stages of our rel<strong>at</strong>ionship, our self-disclosure<br />
was most often via instant messaging for the very reason th<strong>at</strong> Walther claimed—“people who<br />
meet online have an opportunity to make and sustain an overwhelmingly positive impression.”<br />
IM allowed us to carefully process and edit wh<strong>at</strong> were going to say before we committed to<br />
saying it by pushing “send.” I would often type on the instant message screen, read it through,<br />
delete it and start over if there was something th<strong>at</strong> I said in a way th<strong>at</strong> might leak inform<strong>at</strong>ion<br />
th<strong>at</strong> I wasn’t yet ready to disclose.<br />
I have found th<strong>at</strong> once you move beyond the slower pace of online interaction and get used to<br />
the pace of face-to-face interaction, it’s hard to go back. For example after we became<br />
comfortable with each other face-to-face, our CMC became almost nonexistent. When we are<br />
living in separ<strong>at</strong>e st<strong>at</strong>es, the different pace of online communic<strong>at</strong>ion becomes frustr<strong>at</strong>ing.<br />
Exercises and Activities<br />
Comparing CMC and face-to-face rel<strong>at</strong>ionships<br />
Ask your students to compare a rel<strong>at</strong>ionship th<strong>at</strong> they have developed via CMC (or<br />
maintained if they don’t have online rel<strong>at</strong>ionships) to a face-to-face rel<strong>at</strong>ionship. How would<br />
they characterize the rel<strong>at</strong>ionship, their impression of the other person, and wh<strong>at</strong> they believe<br />
they have portrayed about themselves? Walther suggests th<strong>at</strong> a self-fulfilling prophesy may be<br />
<strong>at</strong> work in which impressions are carefully crafted and messages obtained <strong>at</strong> one’s own<br />
convenience. In comparison to flesh-and-blood people, do students have a more idealized<br />
version of the other when the rel<strong>at</strong>ionship has been medi<strong>at</strong>ed?<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ion<br />
In addition to You’ve Got Mail, another fe<strong>at</strong>ure film th<strong>at</strong> may provide interesting<br />
discussion is Simone. It is the story of a movie producer, played by Al Pacino, who—<br />
unbeknownst to the audience—cre<strong>at</strong>es a digital actress. The film demonstr<strong>at</strong>es the power of<br />
technology to “cre<strong>at</strong>e” people and you might find it a good tool to stimul<strong>at</strong>e discussion about<br />
simul<strong>at</strong>ing reality.<br />
Further Resources<br />
• Barbara Warnick takes a rhetorical approach to theoretical issues of the Internet in<br />
“Rhetorical Criticism of Public Discourse on the Internet: Theoretical Implic<strong>at</strong>ions,” Rhetoric<br />
Society Quarterly 28 (Fall 1998): 73-84. She has also produced a full-length tre<strong>at</strong>ment of<br />
rhetoric and technology entitled Critical Literacy in a Digital Era: Technology, Rhetoric, and<br />
the Public Interest (Mahwah, NJ: Lawrence Erlbaum, 2002), and a review essay on the<br />
126
el<strong>at</strong>ionship between argument and new media, “Analogues to Argument: New Media and<br />
Literacy in a Posthuman Era,” Argument and Advocacy (Spring 2002): 262-70.<br />
Rel<strong>at</strong>ionship development<br />
• For more on verbal and nonverbal affinity exchange, see Joseph B. Walther, Tracy Loh, and<br />
Laura Granka, “Let Me Count the Ways: The Interchange of Verbal and Nonverbal Cues in<br />
Computer-Medi<strong>at</strong>ed and Face-to-Face Affinity,” Journal of Language & Social Psychology<br />
24, 1 (March 2005): 36-66.<br />
• Kevin B. Wright explores rel<strong>at</strong>ional maintenance in online rel<strong>at</strong>ionships in his article,<br />
“Online Rel<strong>at</strong>ional Maintenance Str<strong>at</strong>egies and Perceptions of Partners within Exclusively<br />
Internet-Based and Primarily Internet-Based Rel<strong>at</strong>ionships,” Communic<strong>at</strong>ion Studies 55, 2<br />
(2004): 239-54.<br />
• For more on disclosure, see Lisa Collins Tidwell and Walther “Computer-Medi<strong>at</strong>ed<br />
Communic<strong>at</strong>ion Effects on Disclosure, Impressions, and Interpersonal Evalu<strong>at</strong>ions: Getting<br />
to Know One Another a Bit <strong>at</strong> a Time,” Human Communic<strong>at</strong>ion Research 28, 3 (July 2002):<br />
317-48.<br />
• Sonja Utz explores friendship development in her article, “Social Inform<strong>at</strong>ion Processing in<br />
MUDs: The Development of Friendships in Virtual Worlds,” Journal of Online Behavior 1, 1<br />
(2000): n.p.<br />
• Artemio Ramirez, Jr., Joe Walther, Judee Burgoon, and Michael Sunnafrank intersect SIP<br />
with URT in “Inform<strong>at</strong>ion-Seeking Str<strong>at</strong>egies, Uncertainty, and Computer-Medi<strong>at</strong>ed<br />
Communic<strong>at</strong>ion,” Human Communic<strong>at</strong>ion Research 28, 2 (April 2002): 213-29.<br />
• For more on rel<strong>at</strong>ionship initi<strong>at</strong>ion, see Jeffrey S. McQuillen’s article “The Influence of<br />
Technology on the Initi<strong>at</strong>ion of Interpersonal Rel<strong>at</strong>ionships,” Educ<strong>at</strong>ion 123, 3 (Spring<br />
2003): 616-24.<br />
Communic<strong>at</strong>ion and technology<br />
For discussion of inform<strong>at</strong>ion technology and the computer’s effect on communic<strong>at</strong>ion, see:<br />
• Alan L. Porter and William H. Read, The Inform<strong>at</strong>ion Revolution: Current and Future<br />
Consequences (Greenwich, CT: Ablex, 1998).<br />
• Nick Heap, et al., eds., Inform<strong>at</strong>ion Technology and Society: A Reader (London: Sage,<br />
1995).<br />
• Nicolas Negroponte, Being Digital (New York: Alfred A. Knopf, 1995).<br />
• Frank Biocca and Mark Levy, eds., Communic<strong>at</strong>ion in the Age of Virtual Reality (Hillsdale,<br />
NJ: Lawrence Erlbaum, 1995).<br />
• Steven G. Jones, Cybersociety: Computer-Medi<strong>at</strong>ed Communic<strong>at</strong>ion and Community<br />
(Thousand Oaks, CA: Sage, 1995); Virtual Culture: Identity and Communic<strong>at</strong>ion in<br />
Cybersociety (Thousand Oaks: Sage, 1997); and Cybersociety 2.0: Revisiting Computer-<br />
Medi<strong>at</strong>ed Communic<strong>at</strong>ion and Society (Thousand Oaks, CA: Sage, 1998).<br />
• David Holmes, Virtual Politics: Identity and Community in Cyberspace (Thousand Oaks, CA:<br />
Sage, 1997).<br />
• Tharon W. Howard, A Rhetoric of Electronic Communities (Greenwich, CT: Ablex, 1997).<br />
• Sara Kiesler, Cultures of the Internet (Mahwah, NJ: Lawrence Erlbaum Associ<strong>at</strong>es, 1997).<br />
• David Slayden and Rita Kirk Whillock, Soundbite Culture: The De<strong>at</strong>h of Discourse in a Wired<br />
World (Thousand Oaks, CA: Sage, 1999).<br />
• Tom Koch, The Message Is the Medium: Online All the Time for Everyone (Westport, CT:<br />
Praeger, 1996).<br />
127
• Kevin A. Hill and John E. Hughs, Cyberpolitics: Citizen Activism in the Age of the Internet<br />
(Lanham: Rowan & Littlefield, 1998); Bosah Ebo, ed., Cyberghetto or Cybertopia? Race,<br />
Class and Gender on the Internet (Westport, CT: Praeger, 1998).<br />
• James W. Chesebro and Donald G. Bonsall, Computer-Medi<strong>at</strong>ed Communic<strong>at</strong>ion: Human<br />
Rel<strong>at</strong>ionships in a Computerized World (Tuscaloosa: University of Alabama Press, 1989).<br />
One of Chesebro and Bonsall’s principal contentions is th<strong>at</strong> “computerized communic<strong>at</strong>ion<br />
is altering human communic<strong>at</strong>ion itself” (7).<br />
Distance Educ<strong>at</strong>ion<br />
• Karen Swan, “Building Learning Communities in Online Courses: The Importance of<br />
Interaction,” Educ<strong>at</strong>ion, Communic<strong>at</strong>ion & Inform<strong>at</strong>ion 2, 1 (May 2002): 23-50.<br />
• Jennifer Waldeck, P<strong>at</strong>ricia Kearney, and Timothy Plax explore e-mail messages between<br />
educ<strong>at</strong>ors and students in their article, “Teacher E-mail Message Str<strong>at</strong>egies and Students’<br />
Willingness to Communic<strong>at</strong>e Online,” Journal of Applied Communic<strong>at</strong>ion Research 29, 1<br />
(February 2001): 54-70.<br />
• Paul L. Witt and Lawrence R. Wheeless, “Nonverbal Communic<strong>at</strong>ion Expectancies about<br />
Teachers and Enrollment Behavior in Distance Learning,” Communic<strong>at</strong>ion Educ<strong>at</strong>ion 48, 2<br />
(April 1999): 149-54.<br />
• For more on teacher immediacy in online classes, see:<br />
o Lori J. Carrell and Kent E. Menzel, “Vari<strong>at</strong>ions in Learning, Motiv<strong>at</strong>ion, and Perceived<br />
Immediacy between Live and Distance Educ<strong>at</strong>ion Classrooms,” Communic<strong>at</strong>ion<br />
Educ<strong>at</strong>ion 50, 3 (July 2001): 230-40.<br />
o Roger N. Conaway, Susan S. Easton, & Wallace V. Schmidt, “Str<strong>at</strong>egies for<br />
Enhancing Student Interaction and Immediacy in Online Courses,” Business<br />
Communic<strong>at</strong>ion Quarterly 68, 1 (March 2005): 23-36.<br />
o J.B. Arbaugh, “How Instructor Immediacy Behaviors Affect Student S<strong>at</strong>isfaction and<br />
Learning in Web-based Courses,” Business Communic<strong>at</strong>ion Quarterly 64, 4<br />
(December 2001): 42-54.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
129
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
130
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
131
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
132
Key Names and Terms<br />
RELATIONSHIP MAINTENANCE<br />
John Stewart<br />
A humanistic communic<strong>at</strong>ion scholar from the University of Washington who has<br />
applied the concept of the spiritual child to interpersonal communic<strong>at</strong>ion.<br />
Spiritual Child<br />
A metaphor for an interpersonal rel<strong>at</strong>ionship. A couple’s spiritual child is born as the<br />
result of their coming together. Like a child, a rel<strong>at</strong>ionship requires continual care and<br />
nurture. Although, as Griffin mentions, Stewart applied the concept of the spiritual<br />
child to interpersonal communic<strong>at</strong>ion, Stewart credits Loraine Halfen Zephyr and John<br />
Keltner with developing the term.<br />
Further Resources<br />
• For further inform<strong>at</strong>ion on rel<strong>at</strong>ional maintenance and rel<strong>at</strong>ed issues, see:<br />
o Daniel J. Canary and Laura Stafford, Communic<strong>at</strong>ion and Rel<strong>at</strong>ional Maintenance<br />
(San Diego: Academic Press, 1994);<br />
o Steve Duck, “Talking Rel<strong>at</strong>ionships into Being,” Journal of Social and Personal<br />
Rel<strong>at</strong>ionships 12 (1995): 535-40;<br />
o Steve Duck, Meaningful Rel<strong>at</strong>ionships: Talking, Sense, and Rel<strong>at</strong>ing (Thousand<br />
Oaks, CA: Sage, 1994);<br />
o Richard L. Conville, Evolution of Personal Rel<strong>at</strong>ionships (New York: Praeger, 1991);<br />
o Brian H. Spitzberg, The Dark Side of Close Rel<strong>at</strong>ionships (Mahwah, NJ: Lawrence<br />
Erlbaum Associ<strong>at</strong>es, 1998).<br />
• For discussion of feminist approaches to rel<strong>at</strong>ionships, see Julia T. Wood, “Feminist<br />
Scholarship and the Study of Rel<strong>at</strong>ionships,” Journal of Social and Personal Rel<strong>at</strong>ionships<br />
12 (1995): 103-20.<br />
• For a study th<strong>at</strong> connects rel<strong>at</strong>ional communic<strong>at</strong>ion to cognitive complexity (cre<strong>at</strong>ing a<br />
link to chapter 13), see Robert Martin, “Rel<strong>at</strong>ional Cognition Complexity and Rel<strong>at</strong>ional<br />
Communic<strong>at</strong>ion in Personal Rel<strong>at</strong>ionships,” Communic<strong>at</strong>ion Monographs 59 (1992): 150-<br />
63.<br />
• For a thorough study of intimacy, see Karen J. Prager, The Psychology of Intimacy (New<br />
York: Guilford, 1995).<br />
• A good recent general collection of essays on rel<strong>at</strong>ionships is Richard L. Conville and L.<br />
Edna Rogers’s The Meaning of “Rel<strong>at</strong>ionship” in Interpersonal Communic<strong>at</strong>ion (Westport,<br />
CT: Praeger, 1998).<br />
• Films th<strong>at</strong> fe<strong>at</strong>ure rel<strong>at</strong>ionships over time include<br />
o The Coal Miner’s Daughter;<br />
o Same Time Next Year;<br />
o Scenes from a Marriage;<br />
o Annie Hall;<br />
o Love and Basketball<br />
o Shadowlands; and<br />
o Tender Mercies.<br />
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• Other films relevant to this area of communic<strong>at</strong>ion include The Big Chill and The Four<br />
Seasons.<br />
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CHAPTER 11<br />
RELATIONAL DIALECTICS<br />
Outline<br />
I. Introduction.<br />
A. Leslie Baxter and Barbara Montgomery study the intim<strong>at</strong>e communic<strong>at</strong>ion of close<br />
rel<strong>at</strong>ionships.<br />
B. They quickly rejected the idea of discovering scientific laws th<strong>at</strong> order the experience<br />
of friends and lovers.<br />
C. They were struck by the conflicting tensions people face in rel<strong>at</strong>ionships.<br />
D. They believe th<strong>at</strong> social life is a dynamic knot of contradictions.<br />
1. Their theory on romantic rel<strong>at</strong>ionships parallels work on friendship and family<br />
systems.<br />
2. The basic premise is th<strong>at</strong> personal rel<strong>at</strong>ionships are a ceaseless interplay<br />
between contrary or opposing tendencies.<br />
3. Rel<strong>at</strong>ional dialectics highlight the tensions in close personal ties.<br />
II.<br />
III.<br />
The tug-a-war dialectics of close rel<strong>at</strong>ionships.<br />
A. Contradiction is a core concept of rel<strong>at</strong>ional dialectics.<br />
1. Contradiction refers to the dynamic interplay between unified oppositions.<br />
2. Every personal rel<strong>at</strong>ionship faces the tension between intimacy and<br />
independence.<br />
3. Paradoxically, bonding occurs in both interdependence with and independence<br />
from the other.<br />
B. Baxter and Montgomery draw heavily on Mikhail Bakhtin.<br />
1. Bakhtin saw dialectical tension as the deep structure of all human experience.<br />
2. Unlike Hegelian or Marxist dialectical theory, Bakhtin’s oppositions have no<br />
ultim<strong>at</strong>e resolution.<br />
3. Dialectical tension provides opportunity for dialogue.<br />
C. To avoid the anxiety Westerners experience with paradox, Baxter used terms such as<br />
the tug-of-war in her research interviews.<br />
D. Rel<strong>at</strong>ional dialectics is not referring to being of two minds—the cognitive dilemma<br />
within the head of an individual who is grappling with conflicting desires. Instead<br />
she’s describing the contradictions th<strong>at</strong> are loc<strong>at</strong>ed in the rel<strong>at</strong>ionship between<br />
parties.<br />
E. Dialectical tension is the n<strong>at</strong>ural product of our convers<strong>at</strong>ions.<br />
F. Baxter and Montgomery believe th<strong>at</strong> these contradictions are inevitable and can be<br />
constructive.<br />
Three dialectics within rel<strong>at</strong>ionships.<br />
A. Although other theories emphasize closeness, certainty, and openness, people also<br />
seek autonomy, novelty, and privacy.<br />
1. Conflicting forces in rel<strong>at</strong>ionships aren’t reducible to either/or decisions.<br />
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2. Dialectical tensions exist within a rel<strong>at</strong>ionship (internal) and between a couple<br />
and their community (external).<br />
3. There is no finite list of rel<strong>at</strong>ional dialectics.<br />
B. Integr<strong>at</strong>ion and separ<strong>at</strong>ion.<br />
1. This tension is a primary strain in all rel<strong>at</strong>ionships.<br />
2. If one side prevails, the rel<strong>at</strong>ionship loses.<br />
3. Within their social network, this tension is felt as inclusion pulling against<br />
seclusion.<br />
C. Stability and change.<br />
1. Baxter and Montgomery acknowledge the need for both interpersonal certainty<br />
and novelty.<br />
2. In the couple’s rel<strong>at</strong>ionship with others, this dialectic takes the form of<br />
conventionality versus uniqueness.<br />
D. Expression and nonexpression.<br />
1. The pressures of openness and closedness wax and wane like phases of the<br />
moon.<br />
2. A couple also faces the revel<strong>at</strong>ion and concealment dilemma of wh<strong>at</strong> to tell<br />
others.<br />
IV.<br />
A second gener<strong>at</strong>ion of rel<strong>at</strong>ional dialectics: Emphasis on dialogue.<br />
A. Baxter’s early emphasis with Montgomery was on contradictory forces inherent in all<br />
rel<strong>at</strong>ionships.<br />
B. Baxter has increasingly focused on the rel<strong>at</strong>ional implic<strong>at</strong>ions of Mikhail Bakhtin’s<br />
conception of dialogue.<br />
C. Baxter highlights five dialogical strands within Bakhtin’s thought. Without dialogue,<br />
there is no rel<strong>at</strong>ionship.<br />
1. Dialogue as a constitutive process.<br />
a. This dialogical notion is akin to the core commitments of symbolic<br />
interactionism and coordin<strong>at</strong>ed management of meaning in th<strong>at</strong><br />
communic<strong>at</strong>ion cre<strong>at</strong>es and sustains the rel<strong>at</strong>ionship.<br />
b. A constitutive approach suggests th<strong>at</strong> communic<strong>at</strong>ion cre<strong>at</strong>es and<br />
sustains a rel<strong>at</strong>ionship.<br />
c. Differences are just as important as similarities and both are cre<strong>at</strong>ed and<br />
evalu<strong>at</strong>ed through dialogue.<br />
2. Dialogue as dialectical flux.<br />
a. The contradictory forces are in an unpredictable, unfinalizable, and<br />
indetermin<strong>at</strong>e process of flux.<br />
b. R<strong>at</strong>her than single binary contradictions, each rel<strong>at</strong>ional force is in<br />
tension with every other pole.<br />
3. Dialogue as an aesthetic moment.<br />
a. Dialogue can be “a momentary sense of unity through a profound respect<br />
for the dispar<strong>at</strong>e voices in dialogue.”<br />
b. A meaningful ritual can be an aesthetic moment for all participants<br />
because it’s a joint performance of normally competing and contradictory<br />
voices.<br />
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4. Dialogue as utterance.<br />
a. An Utterance is only one of many communic<strong>at</strong>ion links forming a dialogic<br />
chain based on a minimum of two voices.<br />
b. Baxter and Montgomery identify two typical str<strong>at</strong>egies for responding to<br />
both voices: Spiraling inversion (switching back and forth between<br />
contrasting poles) and segment<strong>at</strong>ion (compartmentalizing different<br />
aspects of a rel<strong>at</strong>ionship).<br />
5. Dialogue as critical sensibility.<br />
a. Dialogue is oblig<strong>at</strong>ed to critique dominant, oppressive voices.<br />
b. Baxter opposes any communic<strong>at</strong>ion practice th<strong>at</strong> ignores or gags<br />
another’s voice.<br />
V. Critique: Meeting the criteria for a good interpretive theory?<br />
A. Some scholars question whether rel<strong>at</strong>ional dialectics should be considered a theory<br />
<strong>at</strong> all as it lacks prediction and explan<strong>at</strong>ion, and does not offer any propositions.<br />
B. Baxter and Montgomery agree and offer dialectics as a sensitizing theory.<br />
C. Rel<strong>at</strong>ional dialectics should be evalu<strong>at</strong>ed based on the interpretive standards.<br />
Key Names and Terms<br />
Leslie Baxter and Barbara Montgomery<br />
Scholars from the University of Iowa and the University of New Hampshire, respectively,<br />
who champion the rel<strong>at</strong>ional dialectics approach to close rel<strong>at</strong>ionships.<br />
William Rawlins<br />
A communic<strong>at</strong>ion scholar <strong>at</strong> Ohio University who studies the communic<strong>at</strong>ive<br />
predicaments of friendship.<br />
Arthur Bochner<br />
A communic<strong>at</strong>ion scholar <strong>at</strong> the University of South Florida who focuses on the complex<br />
contradictions within family systems.<br />
Rel<strong>at</strong>ional Dialectics<br />
An approach to close rel<strong>at</strong>ionships th<strong>at</strong> emphasizes inherent, ongoing tensions,<br />
struggles, and contradictions.<br />
Contradiction<br />
Ceaseless interplay between contrary or opposing tendencies.<br />
Mikhail Bakhtin<br />
A Russian intellectual who saw dialectical tension as the deep structure of all human<br />
experience. Baxter and Montgomery draw heavily on his work.<br />
Internal Dialectics<br />
The ongoing tensions played out within a rel<strong>at</strong>ionship, including integr<strong>at</strong>ion-separ<strong>at</strong>ion,<br />
stability-change, and expression-nonexpression.<br />
External Dialectics<br />
The ongoing tensions between a couple and their community, including inclusionseclusion,<br />
conventionality-uniqueness, and revel<strong>at</strong>ion-concealment.<br />
Aesthetic Moment<br />
A momentary sense of unity through a profound respect for the dispar<strong>at</strong>e voice in<br />
dialogue.<br />
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Spiraling Inversion<br />
Dialectical convers<strong>at</strong>ional str<strong>at</strong>egy of switching back and forth between contrasting<br />
voices, responding first to one pull, then the other.<br />
Segment<strong>at</strong>ion<br />
Dialectical convers<strong>at</strong>ional str<strong>at</strong>egy of compartmentalizing by which partners isol<strong>at</strong>e<br />
different aspects of their rel<strong>at</strong>ionship.<br />
Principal Changes<br />
This chapter, previously Chapter 11, has been significantly revised to include the second<br />
gener<strong>at</strong>ion of the theory th<strong>at</strong> focuses on the meaning of dialogue and dialectics described as<br />
cre<strong>at</strong>ions of communic<strong>at</strong>ion r<strong>at</strong>her than motives. In addition, Griffin has upd<strong>at</strong>ed the Second<br />
<strong>Look</strong> section and an interview with Leslie Baxter has been added to “Convers<strong>at</strong>ions with<br />
Communic<strong>at</strong>ion Theorists.”<br />
Suggestions for Discussion<br />
Accepting the messiness of rel<strong>at</strong>ionships<br />
So many college students come to the communic<strong>at</strong>ion major clinging stubbornly to the<br />
romantic notion th<strong>at</strong> the perfect rel<strong>at</strong>ionship lies just around the corner; once it has been<br />
discovered, all contradictions and tensions will melt away in an ocean of bliss. The secret to<br />
success is finding one’s spiritual double, or someone so close to th<strong>at</strong> mythic entity th<strong>at</strong><br />
differences can be “worked out” through a few l<strong>at</strong>e-night, heart-to-heart talks. For such<br />
students, Baxter and Montgomery’s approach to communic<strong>at</strong>ion in close rel<strong>at</strong>ionships is both<br />
disappointing and liber<strong>at</strong>ing. Disappointment comes when students realize th<strong>at</strong> in the wake of<br />
dialectical difficulties, “happily ever after” is an unlikely possibility. On the other hand,<br />
liber<strong>at</strong>ion can follow when students come to understand th<strong>at</strong> there’s nothing particularly wrong<br />
with them, their parents, or the rel<strong>at</strong>ional struggles they’ve witnessed and experienced in their<br />
lives. Griffin makes a similar point on page 171 as he discusses “a new understanding of<br />
people.”<br />
More than anything else, this theory frees individuals to accept who they are in rel<strong>at</strong>ion<br />
with others. Furthermore, like the “sadder but wiser girl” wooed by Harry Hill in the musical The<br />
Music Man, they’ll find th<strong>at</strong> their knowledge and acceptance of the messiness of intimacy<br />
actually increases, r<strong>at</strong>her than diminishes, their chances for ultim<strong>at</strong>e happiness in human<br />
rel<strong>at</strong>ionships. Ultim<strong>at</strong>ely, Heraclitus’ maxim th<strong>at</strong> “All is flux, nothing stays still” should not be a<br />
st<strong>at</strong>ement of despair, but an acknowledgment of a rich reality.<br />
Tensions present in all rel<strong>at</strong>ionships<br />
Don’t let your students <strong>at</strong>tribute the presence of irresolvable tensions in James and<br />
Sarah’s rel<strong>at</strong>ionship to her st<strong>at</strong>us as a nonhearing person. As Griffin writes, “the tensions they<br />
face are common to all personal rel<strong>at</strong>ionships” (161). Incidentally, students familiar with deaf<br />
culture may question the assumptions on which the film Children of a Lesser God is based,<br />
premises th<strong>at</strong> are reiter<strong>at</strong>ed in Griffin’s discussion of the film. Many deaf people do not<br />
compare their world to th<strong>at</strong> of hearing people (and thus would not use words such as “silent”<br />
or “muted”) and do not feel they are compromised if they do not speak or lip-read.<br />
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Managing tensions without resolution<br />
For those of your students familiar with Marxism and its deriv<strong>at</strong>ives, be sure to reiter<strong>at</strong>e<br />
Griffin’s point th<strong>at</strong>, unlike dialectical m<strong>at</strong>erialism, this theory does not emphasize synthesis or<br />
ultim<strong>at</strong>e resolution (162). For better or for worse, Baxter and Montgomery’s tensions are<br />
ongoing. For many students, this is a troublesome part of the theory and one they are reluctant<br />
to accept. You might find it useful to discuss the coping str<strong>at</strong>egies which are no longer<br />
included in Griffin’s chapter. The r<strong>at</strong>her abstract theory may appear more graspable through<br />
the analysis of how tensions might be coped with in various rel<strong>at</strong>ionships. Baxter reviews these<br />
points in her article, “Dialectical Contradictions in Rel<strong>at</strong>ionship Development,” Journal of Social<br />
& Personal Rel<strong>at</strong>ionships 7, 1 (1990): 69-88.<br />
Genuine gender differences or perpetu<strong>at</strong>ing stereotypical assumptions?<br />
As you discuss dialectical tensions with your class, you may wish to flo<strong>at</strong> the hypothesis<br />
th<strong>at</strong> gender may play some role in rel<strong>at</strong>ional struggles over dichotomies such as<br />
connectedness-separ<strong>at</strong>eness and openness-closedness. As we’ll discover in Griffin’s tre<strong>at</strong>ment<br />
of Deborah Tannen’s work in Chapter 33, some scholars believe th<strong>at</strong> there are typical<br />
masculine and feminine responses to several basic rel<strong>at</strong>ional tugs and pulls. Anticip<strong>at</strong>ing<br />
Tannen’s work, you can specul<strong>at</strong>e about the theoretical value of casting dialectics in terms of<br />
gender. Does it help us to explain the way men and women act, or does it simply perpetu<strong>at</strong>e<br />
stereotypes about them? Introducing gender into the equ<strong>at</strong>ion may reveal much more about<br />
the way we think men and women should behave than the way they really do, but knowledge of<br />
such expect<strong>at</strong>ions can be extremely important. Are, for example, women reticent to express the<br />
desire for separ<strong>at</strong>eness because they are told they should prefer connectedness? Such<br />
questions are very intriguing and may be worthy of class time.<br />
A communic<strong>at</strong>ion theory<br />
As Griffin emphasizes on page 162, Baxter argues th<strong>at</strong> the tensions prevalent in<br />
rel<strong>at</strong>ional dialectics are not intrapersonal or intrinsic to people, but interpersonal, brought into<br />
being through communic<strong>at</strong>ion. The point is driven home in the discussion of “dialogue as a<br />
constitutive process” (167-68). This distinction is crucial, since it qualifies rel<strong>at</strong>ional dialectics<br />
as a homespun theory of communic<strong>at</strong>ion, r<strong>at</strong>her than import from a field such as psychology.<br />
Given Berger’s comments about the “intellectual trade deficit” (139), it is no wonder th<strong>at</strong><br />
communic<strong>at</strong>ion theorists are concerned—perhaps overly so—about theoretical turf.<br />
The tensions of friendship and other rel<strong>at</strong>ionships<br />
Griffin mentions the work of William Rawlins, who studies the communic<strong>at</strong>ive dialectics<br />
of friendship. His book-length study, Friendship M<strong>at</strong>ters (mentioned in the Second <strong>Look</strong><br />
section of the text), is eclectic, highly readable, and full of ideas and examples for class<br />
discussion. The fundamental dialectical tensions fe<strong>at</strong>ured by Rawlins augment those<br />
emphasized by Baxter and Montgomery. When we teach this chapter, therefore, we share with<br />
students a brief summary of Rawlins’s findings in order to suggest th<strong>at</strong> dialectical tensions are<br />
numerous and pervasive in all the rel<strong>at</strong>ionships of our lives. As noted in the “Further<br />
Resources” section below, dialectical research has pushed far beyond only examining romantic<br />
rel<strong>at</strong>ionships. Your students might be interested in discussing wh<strong>at</strong> tensions they believe<br />
would be found in other rel<strong>at</strong>ionships.<br />
139
Carnivalesque<br />
The carnivalesque is a particularly intriguing concept th<strong>at</strong> has <strong>at</strong>tracted considerable<br />
<strong>at</strong>tention in the academy—particularly in literary study, rhetoric, and philosophy—in the last<br />
twenty years. In historical terms, carnivals—beginning with feasts th<strong>at</strong> took place before the<br />
commencement of the Lenten fast—were settings in which social hierarchy and conventional<br />
roles were obscured and subverted through humor, masquerade, costume, dance, revelry, and<br />
other means of confusing traditional class and gender distinctions.<br />
Reviewing other theories<br />
Item #2 of the textbook’s Questions to Sharpen Your Focus section is an excellent<br />
vehicle for review and may be particularly useful if an exam is looming. If item #3 stimul<strong>at</strong>es<br />
productive student response, then you may wish to consider using Essay Question #25.<br />
The previous chapter on social inform<strong>at</strong>ion processing discusses the possibility of<br />
rel<strong>at</strong>ionship development through CMC. But, from a dialectical perspective, SIP doesn’t<br />
address the competing needs for being known and being mysterious. Ask students how these<br />
conflicting desires might be both served and hindered by a computer-medi<strong>at</strong>ed rel<strong>at</strong>ionship.<br />
Critiquing the theory<br />
Item #4 under Questions to Sharpen Your Focus in the textbook can be used to launch<br />
a revealing discussion of the potential difficulties and ambiguities of survey research. When<br />
Em Griffin teaches this chapter, in fact, he asks his students to respond to the question with<br />
respect to three rel<strong>at</strong>ionships: a good friend, a romantic partner (real or imagined), and a<br />
family member. In the Second Edition of the book, Griffin included the sample question in the<br />
text of the chapter itself. He went on to discuss explicitly how a midscale response could be<br />
interpreted as noncommittal or wishy-washy, when in fact it could really indic<strong>at</strong>e a penchant<br />
for both ends of the continuum. He concludes th<strong>at</strong> unless such questions provide the option of<br />
multiple responses, dialectical tensions will be masked. By removing this analysis from the text<br />
and moving the scale into the questions, Griffin compels the students to think through this<br />
intriguing issue on their own.<br />
As you discuss the Critique section of this chapter with your class, you may wish to<br />
entertain the possibility th<strong>at</strong> this approach to rel<strong>at</strong>ional communic<strong>at</strong>ion may be overly broad. If<br />
dialectical tension becomes the cause of all rel<strong>at</strong>ional challenges, then wh<strong>at</strong>, specifically, have<br />
we really learned? Another way to approach the issue is to ask your class how they could falsify<br />
the theory—or, in Baxter and Montgomery’s own terms, the met<strong>at</strong>heoretical perspective.<br />
Also with respect to the Critique section, you may wish to focus some <strong>at</strong>tention on<br />
Griffin’s tre<strong>at</strong>ment of the “aesthetic appeal” of the theory. Although it’s easy to focus on the<br />
inherent messiness of it all, it could be argued th<strong>at</strong> the dialectical form—with its ever-present<br />
oppositions and contrasts—has an intrinsic beauty all its own. This is certainly the case with<br />
Taoist represent<strong>at</strong>ions of a similar sort of dialectic, the rel<strong>at</strong>ionship between yin and yang.<br />
Finally, is it realistic to view communic<strong>at</strong>ion as the primary force behind all dialectical<br />
phenomena, when in fact some pushes and pulls seem to exist prior to rel<strong>at</strong>ional talk? And<br />
here, of course, we are back to the intellectual trade deficit issue raised earlier!<br />
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Sample Applic<strong>at</strong>ion Log<br />
Glinda<br />
In discussing the ways in which couples deal with their various conflicting needs, Baxter<br />
overlooked one th<strong>at</strong> has come into play (dare I say) constantly in my romances. I will name it<br />
inverse response cyclical alter<strong>at</strong>ion (Irca). Irca means th<strong>at</strong> each partner switches from one pole<br />
to the other, and their position is inversely correl<strong>at</strong>ed to the direction th<strong>at</strong> the other is pulling <strong>at</strong><br />
th<strong>at</strong> moment. This sounds like it would cre<strong>at</strong>e unbearable tension, but actually has the effect<br />
of balancing out both extremes. When I am being predictable, my boyfriend will do something<br />
completely unexpected. Then, when I’m acting completely out of character, he will slow me<br />
down with his desire for predictability. And when all I want is to be alone, his desire for<br />
independence will save us from over-indulgent self-destruction. So I will likely respond with my<br />
own surge of independence; but as I pull away, my boyfriend will suddenly seem to take every<br />
opportunity for connection. The Irca seems to keep a rel<strong>at</strong>ionship balanced, ever changing, yet<br />
progressing <strong>at</strong> a slow and steady pace.<br />
Exercises and Activities<br />
Coping str<strong>at</strong>egies<br />
If you’d like the opportunity to test out the str<strong>at</strong>egies with your students in more<br />
concrete terms, consider something like the following scenario:<br />
Shelley and Jim have been d<strong>at</strong>ing very seriously for about six months. From the<br />
beginning of the rel<strong>at</strong>ionship, Jim has known th<strong>at</strong> Shelley has kept a priv<strong>at</strong>e diary th<strong>at</strong><br />
she has never shown anyone. At first, he wasn’t too interested in this activity, but as<br />
they have drawn closer, he has become intrigued by her personal writings. Yet<br />
whenever he asks if she would share her prose with him, she responds th<strong>at</strong> she needs<br />
a secret place to work out her thoughts and emotions. In convers<strong>at</strong>ion, she never holds<br />
back from him, freely self-disclosing about herself and their rel<strong>at</strong>ionship, but the diary<br />
remains all her own, and Jim is perplexed, even disturbed by this. The more interest he<br />
shows in her priv<strong>at</strong>e writings, the more adamant about her privacy she becomes. Wh<strong>at</strong><br />
should they do?<br />
Media and literary portrayals of the dialectical tensions<br />
An excellent example of dialectics, particularly connection-separ<strong>at</strong>ion, occurred on<br />
during the seventh season of Seinfeld in an episode entitled, “The Pool Guy” (#112). In it, the<br />
tension between independent George and rel<strong>at</strong>ionship George comes to light when, to his<br />
horror, Elaine invites his fiancée Susan to an art exposition, cre<strong>at</strong>ing his separ<strong>at</strong>e worlds “to<br />
collide.” The segment works exceptionally well as many students are familiar with the<br />
television show and can rel<strong>at</strong>e to George’s desire to keep his worlds apart. A lively discussion<br />
usually ensues when students are asked if this technique for managing one’s tensions, a form<br />
of segment<strong>at</strong>ion, would “really work.”<br />
For an interesting portrayal of the connectedness-separ<strong>at</strong>eness and certaintyuncertainty<br />
dialectics, see Neil Simon’s Barefoot in the Park, which is available on video. To<br />
141
illustr<strong>at</strong>e the certainty-uncertainty dialectic, Steve Hillis of Asbury College uses the popular film<br />
The Mirror Has Two Faces. In particular, he focuses on the scene in which the husband, who<br />
has been in Paris for some time, returns to find th<strong>at</strong> his wife has made significant changes in<br />
her life and appearance. An instructive argument ensues about his expect<strong>at</strong>ions for<br />
predictability and her need for change.<br />
Further Resources<br />
Other relevant essays by Baxter<br />
• “A Tale of Two Voices: Rel<strong>at</strong>ional Dialectics <strong>Theory</strong>,” Journal of Family Communic<strong>at</strong>ion, 4,<br />
3/4 (2004): 181-93.<br />
• “Rel<strong>at</strong>ionships as Dialogues,” Personal Rel<strong>at</strong>ionships 11, 1 (2004): 1-22.<br />
• “A Dialogic Approach to Rel<strong>at</strong>ionship Maintenance,” Communic<strong>at</strong>ion and Rel<strong>at</strong>ional<br />
Maintenance, ed. D.J. Canary and L.S. Stafford (San Diego: Academic Press, 1994), 257-<br />
73.<br />
• “Dialectical Contradictions in Rel<strong>at</strong>ionship Development,” Journal of Social and Personal<br />
Rel<strong>at</strong>ionships 7 (1990): 69-88.<br />
• “The Social Side of Personal Rel<strong>at</strong>ionships: A Dialectical Perspective,” Social Context<br />
and Rel<strong>at</strong>ionships (Understanding Rel<strong>at</strong>ional Processes 3), ed. Steve Duck (Newbury<br />
Park, CA: Sage, 1993), 139-65.<br />
St<strong>at</strong>e-of-the-art research<br />
• Erin M. Sahlstein, “Rel<strong>at</strong>ing <strong>at</strong> a Distance: Negoti<strong>at</strong>ing Being Together and Being Apart in<br />
Long-Distance Rel<strong>at</strong>ionships,” Journal of Social & Personal Rel<strong>at</strong>ionships 21, 5 (2004):<br />
689-710.<br />
• L.A. Baxter, Dawn O. Braithwaite, and Leah Bryant, “Stepchildren’s Perceptions of the<br />
Contradictions in Communic<strong>at</strong>ion with Stepparents,” Journal of Social & Personal<br />
Rel<strong>at</strong>ionships 21, 4 (2004): 447-67.<br />
• Angela Hoppe-Nagao and Stella Ting-Toomey, “Rel<strong>at</strong>ional Dialectics and Management<br />
Str<strong>at</strong>egies in Marital Couples,” Southern Communic<strong>at</strong>ion Journal 67 (Winter 2002): 142-<br />
59.<br />
• Dawn O. Braithwaite and Leslie Baxter, “‘I Do’ Again: The Rel<strong>at</strong>ional Dialectics of<br />
Renewing Marital Vows,” Journal of Social and Personal Rel<strong>at</strong>ionships 12 (1995): 177-<br />
98.<br />
• Carol Masheter, “Dialogues between Ex-Spouses: Evidence of Dialectical Rel<strong>at</strong>ionship<br />
Development,” in Uses of “STRUCTURE” in Communic<strong>at</strong>ion Studies, ed. Richard L.<br />
Conville (Westport, CT: Praeger, 1993), 83-101.<br />
Literary examples<br />
• If you enjoy using liter<strong>at</strong>ure in your classroom,<br />
o I highly recommend selections from Kahlil Gibran’s The Prophet. The poems entitled<br />
“On Marriage” and “On Love” are particularly relevant to the connectednesssepar<strong>at</strong>eness<br />
dichotomy.<br />
142
o Although less well known, Denise Levertov’s poem “About Marriage,” in O Taste and<br />
See (New York: New Directions, 1962), artfully lends a woman’s perspective to<br />
Gibran’s themes.<br />
o Eudora Welty’s pensive, subtle story “The Bride of Innisfallen,” which can be found<br />
in The Collected Stories of Eudora Welty (New York: Harcourt, 1982), 495-518,<br />
poignantly captures a young woman’s struggles with the openness-closedness and<br />
connectedness-separ<strong>at</strong>eness dichotomies.<br />
o For your male students in particular, we recommend P<strong>at</strong>rick O’Brian’s extensive<br />
series of sea novels, which fe<strong>at</strong>ures the extroverted, passion<strong>at</strong>e, practical Captain<br />
Jack Aubrey and the introverted, cerebral, scientifically minded Stephen M<strong>at</strong>urin,<br />
naval surgeon, n<strong>at</strong>uralist, and secret agent. Aubrey and M<strong>at</strong>urin’s complex, often<br />
tense, always vibrant friendship, which is developed and nurtured in vividly recorded<br />
dialogue, illustr<strong>at</strong>es many dialectical elements and demonstr<strong>at</strong>es th<strong>at</strong> long-term<br />
close rel<strong>at</strong>ionships embodying Baxter and Montgomery’s approach need not be<br />
romantic or familial. The first novel in the series is Master and Commander, which is<br />
also the title of a popular film based on the series.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
144
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
145
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
146
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 12<br />
THE INTERACTIONAL VIEW<br />
Outline<br />
I. The family as a system.<br />
A. Paul W<strong>at</strong>zlawick believes th<strong>at</strong> individuals must be understood within the context of<br />
the family system.<br />
B. He was a member of the Palo Alto Group, which draws inspir<strong>at</strong>ion from Gregory<br />
B<strong>at</strong>eson.<br />
1. They reject the idea th<strong>at</strong> individual motives and personality traits determine the<br />
n<strong>at</strong>ure of communic<strong>at</strong>ion within a family.<br />
2. They are less concerned about why a person acts in a certain way than how th<strong>at</strong><br />
behavior affects the group.<br />
C. Rel<strong>at</strong>ionships are complex functions resembling equ<strong>at</strong>ions linking multiple variables.<br />
D. Along with his colleagues Janet Beavin and Don Jackson, W<strong>at</strong>zlawick presents key<br />
axioms describing the tent<strong>at</strong>ive calculus of human communic<strong>at</strong>ion.<br />
1. The axioms comprise the rules of the game.<br />
2. Games are sequences of behavior governed by rules.<br />
3. Each family plays a one-of-a-kind game with homemade rules and cre<strong>at</strong>es its<br />
own reality.<br />
II.<br />
Axioms of interpersonal communic<strong>at</strong>ion.<br />
A. Family homeostasis is the tacit collusion of family members to maintain the st<strong>at</strong>us<br />
quo.<br />
B. The only way to recognize this destructive resistance to change is to understand the<br />
axioms.<br />
C. One cannot not communic<strong>at</strong>e.<br />
1. Communic<strong>at</strong>ion is inevitable.<br />
2. Corollary: one cannot not influence.<br />
D. Communic<strong>at</strong>ion = content + rel<strong>at</strong>ionship.<br />
1. Every communic<strong>at</strong>ion has a content and a rel<strong>at</strong>ionship aspect such th<strong>at</strong> the<br />
l<strong>at</strong>ter classifies the former.<br />
2. Content is wh<strong>at</strong> is said.<br />
3. Rel<strong>at</strong>ionship is how it is said.<br />
4. Metacommunic<strong>at</strong>ion is communic<strong>at</strong>ion about communic<strong>at</strong>ion.<br />
5. Rel<strong>at</strong>ionship messages are always the most important element in any<br />
communic<strong>at</strong>ion, but when a family is in trouble, metacommunic<strong>at</strong>ion domin<strong>at</strong>es.<br />
6. Sick family rel<strong>at</strong>ionships only get better when members are willing to engage in<br />
metacommunic<strong>at</strong>ion.<br />
E. The n<strong>at</strong>ure of a rel<strong>at</strong>ionship depends on how both parties punctu<strong>at</strong>e the<br />
communic<strong>at</strong>ion sequence.<br />
1. Punctu<strong>at</strong>ion concerns how a person marks the beginning of an interpersonal<br />
interaction.<br />
148
2. Punctu<strong>at</strong>ion becomes a problem when each person sees himself or herself as<br />
only reacting to, r<strong>at</strong>her than provoking, a cyclical conflict.<br />
F. All communic<strong>at</strong>ion is either symmetrical or complementary.<br />
1. The interactional view emphasizes issues of control, st<strong>at</strong>us, and power.<br />
2. Symmetrical interchange is based on equal power, whereas complementary<br />
communic<strong>at</strong>ion is based on differences of power.<br />
3. Healthy rel<strong>at</strong>ionships include both kinds of communic<strong>at</strong>ion.<br />
4. Rel<strong>at</strong>ionships can only be assessed through an exchange of <strong>at</strong> least two<br />
messages.<br />
5. Edna Rogers and Richard Farace’s coding system c<strong>at</strong>egorizes control in ongoing<br />
marital interaction.<br />
a. One-up communic<strong>at</strong>ion seeks to control the exchange.<br />
b. One-down communic<strong>at</strong>ion yields control.<br />
c. One-across communic<strong>at</strong>ion neutralizes control.<br />
d. Bids for dominance do not necessarily result in control of the interaction.<br />
III.<br />
IV.<br />
Trapped in a system with no place to go.<br />
A. Family systems are highly resistant to change.<br />
B. Double binds are contradictory demands on members of the system.<br />
C. The paradox of the double bind is th<strong>at</strong> the high-st<strong>at</strong>us party in a complementary<br />
rel<strong>at</strong>ionship insists th<strong>at</strong> the low-st<strong>at</strong>us person act as if the rel<strong>at</strong>ionship were<br />
symmetrical.<br />
Reframing: changing the game by changing the rules.<br />
A. Destructive rules can be changed only when members analyze them from outside<br />
the system.<br />
B. Reframing is the process of altering punctu<strong>at</strong>ion and looking <strong>at</strong> things in a new light.<br />
C. Accepting a new frame means rejecting the old one.<br />
D. Adapting a new interpretive frame usually requires outside help.<br />
V. Critique: adjustments needed within the system.<br />
A. Recently, Janet Beavin Bavelas recommended modifying some axioms of the theory.<br />
1. Not all nonverbal behavior is communic<strong>at</strong>ion. In the absence of a senderreceiver<br />
rel<strong>at</strong>ionship and the intentional use of a shared code, nonverbal<br />
behavior is inform<strong>at</strong>ive r<strong>at</strong>her than communic<strong>at</strong>ive.<br />
2. A “whole message model” integr<strong>at</strong>es verbal and nonverbal communic<strong>at</strong>ion.<br />
3. The term metacommunic<strong>at</strong>ion should be reserved for explicit communic<strong>at</strong>ion<br />
about the process of communic<strong>at</strong>ing, not all communic<strong>at</strong>ion about a<br />
rel<strong>at</strong>ionship.<br />
B. Systems theories involving people are difficult to evalu<strong>at</strong>e because of equifinality—a<br />
given behavioral outcome could be caused by various interconnected factors.<br />
C. Despite these problems, the interactional view has had a terrific impact on the field<br />
of interpersonal communic<strong>at</strong>ion.<br />
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Key Names and Terms<br />
Gregory B<strong>at</strong>eson<br />
A prominent anthropologist who inspired the Palo Alto Group.<br />
Palo Alto Group<br />
A group of theorists committed to the study of interpersonal interaction as part of an<br />
entire system.<br />
Paul W<strong>at</strong>zlawick<br />
A prominent member of the Palo Alto Group, coauthor of Pragm<strong>at</strong>ics of Human<br />
Communic<strong>at</strong>ion, and champion of the interactional view of family communic<strong>at</strong>ion.<br />
Janet Beavin Bavelas<br />
A researcher <strong>at</strong> the University of Victoria who coauthored Pragm<strong>at</strong>ics of Human<br />
Communic<strong>at</strong>ion and published important modific<strong>at</strong>ions of the interactional view in<br />
1992.<br />
Don Jackson<br />
A coauthor of Pragm<strong>at</strong>ics of Human Communic<strong>at</strong>ion.<br />
Pragm<strong>at</strong>ics of Human Communic<strong>at</strong>ion<br />
Coauthored by W<strong>at</strong>zlawick, Beavin, and Jackson in 1967, this book marked the<br />
beginning of widespread study of the way communic<strong>at</strong>ive p<strong>at</strong>terns sustain or destroy<br />
rel<strong>at</strong>ionships.<br />
Game<br />
A sequence of behavior governed by rules.<br />
Family Homeostasis<br />
The tacit collusion of family members to maintain the st<strong>at</strong>us quo.<br />
Symptom Str<strong>at</strong>egy<br />
A ploy by which one seeks to avoid communic<strong>at</strong>ion by <strong>at</strong>tributing his or her inability to<br />
talk to outside forces.<br />
Metacommunic<strong>at</strong>ion<br />
Communic<strong>at</strong>ion about communic<strong>at</strong>ion, sometimes referred to as communic<strong>at</strong>ion about<br />
rel<strong>at</strong>ionships.<br />
Punctu<strong>at</strong>ion<br />
The way in which a person marks the beginning of an interpersonal interaction.<br />
Symmetrical Communic<strong>at</strong>ion<br />
Interchange based on equal power.<br />
Complementary Communic<strong>at</strong>ion<br />
Interchange based on accepted differences in power.<br />
One-Up Communic<strong>at</strong>ion<br />
Interchange th<strong>at</strong> seeks to control the exchange.<br />
One-Down Communic<strong>at</strong>ion<br />
Interchange th<strong>at</strong> yields control of the exchange.<br />
One-Across Communic<strong>at</strong>ion<br />
Interchange th<strong>at</strong> neutralizes control of the exchange.<br />
Transitory Communic<strong>at</strong>ion<br />
An interaction th<strong>at</strong> includes one one-across message and one one-up or one-down<br />
message.<br />
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Edna Rogers and Richard Farace<br />
While <strong>at</strong> Michigan St<strong>at</strong>e University, these communic<strong>at</strong>ion researchers developed a<br />
coding system for c<strong>at</strong>egorizing control in ongoing marital interaction.<br />
Double Bind<br />
A set of mutually exclusive expect<strong>at</strong>ions between parties th<strong>at</strong> places the low-st<strong>at</strong>us<br />
person in a no-win situ<strong>at</strong>ion.<br />
Reframing<br />
The process of stepping outside the current perspective and giving new meaning to the<br />
same situ<strong>at</strong>ion.<br />
Equifinality<br />
A systems-theory assumption th<strong>at</strong> a given outcome could have been effectively caused<br />
by any or many interconnected factors.<br />
Principal Changes<br />
Previously Chapter 12, Griffin’s tre<strong>at</strong>ment remains essentially the same. The chapter<br />
has been edited for clarity and precision.<br />
Suggestions for Discussion<br />
Applying the theory to one’s own family<br />
College students, who are in the midst of the process of breaking many of the formal<br />
bonds th<strong>at</strong> link them to their families, are keenly aware of problems with communic<strong>at</strong>ion th<strong>at</strong><br />
distinguish these complex systems, and thus this chapter may have special resonance for<br />
them. To give students license to speak about their own situ<strong>at</strong>ions, remind them th<strong>at</strong> the<br />
phrase “dysfunctional family” is redundant. It’s also important for students to understand <strong>at</strong><br />
the outset th<strong>at</strong> although the family is the explicit subject of this chapter, much of the<br />
theoretical m<strong>at</strong>erial presented in the interactional view applies well to romantic rel<strong>at</strong>ionships,<br />
friendships, and interpersonal interactions on the job.<br />
Effects, not causes<br />
One point of contention for many students is the focus on the effects of the family<br />
system on communic<strong>at</strong>ion, but with no accompanying examin<strong>at</strong>ion of the causes of the<br />
family’s unhealthy condition. W<strong>at</strong>zlawick and his co-authors were committed to this approach,<br />
and indeed it is reflected in the title of their book, The Pragm<strong>at</strong>ics of Human Communic<strong>at</strong>ion.<br />
In the introduction, the focus of the book is described as, “the pragm<strong>at</strong>ic (behavioral) effects of<br />
human communic<strong>at</strong>ion, with special <strong>at</strong>tention to behavioral disorders” (p. 13). How might this<br />
alter one’s perspective—if the underlying problem is not the subject m<strong>at</strong>ter, but the outward<br />
signs? To drive this point home, you might consider reading directly from The Pragm<strong>at</strong>ics of<br />
Human Communic<strong>at</strong>ion:<br />
The impossibility of seeing the mind “<strong>at</strong> work” has in recent years led to the adoption of<br />
the Black Box concept from the field of telecommunic<strong>at</strong>ion. Applied originally to certain<br />
types of captured enemy electronic equipment th<strong>at</strong> could not be opened for study<br />
because of the possibility of destruction charges inside, the concept is more generally<br />
applied to the fact th<strong>at</strong> electronic hardware is by now so complex th<strong>at</strong> it is sometimes<br />
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more expedient to disregard the internal structure of the device and concentr<strong>at</strong>e on the<br />
study of its specific input-output rel<strong>at</strong>ions. While it is true th<strong>at</strong> these rel<strong>at</strong>ions may<br />
permit inferences into wh<strong>at</strong> “really” goes on inside the box, this knowledge is not<br />
essential for the study of the function of the device in the gre<strong>at</strong>er system of which it is a<br />
part. (pp. 43-44, italics original)<br />
If seen in this light, the possible or hypothetical causes of behavior assume a secondary<br />
importance, but the effect of the behavior emerges as a criterion of prime significance<br />
in the interaction of closely rel<strong>at</strong>ed individuals… In general, we feel th<strong>at</strong> a symptom is a<br />
piece of behavior th<strong>at</strong> has profound effects on influencing the surroundings of the<br />
p<strong>at</strong>ient. A rule of thumb can be st<strong>at</strong>ed in this connection: where the why? of a piece of<br />
behavior remains obscure, the question wh<strong>at</strong> for? can still supply a valid answer. (p. 45,<br />
italics original)<br />
These two passages often lead to very interesting discussion m<strong>at</strong>ter for students, who<br />
tend to be immersed in a system where the cause trumps the effect in terms of importance.<br />
But in the case of families, taking the system apart is often an impossibility and discovery of<br />
root causes an improbability. By assuming W<strong>at</strong>zlawick, et al.’s Black Box approach, valuable<br />
inform<strong>at</strong>ion can be obtained without dismantling the system.<br />
Metacommunic<strong>at</strong>ion<br />
In this discussion of the axiom th<strong>at</strong> “communic<strong>at</strong>ion = content + rel<strong>at</strong>ionship,” Griffin<br />
notes W<strong>at</strong>zlawick’s assertion th<strong>at</strong> when a family is in trouble, metacommunic<strong>at</strong>ion domin<strong>at</strong>es<br />
the discussion. We would be curious to know if your students confirm this claim, particularly<br />
since the ability to discuss p<strong>at</strong>terns of communic<strong>at</strong>ion is essential to curing an unhealthy<br />
family system. Has metacommunic<strong>at</strong>ion solved problems in their families? It’s also interesting<br />
to note th<strong>at</strong> the concept of metacommunic<strong>at</strong>ion is very similar to Deborah Tannen’s notion of<br />
the “metamessage,” which accounts for the rel<strong>at</strong>ional context of the words spoken in<br />
discussion. For Tannen, of course, men and women respond differently to metamessages, an<br />
issue not explicitly raised in the interactional view. If you’d like to begin anticip<strong>at</strong>ing Tannen’s<br />
work (fe<strong>at</strong>ured in Chapter 33), then you may wish to raise issues of gender tent<strong>at</strong>ively here.<br />
One-across messages<br />
Due to space consider<strong>at</strong>ions, Griffin has not provided very much explan<strong>at</strong>ion of the oneacross<br />
message, which—according to Rogers and Farace—is a neutralizing or control-leveling<br />
utterance th<strong>at</strong> carries the interaction along with a minimized effort <strong>at</strong> controlling the<br />
rel<strong>at</strong>ionship (181). They view the one-across message as an assertion of extension th<strong>at</strong><br />
continues the flow or theme of the proceeding message. In addition, a noncommittal response<br />
to a question (for example, “I don’t know”) would also be classified as a one-across response.<br />
You may wish to discuss these messages more fully in class.<br />
Reframing<br />
Reframing is a difficult concept for many students to understand. To help them, we<br />
liken this “aha” experience to a well-known historical shift in paradigm. Our view of the solar<br />
system is much enhanced when we realize th<strong>at</strong> the sun, r<strong>at</strong>her than the earth, is its center. We<br />
also refer to reframing as “getting out of the fishbowl,” since the whole point is to remove<br />
yourself from the system long enough to view it objectively. Reframing is most likely closely<br />
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linked with perspective taking, a fundamental communic<strong>at</strong>ion skill th<strong>at</strong> may be introduced in<br />
other communic<strong>at</strong>ion courses in your program such as interpersonal communic<strong>at</strong>ion. In<br />
addition, perspective taking is central to the next chapter on constructivism. It important to<br />
note th<strong>at</strong> reframing may take place with distance in time and space. For example, students<br />
may experience reframing when they go away to college. Having thought through the complex<br />
family dynamics th<strong>at</strong> are now removed from their daily lives, they may find th<strong>at</strong>—for better and<br />
for worse—they “can’t go home again.” They may find this process a fruitful topic for<br />
discussion. Em Griffin elucid<strong>at</strong>es the concept of reframing with the example of the perennially<br />
controversial Sen<strong>at</strong>or (former <strong>First</strong> Lady) Hillary Rodham Clinton. He asks his students to<br />
discuss how changes in punctu<strong>at</strong>ion can allow her to be reframed positively or neg<strong>at</strong>ively. The<br />
same can be done with her husband’s successor, President George W. Bush.<br />
Sample Applic<strong>at</strong>ion Log<br />
M<strong>at</strong>thew<br />
My family could be a perfect model for this theory. As of a year ago, my f<strong>at</strong>her has developed a<br />
mental disorder th<strong>at</strong> has truly affected every member of our family, not just him. He is the one<br />
with the “problem,” however, the rest of the family perpetu<strong>at</strong>ed this problem until we learned<br />
to reframe the situ<strong>at</strong>ion. My mother was truly the “enabler” of the family, always providing the<br />
back door out for my dad. My brothers and I often had fiery tempers whenever certain subjects<br />
pertaining to his disorder would arise. Our resistance to even broach the topic kept everything<br />
nicely swept under the rug. It wasn’t until half of my family sought counseling th<strong>at</strong> we had the<br />
nerve to approach my dad and exercise “tough love” by no longer allowing his disorder to rule<br />
our lives. As the book said, “I can change myself. Others I can only love.” My response to my<br />
f<strong>at</strong>her changed when I realized th<strong>at</strong> I could not make him well, I could only place my love for<br />
him in a different picture frame. It may not be a pretty picture frame, but it’s functional, and<br />
contains my love for him in a way th<strong>at</strong> no other picture frame does.<br />
Exercises and Activities<br />
Dear Abby: In need of advice<br />
Under Questions to Sharpen Your Focus in the textbook, #4 can be extremely effective,<br />
particularly since the letters fe<strong>at</strong>ured in these columns are written by interested parties within<br />
family systems and thus usually reveal the subjective perspective of an ardent punctu<strong>at</strong>or. It<br />
can also be instructive to discuss with students the fact th<strong>at</strong>, in many cases, the responses<br />
from the columnists fail to take the intric<strong>at</strong>e family systems into account. So often, the advice<br />
offered by the “expert” simply perpetu<strong>at</strong>es the letter writer’s punctu<strong>at</strong>ion without helping him<br />
or her to reframe, to see the system from the outside. If you or your students are more in tune<br />
with the electronic media, then examples from radio therapists or television talk shows may<br />
serve you well. The popular radio therapist “Dr. Laura,” for example, produces simplistic, glib<br />
advice th<strong>at</strong> usually misses the significance of families as systems. You may also wish to<br />
discuss how the view of families (and other groups) as systems contrasts with the more<br />
individually oriented assumptions of uncertainty reduction theory and social penetr<strong>at</strong>ion theory<br />
(see also Integr<strong>at</strong>ive Essay Question #29 below).<br />
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Reframing: A narr<strong>at</strong>ive exercise<br />
College teachers and academic advisors often hear versions of the following story from<br />
students, particularly those in their first year away from home. It is, we believe, a good<br />
illustr<strong>at</strong>ion of key tenets of the interactional view to which students can readily rel<strong>at</strong>e:<br />
I enjoyed seeing my old high school friends over the winter break, but my parents really<br />
got on my nerves. They nagged me to come in early in the evenings, and they saw to it<br />
th<strong>at</strong> sleeping-in was impossible. I had to e<strong>at</strong> on their schedule. My mother’s having a<br />
real problem letting go of mothering me—she still tre<strong>at</strong>s me like I’m ten. When I protest<br />
she says, “You have to understand th<strong>at</strong> you’ll always be my precious little child.” For<br />
some reason, th<strong>at</strong> bothers me, and I stomp around and say something like “I’m an<br />
adult, so tre<strong>at</strong> me like one!” or “As my mother, you ought to understand th<strong>at</strong> I need my<br />
autonomy!” Then she gets huffy and claims th<strong>at</strong> my manner and tone of voice are<br />
unpleasant. Or she’ll say, “I don’t like your body language.” I wish she’d focus on wh<strong>at</strong><br />
I’m saying instead of getting off on tangents. One time she said to me, “You just hurt my<br />
feelings,” but I hadn’t even said anything! My f<strong>at</strong>her’s obsessed with my smoking. He<br />
claims th<strong>at</strong> the secondhand smoke bothers him, but it really bothers me th<strong>at</strong> he never<br />
complains when his buddies smoke in his presence. He’s also been riding me because I<br />
changed my major from premed to communic<strong>at</strong>ion. He says, “I wish you’d go back to<br />
being premed—not for me, but for your own future.” From my first day <strong>at</strong> home, I tried to<br />
be assertive about my needs and values and have done my best not to back down, but<br />
they just don’t seem to appreci<strong>at</strong>e my efforts to be my own person. There’s not much<br />
giving in around the house. I wish they would let go. And my little sister is acting<br />
strange. My parents claim th<strong>at</strong> she was an angel all fall, but when I arrived home I<br />
quickly saw th<strong>at</strong> this couldn’t have been the case. The whole time I was there, she was<br />
getting into trouble right and left, continually requiring my parents to drop wh<strong>at</strong>ever they<br />
were doing—especially when it was something with me—to deal with her crises. Just<br />
when Dad and I were about to leave to <strong>at</strong>tend a concert I’d been looking forward to for<br />
days, she announces th<strong>at</strong> she thinks she’s pregnant. Of course th<strong>at</strong> brings down the<br />
house, and the concert is forgotten. And of course she isn’t pregnant. L<strong>at</strong>er, when I<br />
called her on it, she told me th<strong>at</strong> I was the one who was out of line. She complains<br />
about my yelling, and the way I talk to her. Can you believe th<strong>at</strong>? I told her, “You ought<br />
to take my advice because I’m older than you!” She shoots back, “You ought to leave<br />
me alone because you don’t really live here anymore!” Honestly, I love my family, but<br />
they’re nuts, and they drive me crazy. I’m sure glad to be back <strong>at</strong> school. Now if I could<br />
just get my roomm<strong>at</strong>e to listen to reason . . . .<br />
After your students have read or heard this narr<strong>at</strong>ive (or one like it th<strong>at</strong> you have supplied or<br />
one they cre<strong>at</strong>e about their own college experience), discuss the key theoretical issues it<br />
raises. How can they help the storyteller to understand the dynamics of his or her family from a<br />
vantage point outside the system? How can this new perspective lead to reframing? The point,<br />
of course, is not to vilify the student or particular members of the family, but to understand the<br />
complex system in which they interact. Depending on your interests and the viewing habits of<br />
students, examples of families in soap operas, dramas, and situ<strong>at</strong>ion comedies can also serve<br />
to enliven the interactional view.<br />
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Punctu<strong>at</strong>ion<br />
Under Questions to Sharpen Your Focus in the textbook, #2 is thought-provoking,<br />
although in these times many of our students view the cold war as ancient history. If you or<br />
your students enjoy talking about politics, an interactional perspective on nuclear stockpiling<br />
may be augmented by a more specific discussion of U.S.-Soviet rel<strong>at</strong>ions in the 1960s. The<br />
dram<strong>at</strong>ic reactions and counterreactions th<strong>at</strong> characterized the controversial rise of Castro,<br />
the Bay of Pigs fiasco, the construction of the Berlin Wall, and the Cuban missile crisis can help<br />
students to see how adversaries punctu<strong>at</strong>e in order to define provoc<strong>at</strong>ion and reaction to their<br />
own advantage. More recently, political st<strong>at</strong>ements involving the Persian Gulf War, the Israeli-<br />
Arab conflict (which Em Griffin particularly likes to use), the Irish conflict, the Bosnian civil war,<br />
the crisis in Kosovo, and the invasion and subsequent occup<strong>at</strong>ion of Iraq have all exhibited the<br />
tragic consequences of punctu<strong>at</strong>ion. Peace negoti<strong>at</strong>ors, the family therapists of global politics,<br />
have worked with varying success to help world leaders step outside the systems of n<strong>at</strong>ional<br />
and ethnic conflict to reframe. You might ask your students how al Qaeda terrorists might<br />
punctu<strong>at</strong>e September 11.<br />
The double bind<br />
If students have difficulty coming up with responses to #3 under the textbook’s<br />
Questions to Sharpen Your Focus, remind them of this notorious professorial request: “Tell me<br />
wh<strong>at</strong> you really think of this exam/course/assignment?” Th<strong>at</strong> should get them going!<br />
Media portrayals<br />
Interesting films fe<strong>at</strong>uring complex, dynamic family systems include When a Man Loves<br />
a Woman, E<strong>at</strong> Drink Man Woman, and A River Runs through It. When a Man Loves a Woman<br />
fe<strong>at</strong>ures a family wracked by alcoholism. As the wife/mother, played by Meg Ryan, slips deeper<br />
and deeper into drinking, other members of the family system alter their behavior to adjust to<br />
her condition. A particularly good moment illustr<strong>at</strong>ing the dynamic n<strong>at</strong>ure of the system is the<br />
two-minute breakfast scene th<strong>at</strong> takes place 28 1/2 minutes into the film. It’s also important<br />
to note th<strong>at</strong> even after the wife/mother has ceased to drink, other members of the family<br />
continue to exhibit the p<strong>at</strong>terns of behavior th<strong>at</strong> began when she was heavily dependent on<br />
alcohol. To improve the family system, everyone must reframe. Edward Albee’s Who’s Afraid of<br />
Virginia Woolf? showcases a dysfunctional couple who stage—among other things—a clinic on<br />
one-up communic<strong>at</strong>ion. In fact, the play is the central fe<strong>at</strong>ure in the fifth chapter of The<br />
Pragm<strong>at</strong>ics of Human Communic<strong>at</strong>ion. For historians, A Lion in Winter fe<strong>at</strong>ures the tortured<br />
communic<strong>at</strong>ion of one of medieval England’s most famous—and most dysfunctional— families.<br />
Family dysfunction<br />
When Em Griffin teaches this chapter, he commissions a volunteer troupe of student<br />
actors to stage a brief improvised play fe<strong>at</strong>uring a family in which the system is out of balance.<br />
Such dramas—when carefully debriefed in class—bring light and levity to W<strong>at</strong>zlawick’s<br />
system<strong>at</strong>ic machinery. Griffin also uses these lyrics (sung to the tune of “Rudolph the Red-<br />
Nosed Reindeer”) to illustr<strong>at</strong>e the interrel<strong>at</strong>edness of family dysfunction:<br />
I am the Gre<strong>at</strong> Enabler<br />
There is nothing I wouldn’t do<br />
To make sure my kids are happy,<br />
Even though they’re chugging brew.<br />
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Tough love is so disturbing;<br />
On setting limits I’m not keen.<br />
Wh<strong>at</strong> if my friends and family<br />
<strong>Look</strong> <strong>at</strong> me and think I’m mean?<br />
Life is best when I detach—<br />
Let my children feel<br />
The consequences of their acts—<br />
Choices in world th<strong>at</strong>’s real.<br />
But I’m the Gre<strong>at</strong> Enabler,<br />
Crazy, but I just don’t see,<br />
Faced with my codependence,<br />
My kid could soon be history.<br />
Further Resources<br />
• We highly recommend Janet Yerby, Nancy Buerkel-Rothfuss, and Arthur P. Bochner’s<br />
excellent textbook, Understanding Family Communic<strong>at</strong>ion, 2nd ed. (Scottsdale: Gorsuch<br />
Scarisbrick, 1995), which is largely based on the interactional approach championed by<br />
W<strong>at</strong>zlawick and his associ<strong>at</strong>es. The book is filled with useful examples and case studies,<br />
and it provides in-depth discussion, elabor<strong>at</strong>ion, and extension of the basic principles set<br />
forth by Griffin in this chapter. It is also a good source for further discussion and<br />
examples of social constructionism and rel<strong>at</strong>ional dialectics.<br />
• For more reading on the controversial axiom “one cannot not communic<strong>at</strong>e,” see the<br />
exchange among Michael Motley, Janet Beavin Bavelas, and Wayne Beach, Western<br />
Journal of Speech Communic<strong>at</strong>ion 54 (1990): 1-20, 593-623.<br />
• James Price Dillard, et al. discuss recent developments in rel<strong>at</strong>ional communic<strong>at</strong>ion (as<br />
opposed to content) in “Structuring the Concept of Rel<strong>at</strong>ional Communic<strong>at</strong>ion,”<br />
Communic<strong>at</strong>ion Monographs 66 (March 1999): 49-65.<br />
Literary sources<br />
• If you enjoy using liter<strong>at</strong>ure to illustr<strong>at</strong>e theory, I heartily recommend Eudora Welty’s<br />
humorous short story, “Why I Live <strong>at</strong> the P.O,” which can be found in The Collected<br />
Stories of Eudora Welty, 46-56, and numerous literary anthologies. The storyteller’s<br />
intriguingly punctu<strong>at</strong>ed version of her family’s behavior constitutes a wonderful example<br />
of dysfunctional communic<strong>at</strong>ion.<br />
• For collections of stories about families, see Barbara H. Solomon, American Families: 28<br />
Short Stories (New York: Penguin, 1989); Geri Giebel Chavis, Family: Stories from the<br />
Interior (St. Paul: Graywolf, 1987).<br />
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Fe<strong>at</strong>ure films<br />
• There is an abundance of fe<strong>at</strong>ure-length films th<strong>at</strong> highlight families and can be used as<br />
fitting examples of the interactional view. Some favorites include Pieces of April, My Big<br />
F<strong>at</strong> Greek Wedding, Wh<strong>at</strong>’s E<strong>at</strong>ing Gilbert Grape?, and Mi Familia (My Family).<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
158
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
159
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
160
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Key Names and Terms<br />
COGNITIVE PROCESSING<br />
Inform<strong>at</strong>ion Processing<br />
An academic field of study th<strong>at</strong> examines system<strong>at</strong>ic similarities and differences<br />
between mental input and output and develops models of mental structures and<br />
processes.<br />
Structure<br />
Akin to computer equipment, structure refers to the mental hardware.<br />
Process<br />
Akin to computer software, process refers to the mind’s programming tools.<br />
Sensory Input<br />
Raw m<strong>at</strong>erial taken in by the brain th<strong>at</strong> is then subject to filtering and sorting.<br />
Central Processing<br />
Mental process of applying meaning to sensory inputs.<br />
Inform<strong>at</strong>ion Storage<br />
The classific<strong>at</strong>ion and retention of inform<strong>at</strong>ion into long-term or short-term memory.<br />
Inform<strong>at</strong>ion Retrieval<br />
Recalling memories, facts, and inform<strong>at</strong>ion from the brain’s long-term memory.<br />
Utiliz<strong>at</strong>ion<br />
Response in both actions and thought to retrieved inform<strong>at</strong>ion.<br />
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CHAPTER 13<br />
CONSTRUCTIVISM<br />
Outline<br />
I. Introduction.<br />
A. Led by Jesse Delia, constructivists view one’s implicit theory of communic<strong>at</strong>ion as a<br />
tool for aligning one’s culture, cognition, and communic<strong>at</strong>ion.<br />
B. Constructivists use Walter Crockett’s role c<strong>at</strong>egory questionnaire (RCQ) to “get inside<br />
your head.”<br />
II.<br />
III.<br />
IV.<br />
Personal constructs as evidence of cognitive complexity.<br />
A. The core assumption of constructivism is th<strong>at</strong> persons make sense of the world<br />
through systems of personal constructs.<br />
B. The RCQ is designed to sample these constructs.<br />
1. Constructs are contrasting fe<strong>at</strong>ures we use to classify other people.<br />
2. The RCQ centers on the c<strong>at</strong>egories of personality and action th<strong>at</strong> we use to<br />
define the character of another person.<br />
C. The RCQ is used to measure the respondent’s degree of cognitive complexity.<br />
1. People with a large set of personal constructs have better social perception<br />
skills than those with less constructs.<br />
2. Researchers are more concerned with the structure of the constructs than with<br />
the content of judgments.<br />
3. Cognitive complexity allows us to make distinctions th<strong>at</strong> are more sophistic<strong>at</strong>ed<br />
than binary classific<strong>at</strong>ions.<br />
Scoring the RCQ for construct differenti<strong>at</strong>ion.<br />
A. Differenti<strong>at</strong>ion concerns the number of separ<strong>at</strong>e personality constructs used to<br />
portray the person in question.<br />
B. Delia makes a good case for the RCQ’s validity.<br />
C. Research has established th<strong>at</strong> RCQ scores are independent of IQ, emp<strong>at</strong>hy, writing<br />
skill, and extroversion.<br />
D. Some critics charge th<strong>at</strong> the RCQ simply measures wordiness.<br />
E. Constructivists believe th<strong>at</strong> cognitive complexity enhances communic<strong>at</strong>ion.<br />
Person-centered messages: the interpersonal edge.<br />
A. Delia and his colleagues claim th<strong>at</strong> people who are cognitively complex have a<br />
communic<strong>at</strong>ion advantage over those with less developed mental contructs.<br />
B. Person-centered messages reflect an awareness of and adapt<strong>at</strong>ions to subjective,<br />
affective, and rel<strong>at</strong>ional aspects of the communic<strong>at</strong>ion contexts.<br />
C. Ruth Ann Clark and Delia’s study of schoolchildren links person-centered messages<br />
to cognitive complexity.<br />
D. Constructivists assume th<strong>at</strong> str<strong>at</strong>egic adapt<strong>at</strong>ion is a developmentally nurtured skill,<br />
but not all differences in construct differenti<strong>at</strong>ion are due to age.<br />
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E. The capacity to cre<strong>at</strong>e person-centered messages rel<strong>at</strong>es to rhetorical sensitivity,<br />
taking the role of the other, identific<strong>at</strong>ion, self-monitoring, audience awareness, and<br />
listener adapt<strong>at</strong>ion.<br />
F. Cognitive complexity is a “necessary but not sufficient condition” of person-centered<br />
messages.<br />
V. Message production: Crafting goal-based plans for action.<br />
A. Models of message production can be used to tie cognitive structures to speech<br />
acts.<br />
B. Berger’s model of goal-directed, hierarchical plans is one such model.<br />
C. James Dillard’s goals-plans-action model can also be used to explain the link<br />
between cognitive complexity and message production.<br />
1. Goals—wh<strong>at</strong> do you want to accomplish?<br />
a. Primary goals set into motion an ensemble of lower-level cognitive processes<br />
th<strong>at</strong> occur in parallel and align with the overall aim of the primary goal.<br />
b. Secondary goals are of less importance than and often in conflict with<br />
primary goals.<br />
c. People with higher levels of cognitive complexity develop more complex goals<br />
for many social situ<strong>at</strong>ions.<br />
2. Plans-—how to accomplish the goals.<br />
a. Procedural records are long-term memory recollections of actions taken in a<br />
specific situ<strong>at</strong>ion paired with their consequences.<br />
b. Dillard suggests th<strong>at</strong> we first look for tried-and-true plans to achieve our<br />
goals.<br />
c. Plan-making usually takes place very quickly and below our level of<br />
consciousness.<br />
3. Action—communic<strong>at</strong>ing skillfully<br />
a. The communic<strong>at</strong>ion context can be used as a resource by a cognitively<br />
complex individual.<br />
b. Women use more person-centered messages and score higher on the RCQ<br />
than men.<br />
VI.<br />
Beneficial effects of sophistic<strong>at</strong>ed communic<strong>at</strong>ion.<br />
A. Brant Burleson demonstr<strong>at</strong>es th<strong>at</strong> sophistic<strong>at</strong>ed messages are more comforting than<br />
clumsy <strong>at</strong>tempts <strong>at</strong> social support.<br />
B. Burleson and Wendy Samter suggest th<strong>at</strong> the degree of similarity in communic<strong>at</strong>ive<br />
skill may be more important than sophistic<strong>at</strong>ed communic<strong>at</strong>ion for maintaining close<br />
friendships.<br />
C. Beverly Sypher and Theodore Zorn suggest th<strong>at</strong> cognitive complexity enhances<br />
organiz<strong>at</strong>ional effectiveness.<br />
VII. Socializing a new gener<strong>at</strong>ion of sophistic<strong>at</strong>ed speakers.<br />
A. Constructivist researchers show th<strong>at</strong> cognitive complexity is transmitted culturally<br />
from parent to child.<br />
B. Because sophistic<strong>at</strong>ed messages are more often the product of parents from<br />
advantaged socioeconomic backgrounds, advantage is self-perpetu<strong>at</strong>ing.<br />
164
VIII. Critique: second thoughts about cognitive complexity.<br />
A. Constructivists’ total reliance on the RCQ is problem<strong>at</strong>ic.<br />
B. Constructivists are open to the charge of elitism unless they champion the<br />
development of cognitive complexity across the socioeconomic spectrum.<br />
Key Names and Terms<br />
Jesse Delia<br />
A communic<strong>at</strong>ion scholar and acting provost from the University of Illinois who has<br />
played a leading role in developing the theory of constructivism.<br />
Constructivism<br />
A communic<strong>at</strong>ion theory based on the assumption th<strong>at</strong> persons make sense of the<br />
world through systems of personal constructs.<br />
Walter Crockett<br />
A scholar from the University of Kansas who cre<strong>at</strong>ed the role c<strong>at</strong>egory questionnaire.<br />
Role C<strong>at</strong>egory Questionnaire (RCQ)<br />
A free-response instrument used by constructivists to measure a person’s cognitive<br />
complexity in interpersonal communic<strong>at</strong>ion.<br />
Cognitive Complexity<br />
A sophistic<strong>at</strong>ed set of mental constructs th<strong>at</strong> enables a person to distinguish subtle<br />
differences among people.<br />
Construct<br />
The cognitive templ<strong>at</strong>e or stencil we fit over social reality to order our impressions of<br />
people.<br />
Differenti<strong>at</strong>ion<br />
A component of cognitive complexity measured by the number of separ<strong>at</strong>e personality<br />
constructs used to describe someone on the RCQ.<br />
Person-Centered Messages<br />
Sophistic<strong>at</strong>ed communic<strong>at</strong>ion th<strong>at</strong> reflects an awareness of and adapt<strong>at</strong>ions to<br />
subjective, affective, and rel<strong>at</strong>ional aspects of the communic<strong>at</strong>ion contexts. Causally<br />
linked to cognitive complexity, person-centered messages are better able to accomplish<br />
multiple goals.<br />
Ruth Ann Clark<br />
A communic<strong>at</strong>ion researcher from the University of Illinois who teamed up with Delia to<br />
study the link between person-centered messages and cognitive complexity in<br />
schoolchildren.<br />
James Dillard<br />
A communic<strong>at</strong>ion researcher from Pennsylvania St<strong>at</strong>e University who has developed the<br />
goals-plans-action model of message production.<br />
Procedural Record<br />
A recollection of an action taken in a specific situ<strong>at</strong>ion paired with its consequences.<br />
Brant Burleson<br />
A communic<strong>at</strong>ion researcher from Purdue University who has explored the link between<br />
cognitive complexity and the success of comforting messages.<br />
Wendy Samter<br />
A communic<strong>at</strong>ion researcher from Bryant College who has teamed up with Burleson to<br />
test the rel<strong>at</strong>ionship between cognitive complexity and rel<strong>at</strong>ionship maintenance.<br />
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Beverly Sypher and Theodore Zorn<br />
Communic<strong>at</strong>ion researchers from the Virginia Tech (formerly from the University of<br />
Kansas) and the University of Waik<strong>at</strong>o, New Zealand (formerly from the University of<br />
North Carolina), respectively, who have demonstr<strong>at</strong>ed the connection between cognitive<br />
complexity and organiz<strong>at</strong>ional effectiveness.<br />
James Appleg<strong>at</strong>e<br />
A communic<strong>at</strong>ion scholar from the University of Kentucky who—along with Burleson and<br />
Delia—has demonstr<strong>at</strong>ed th<strong>at</strong> cognitive complexity is transmitted culturally.<br />
Principal Changes<br />
Previously Chapter 8, this chapter constitutes a major revision. The discussion of<br />
cognitive processing has been moved so th<strong>at</strong> it now follows the rel<strong>at</strong>ional development<br />
theories. Griffin has included a detailed explan<strong>at</strong>ion of how cognitive plans are transformed<br />
into specific messages in place of a discussion of O’Keefe’s message design logics. This<br />
chapter has also been edited for precision and clarity, and the Second <strong>Look</strong> section has been<br />
upd<strong>at</strong>ed.<br />
Suggestions for Discussion<br />
Cognitive complexity = communic<strong>at</strong>ion IQ?<br />
As you discuss the importance of the RCQ and cognitive complexity with your students,<br />
carefully take up the claim th<strong>at</strong> Delia has separ<strong>at</strong>ed cognitive complexity from other character<br />
traits and extraneous factors such as IQ and writing skill (193). The fact of the m<strong>at</strong>ter is th<strong>at</strong> in<br />
the hands of constructivists, cognitive complexity has gained gre<strong>at</strong> prominence. For the sake of<br />
argument, <strong>at</strong> least, we suggest th<strong>at</strong> it has become de facto a communic<strong>at</strong>ion IQ of sorts, a<br />
broad-sweeping measure of a person’s ability to speak, write, and—ultim<strong>at</strong>ely—reason about<br />
communic<strong>at</strong>ion effectively. Its very name, cognitive complexity, indic<strong>at</strong>es th<strong>at</strong> it is a measure of<br />
the sophistic<strong>at</strong>ion of one’s thought. In this sense, it is but a small step from the constructivists’<br />
favorite term to intelligence. Wh<strong>at</strong> are the consequences of putting so much weight on this<br />
concept? Another way to address this issue is to ask the following kinds of questions: Should<br />
prospective students’ level of cognitive complexity be evalu<strong>at</strong>ed for admission to college?<br />
Should cognitive complexity be measured en masse by organiz<strong>at</strong>ions such as E.T.S.? Should<br />
such scores be available to academic advisors and professors? Should employers use it to<br />
screen potential employees? Should d<strong>at</strong>ing services include RCQ scores in their profiles of<br />
potential partners? We’re pushing the point here, but you can see the overall logic of the<br />
queries.<br />
Caus<strong>at</strong>ion<br />
The issue of caus<strong>at</strong>ion also deserves a few extra minutes of class time. Does cognitive<br />
complexity truly enhance or cause message plans, which in turn produce person-centered<br />
messages” (198), or is it merely correl<strong>at</strong>ed with them? If the l<strong>at</strong>ter is the case, then<br />
constructivists need to look for the more basic skill or ability th<strong>at</strong> lies behind both cognitive<br />
complexity and sophistic<strong>at</strong>ed communic<strong>at</strong>ion.<br />
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Cross-cultural implic<strong>at</strong>ions<br />
Under Questions to Sharpen Your Focus in the textbook, we find #4 particularly<br />
intriguing and problem<strong>at</strong>ic. Although definitive st<strong>at</strong>ements here are tempting, it may be a little<br />
unfair to be anything but cautiously specul<strong>at</strong>ive about this line of inquiry until the theories<br />
concerning intercultural communic<strong>at</strong>ion have been considered. Across cultures, complex goals<br />
may reside in seemingly simplistic arguments. Of course issues of transl<strong>at</strong>ion and the Sapir-<br />
Whorf hypothesis quickly work their way into such a discussion. In sum, we would approach<br />
this query as an exercise in theoretical caution. Essay Question #26 below is meant to<br />
anticip<strong>at</strong>e such discussion.<br />
Sample Applic<strong>at</strong>ion Log<br />
Kerry<br />
Because I recently broke up with my boyfriend, I’ve received many expressions of concern and<br />
care from friends. Most of them comment on the situ<strong>at</strong>ion, and ask me how I’m doing. I’ve<br />
noticed th<strong>at</strong> some convers<strong>at</strong>ions leave me uplifted, and others frustr<strong>at</strong>ed or sad. As I read over<br />
Delia’s constructivism theory, I realized how the degree of person-centeredness explained the<br />
differences in these convers<strong>at</strong>ions. A friend had remarked one evening, “Well, I’m sure you feel<br />
bad now, but things will be better in the morning. You’ll see.” Thank you. Could she have<br />
emp<strong>at</strong>hized any less? I recalled how this same person had bulldozed over my feelings last year<br />
when I learned th<strong>at</strong> my parents were selling our house. Basically, she told me th<strong>at</strong> new homes<br />
were nice and exciting, and th<strong>at</strong> I’d be over the old one in no time. I don’t feel comforted by<br />
these interactions. In fact, it’s as if she doesn’t care enough about how I’m feeling to try to<br />
understand me. Her words cannot smooth things over, they merely deny the validity of my<br />
emotions. The social norm in these situ<strong>at</strong>ions is to show concern, and undoubtedly my friend<br />
felt like th<strong>at</strong> goal was accomplished by wh<strong>at</strong> she said. In contrast, another friend said<br />
something along these lines in regard to the break-up, “I’m sorry, sweetie. This just stinks. I<br />
wish I could say something to make it better, but nothing will. But I know th<strong>at</strong> if God wants you<br />
to be together, nothing can mess th<strong>at</strong> future up.” Her more sophistic<strong>at</strong>ed message offered me<br />
comfort, valid<strong>at</strong>ed my feelings, and redefined the situ<strong>at</strong>ion as one in God’s hands. Knowing<br />
how much better the communic<strong>at</strong>ion was when feelings, goals, and constructing a social<br />
reality were taken into account, I want to develop sophistic<strong>at</strong>ed message in my convers<strong>at</strong>ions.<br />
Exercises and Activities<br />
Administering the RCQ<br />
We strongly recommend th<strong>at</strong> you formally test out the RCQ—constructivism’s principal<br />
instrument—on your students. Ideally, the test should take place prior to their reading of the<br />
chapter. A good way to do this is to administer the RCQ during the last ten minutes of the class<br />
period th<strong>at</strong> falls directly before your discussion of constructivism. Have your students score<br />
themselves or one another <strong>at</strong> home, then bring their results to class the day you actually cover<br />
the chapter. Such firsthand experience with the RCQ will give your students a good sense of its<br />
strengths and weaknesses. Having taken the test, they’ll be better able to assess the criticism<br />
th<strong>at</strong> “it’s merely a measure of loquacity or wordiness” (193). No doubt students who achieve<br />
high scores will look favorably upon the RCQ, while those who do not do so well will come up<br />
167
with reasons why it is faulty. Either way, they’ll have valuable exposure to the instrument upon<br />
which constructivists rely so heavily, and they’ll appreci<strong>at</strong>e more fully Griffin’s critique of the<br />
test.<br />
When Em Griffin teaches this chapter, he has his students compose a brief fundraising<br />
letter. Next, each student exchanges his or her letter with a partner and identifies the primary<br />
and secondary goals within the other’s pitch. After the analysis is complete, students’<br />
conclusions about their partners’ letters are compared to students’ RCQ scores (which have<br />
been determined earlier by the process suggested above). Theoretically, the presence of<br />
multiple goals and person-centered messages should align with high RCQ scores. Wh<strong>at</strong><br />
actually occurs in your class?<br />
Further Resources<br />
• Anne Maydan Nicotera assesses constructivism in “The Constructivist <strong>Theory</strong> of Delia,<br />
Clark, and Associ<strong>at</strong>es,” W<strong>at</strong>ershed Research Traditions in Human Communic<strong>at</strong>ion <strong>Theory</strong>,<br />
ed. Donald P. Cushman and Branislav Kovacic (Albany: St<strong>at</strong>e University of New York Press,<br />
1995), 45-66.<br />
• For a strongly worded ideological critique of constructivism, see P<strong>at</strong>ricia Bizzell’s review of<br />
The Social Construction of Written Communic<strong>at</strong>ion, ed. Bennett A. Rafoth and Donald L.<br />
Rubin (Norwood, NJ: Ablex, 1988), which appeared in College Composition and<br />
Communic<strong>at</strong>ion 40 (1989): 483-86.<br />
• Communic<strong>at</strong>ion Reports 15, 1 (2002) is a special issue on comforting and social support<br />
edited by Burleson.<br />
• Joy Koesten and Karen Anderson explore constructivist issues in families in their article,<br />
“Exploring the Influence of Family Communic<strong>at</strong>ion P<strong>at</strong>terns, Cognitive Complexity, and<br />
Interpersonal Competence on Adolescent Risk Behaviors,” Journal of Family<br />
Communic<strong>at</strong>ion 4, 2 (2004): 99-122.<br />
• For further discussion of self-monitoring, a trait rel<strong>at</strong>ed to the ability to cre<strong>at</strong>e personcentered<br />
messages, see:<br />
o Mark L. Snyder, “The Self-Monitoring of Expressive Behavior,” Journal of Personality<br />
and Social Psychology 30 (1974): 526-37;<br />
o “Self-Monitoring Processes,” Advances in Experimental Social Psychology, vol. 12,<br />
ed. Leonard Berkowitz (New York: Academic Press, 1979), 86-131;<br />
o “The Many Me’s of the Self-Monitor,” Psychology Today 13 (1980): 32-40.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
169
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
170
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
171
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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INFLUENCE<br />
Key Names and Terms<br />
Compliance-Gaining Str<strong>at</strong>egies<br />
The verbal str<strong>at</strong>egies people use to elicit behavioral compliance to their wishes,<br />
usually in the form of promises, thre<strong>at</strong>s, explan<strong>at</strong>ions, hints, compliments, warnings,<br />
accus<strong>at</strong>ions, direct requests, and so forth.<br />
Further Resources<br />
• Three good general textbooks are the first and second <strong>edition</strong>s of Daniel J. O’Keefe’s<br />
Persuasion: <strong>Theory</strong> and Research (Thousand Oaks, CA: Sage, 1990 and 2002), and<br />
Richard M. Perloff’s The Dynamics of Persuasion (Hillsdale, NJ: Lawrence Erlbaum, 1993).<br />
These books offer thorough coverage of social judgment theory, * the elabor<strong>at</strong>ion<br />
likelihood model, and cognitive dissonance theory, as well as many other approaches to<br />
interpersonal influence.<br />
• Perloff’s Persuading People to Have Safer Sex: Applic<strong>at</strong>ions of Social Science to the AIDS<br />
Crisis (Mahwah, NJ: Lawrence Erlbaum, 2001) applies the elabor<strong>at</strong>ion likelihood model,<br />
cognitive dissonance, and many other influential theories to this pandemic.<br />
• For an intriguing theory of influence focusing on the emotion of fear (which has been a<br />
component of influence study since the ancient Greeks), see Kim Witte, “Fear as<br />
Motiv<strong>at</strong>or, Fear as Inhibitor,” in Handbook of Communic<strong>at</strong>ion and Emotion: Research,<br />
<strong>Theory</strong>, Applic<strong>at</strong>ions, and Contexts, ed. Peter Andersen and Laura Guerrero (San Diego:<br />
Academic Press, 1998): 423-50.<br />
* Interestingly enough, O’Keefe elects not to fe<strong>at</strong>ure social judgment theory in the second<br />
<strong>edition</strong> of his book. (This is why, perceptive readers will note, Griffin references the <strong>First</strong><br />
Edition in the Second <strong>Look</strong> section of his chapter tre<strong>at</strong>ment of social judgment theory.) Most<br />
communic<strong>at</strong>ion scholars we talked to about this theory like it and believe th<strong>at</strong> it has<br />
considerable explan<strong>at</strong>ory power, but admit th<strong>at</strong> it has spurred little new research in recent<br />
years. It is, in effect, on ice.<br />
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CHAPTER 14<br />
SOCIAL JUDGMENT THEORY<br />
Outline<br />
I. Three <strong>at</strong>titude zones: acceptance, rejection, and noncommitment.<br />
A. Social judgment theory says th<strong>at</strong> <strong>at</strong> the instant of perception, people compare<br />
messages to their present point of view.<br />
B. Individuals’ opinions are not adequ<strong>at</strong>ely represented as points along a continuum<br />
because degrees of tolerance around their positions must also be considered.<br />
C. Muzafer Sherif established three zones of <strong>at</strong>titudes.<br />
1. The l<strong>at</strong>itude of acceptance.<br />
2. The l<strong>at</strong>itude of rejection.<br />
3. The l<strong>at</strong>itude of noncommitment.<br />
D. A description of a person’s <strong>at</strong>titude structure must include the loc<strong>at</strong>ion and width of<br />
each interrel<strong>at</strong>ed l<strong>at</strong>itude.<br />
II.<br />
III.<br />
IV.<br />
Ego-involvement—how much do you care?<br />
A. Ego-involvement refers to the importance of an issue to an individual.<br />
B. The favored position anchors all other thoughts about the topic.<br />
C. High ego-involvement can be defined as membership in a group with a known stand.<br />
D. Three fe<strong>at</strong>ures are typical of high ego-involvement.<br />
1. The l<strong>at</strong>itude of noncommitment is nearly nonexistent.<br />
2. The l<strong>at</strong>itude of rejection is wide.<br />
3. People who hold extreme views care deeply.<br />
E. Moving from the cognitive structure of a person’s <strong>at</strong>titude, <strong>at</strong>tention shifts to the<br />
judgment part of the theory.<br />
Judging the message: contrast and assimil<strong>at</strong>ion errors.<br />
A. Contrast occurs when one perceives a message within the l<strong>at</strong>itude of rejection as<br />
being more discrepant than it actually is from the anchor point. This perceptual<br />
distortion leads to polariz<strong>at</strong>ion of ideas.<br />
B. Social judgment-involvement describes the linkage between ego-involvement and<br />
perception.<br />
C. Assimil<strong>at</strong>ion, the opposite of contrast, occurs when one perceives a message within<br />
the l<strong>at</strong>itude of acceptance as being less discrepant than it actually is from the<br />
anchor point.<br />
D. Although Sherif is unclear as to how people judge messages th<strong>at</strong> fall within the<br />
l<strong>at</strong>itude of noncommitment, most interpreters favor a neutral reading.<br />
Discrepancy and <strong>at</strong>titude change.<br />
A. If individuals judge a new message to fall within their l<strong>at</strong>itude of acceptance, they<br />
adjust their <strong>at</strong>titude to accommod<strong>at</strong>e it.<br />
1. The persuasive effect will be positive but partial.<br />
2. The gre<strong>at</strong>er the discrepancy, the more individuals adjust their <strong>at</strong>titudes.<br />
174
3. The most persuasive message is the one th<strong>at</strong> is most discrepant from the<br />
receiver’s position, yet still falls within his or her l<strong>at</strong>itude of acceptance.<br />
B. If individuals judge a new message to be within their l<strong>at</strong>itude of rejection, they may<br />
adjust their <strong>at</strong>titude away from it.<br />
1. For individuals with high ego-involvement and broad l<strong>at</strong>itudes of rejection, most<br />
messages th<strong>at</strong> are aimed to persuade them and th<strong>at</strong> fall within their l<strong>at</strong>itudes of<br />
rejection have an effect opposite of wh<strong>at</strong> the communic<strong>at</strong>or intended.<br />
2. This boomerang effect suggests th<strong>at</strong> individuals are often driven r<strong>at</strong>her than<br />
drawn to the positions they occupy.<br />
C. Sherif’s approach is quite autom<strong>at</strong>ic.<br />
1. He reduced interpersonal influence to the issue of the distance between the<br />
message and the hearer’s position.<br />
2. Volition exists only in the choice of messages available to the persuader.<br />
V. Practical advice for the persuader.<br />
A. For maximum influence, select a message right on the edge of the audience’s<br />
l<strong>at</strong>itude of acceptance.<br />
B. Persuasion is a gradual process consisting of small movements.<br />
C. The most dram<strong>at</strong>ic, widespread, and enduring <strong>at</strong>titude changes involve changes in<br />
reference groups with differing values.<br />
VI.<br />
Evidence th<strong>at</strong> argues for acceptance.<br />
A. Research on the predictions of social judgment theory requires highly ego-involved<br />
issues.<br />
B. Studies have demonstr<strong>at</strong>ed three significant findings.<br />
1. Messages from highly credible speakers will stretch the l<strong>at</strong>itude of acceptance.<br />
2. Ambiguity effectively places st<strong>at</strong>ements within the l<strong>at</strong>itude of acceptance.<br />
3. Dogm<strong>at</strong>ic people have chronically wide l<strong>at</strong>itudes of rejection.<br />
VII. Critique: how wide is your theoretical l<strong>at</strong>itude of acceptance?<br />
A. Applic<strong>at</strong>ion of the theory raises ethical problems.<br />
B. Like all cognitive explan<strong>at</strong>ions, social judgment theory assumes a mental structure<br />
and process th<strong>at</strong> are beyond sensory observ<strong>at</strong>ion.<br />
C. Applic<strong>at</strong>ion of the theory is problem<strong>at</strong>ic since the analysis necessary to determine an<br />
individual’s three l<strong>at</strong>itudes is often impractical.<br />
D. Most research fails to confirm the boomerang effect Sherif predicted for messages<br />
falling deep in the l<strong>at</strong>itude of rejection.<br />
E. Despite these reserv<strong>at</strong>ions, social judgment theory is an elegant, intuitively<br />
appealing approach to persuasion.<br />
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Key Names and Terms<br />
Muzafer Sherif<br />
A psychologist associ<strong>at</strong>ed with the University of Oklahoma who developed social<br />
judgment theory.<br />
L<strong>at</strong>itude of Acceptance<br />
The range of ideas and st<strong>at</strong>ements th<strong>at</strong> strike a person as reasonable and worthy of<br />
consider<strong>at</strong>ion.<br />
L<strong>at</strong>itude of Rejection<br />
The range of ideas and st<strong>at</strong>ements th<strong>at</strong> a person finds objectionable and<br />
unreasonable.<br />
L<strong>at</strong>itude of Noncommitment<br />
The range of ideas and st<strong>at</strong>ements th<strong>at</strong> a person finds neither objectionable nor<br />
acceptable.<br />
Ego-Involvement<br />
The centrality or importance of an issue to a person’s life.<br />
High Ego-Involvement<br />
A frame of mind reached when a particular issue becomes extremely important to an<br />
individual. It is often accompanied by membership in a group with a known stand on<br />
the issue.<br />
Social Judgment-Involvement<br />
A term for the linkage between ego-involvement and perception.<br />
Contrast<br />
A judgment th<strong>at</strong> occurs when one perceives a message within the l<strong>at</strong>itude of rejection<br />
as being more discrepant than it actually is from the anchor point.<br />
Assimil<strong>at</strong>ion<br />
The opposite of contrast, this judgment occurs when one perceives a message within<br />
the l<strong>at</strong>itude of acceptance as being less discrepant than it actually is from the anchor<br />
point.<br />
Anchor Point<br />
One’s favored position within the l<strong>at</strong>itude of acceptance, it secures all other thoughts<br />
about the topic.<br />
Boomerang Effect<br />
Sherif’s prediction th<strong>at</strong> because people who are highly ego-involved have broad ranges<br />
of rejection, most messages th<strong>at</strong> are aimed to persuade them and th<strong>at</strong> fall within their<br />
l<strong>at</strong>itudes of rejection are in danger of driving them further away from the desired<br />
position.<br />
Reference Groups<br />
Associ<strong>at</strong>ions th<strong>at</strong> members use to define their identities, these groups can bring about<br />
the most dram<strong>at</strong>ic, widespread, and enduring changes in <strong>at</strong>titude.<br />
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Principal Changes<br />
Griffin’s tre<strong>at</strong>ment of social judgment theory, previously Chapter 13, remains<br />
essentially the same, but has been edited for clarity and precision.<br />
Suggestions for Discussion<br />
Extreme positions<br />
Griffin’s assertion th<strong>at</strong> “extreme positions and high ego-involvement go together”<br />
deserves additional scrutiny from your class (209). A well-known Texas political figure once<br />
said th<strong>at</strong> the only things you find in the middle of the road are yellow lines and dead<br />
armadillos, but nonetheless every society contains committed moder<strong>at</strong>es, pragm<strong>at</strong>ists,<br />
pluralists, and other c<strong>at</strong>holically minded individuals who feel strongly and believe deeply, but<br />
who also search for the middle way whenever possible. Bill Clinton fits this c<strong>at</strong>egory, as does<br />
dedic<strong>at</strong>ed medi<strong>at</strong>or and former President Jimmy Carter. Such figures may provide an intriguing<br />
test for the c<strong>at</strong>egories of social judgment theory. In fact, Daniel O’Keefe clarifies th<strong>at</strong> “egoinvolvement<br />
and extremity of most preferred position are distinct concepts” (Persuasion:<br />
<strong>Theory</strong> and Research, 33). He goes on to report th<strong>at</strong> “one might take an extreme stand on an<br />
issue without being highly ego-involved” and th<strong>at</strong> “one can be highly ego-involved in a middleof-the-road<br />
position” (33). He does, however, confirm th<strong>at</strong> “social judgment theory does<br />
suggest th<strong>at</strong> ego-involvement and position extremity will be empirically rel<strong>at</strong>ed, such th<strong>at</strong> those<br />
with more extreme positions on an issue will tend to be more ego-involved in th<strong>at</strong> issue” (33).<br />
Reference groups<br />
Some students may need more explan<strong>at</strong>ion of Sherif’s point th<strong>at</strong> “most dram<strong>at</strong>ic cases<br />
of <strong>at</strong>titude change, the most widespread and most enduring, are those involving changes in<br />
reference groups with differing values” (212). This complex notion may be better understood if<br />
students consider an example. Within a fr<strong>at</strong>ernity or sorority, for instance, there may be liberal<br />
Democr<strong>at</strong>s and conserv<strong>at</strong>ive Republicans. It’s likely th<strong>at</strong> their shared social bond would<br />
enhance the possibility of significant <strong>at</strong>titude change within the membership. Ask your<br />
students for examples from reference groups to which they belong. Essay Question #23 below<br />
addresses this issue.<br />
Autom<strong>at</strong>ic responses<br />
Griffin writes th<strong>at</strong> the mental processes described by Sherif are “autom<strong>at</strong>ic” and th<strong>at</strong><br />
Sherif “reduced interpersonal influence to the issue of the distance between the message and<br />
the hearer’s position” (212). We would encourage you to ask your students to respond to<br />
these assertions. Are they bothered by these claims? If Griffin is correct, wh<strong>at</strong> are the<br />
consequences of these theoretical characteristics? Integr<strong>at</strong>ive question #27 takes up this<br />
issue.<br />
Ties to constructivism<br />
In the current <strong>edition</strong> of the text, this chapter is immedi<strong>at</strong>ely preceded by the tre<strong>at</strong>ment<br />
of constructivism, a fact th<strong>at</strong> you might want to exploit in your discussion. Both theories<br />
spotlight the cognitive capacities of communic<strong>at</strong>ors, and though constructivism is not framed<br />
as an influence theory per se, there are clearly areas of the theory th<strong>at</strong> speak to it and, in fact,<br />
177
Delia was first concerned with persuasion. You might want to engage your students in a<br />
discussion about how a more cognitive complex person is more persuasive and has a gre<strong>at</strong>er<br />
ability to cre<strong>at</strong>e person-centered messages within the acceptable range than someone with<br />
few mental schem<strong>at</strong>a. Obviously, a gre<strong>at</strong>er ability to perspective-take would allow a person to<br />
more accur<strong>at</strong>ely assess someone else’s position and to imagine how to best influence the<br />
other.<br />
Persuasion in public speaking classes<br />
If your students are having a hard time understanding why social judgment theory may<br />
be different from approaches to persuasion they have been taught or currently practice, ask<br />
them to compare Sherif’s approach to public speaking classes on campus. In most cases,<br />
public speaking texts instruct readers to decide on a specific thesis, then tailor their<br />
present<strong>at</strong>ion of the argument to the specific audience. For example, in The Art of Public<br />
Speaking, Stephen Lucas discusses “determining the specific purpose” or thesis of one’s<br />
speech in Chapter 4, then covers audience analysis in Chapter 5. In Sherif’s case, though, one<br />
chooses a very general position, analyzes the audience’s perceptions, and only then selects<br />
the specific argument or thesis th<strong>at</strong> is appropri<strong>at</strong>e for maximum effect. It is, as Griffin<br />
suggests, a difference th<strong>at</strong> may lead to ethical reserv<strong>at</strong>ions (214), but nonetheless the<br />
theory’s pragm<strong>at</strong>ism is hard to dismiss.<br />
Persuading the low ego-involved?<br />
Griffin’s chapter does a fine job explaining the issues surrounding persuasion in the<br />
context of high ego-involvement, but little is said about those whose ego-involvement would be<br />
classified as low. We are told th<strong>at</strong> such individuals have a wide l<strong>at</strong>itude of noncommitment<br />
and th<strong>at</strong> they are likely to “see more grays,” but not much other inform<strong>at</strong>ion is given. It would<br />
be useful to have students specul<strong>at</strong>e about how we would apply wh<strong>at</strong> we know about social<br />
judgment theory to persuade those with low ego-involvement. See the applic<strong>at</strong>ion log example,<br />
below.<br />
Sample Applic<strong>at</strong>ion Log<br />
Toby<br />
Time and time again I find myself easily persuaded. So often I find myself thinking, “How did I<br />
get talked into this one?” Credit it to my flexibility, willingness to try, or naïve trust in people’s<br />
motives. I always pay <strong>at</strong>tention to advice given by a friend or an “expert.”<br />
The social judgment theory would say th<strong>at</strong> I simply have a wide l<strong>at</strong>itude of non-commitment.<br />
Wh<strong>at</strong> th<strong>at</strong> means is, I have low ego involvement in the situ<strong>at</strong>ion. The situ<strong>at</strong>ion is not a hill to<br />
die on, so why should I get my pride involved?<br />
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Exercises and Activities<br />
Your own l<strong>at</strong>itudes, <strong>at</strong>titudes, and ranges of acceptability<br />
One of the best ways to engage social judgment theory is to grapple with your own<br />
continua and l<strong>at</strong>itudes of <strong>at</strong>titude. When you assign the chapter, therefore, strongly encourage<br />
your students to work through the opinions about the safety of flying, as Griffin directs. In<br />
addition to this exercise, which is convincingly analyzed throughout the chapter, we<br />
recommend th<strong>at</strong> you distribute a second set of opinions for judgment the day you actually<br />
discuss the chapter in class. Taking our cue from the second exercise in the Questions to<br />
Sharpen Your Focus section of the textbook, we require our students to evalu<strong>at</strong>e the following<br />
series of st<strong>at</strong>ements about gun ownership and gun control (other issues about which students<br />
n<strong>at</strong>urally express a wide range of opinions include abortion, the de<strong>at</strong>h penalty, drugs, and<br />
working on group projects):<br />
A. If guns were outlawed, only outlaws would have guns.<br />
B. The overall impact and value of gun ownership in America is difficult to measure.<br />
C. Cities and st<strong>at</strong>es should have the right to place limits on gun ownership.<br />
D. Guns are a thre<strong>at</strong> to a safe society.<br />
E. Law-abiding citizens should not fear a waiting period for buying guns.<br />
F. Gun control is anti-American.<br />
G. Certain kinds of violent crimes could not be committed without guns.<br />
H. Gun ownership promotes lawlessness.<br />
I. Waiting periods for gun purchase will lead to further restrictions.<br />
J. The Second Amendment does not necessarily guarantee priv<strong>at</strong>e citizens the right<br />
to own guns.<br />
K. Most kinds of guns should remain legal and readily accessible.<br />
L. Citizens should be able to obtain permits to carry concealed weapons.<br />
M. Your chances of dying from a gunshot wound increase by a factor of six if you have<br />
a gun in your house.<br />
N. Guns don’t kill people, people do.<br />
O. Although some firearms are questionable, hunting rifles have a legitim<strong>at</strong>e purpose<br />
and should remain legal.<br />
P. Have you hugged your gun today?<br />
Q. All gun ownership is protected by the Constitution.<br />
R. A ban on assault rifles will control some kinds of violent crime.<br />
After your students have chosen their anchor points and indic<strong>at</strong>ed which st<strong>at</strong>ements fall within<br />
their l<strong>at</strong>itudes of acceptance, rejection, and noncommitment, have them sketch cognitive<br />
maps similar to Figure 14.1. As you discuss the exercise, you’ll find th<strong>at</strong> students choose<br />
diverse anchor points and l<strong>at</strong>itudes. Based on the widths of their l<strong>at</strong>itudes and placements of<br />
their anchor points, you can determine varying degrees of ego-involvement among them. In<br />
addition, you may discover th<strong>at</strong> they have arranged the opinions along the continuum<br />
differently. When we used this exercise with our class, we chose the following order:<br />
D—H—C—R—E—J—G—M—B—O—K—L—I—N—A—P—Q—F<br />
179
As we began to discuss their opinions, though, it became clear th<strong>at</strong> the l<strong>at</strong>itudes of<br />
acceptance, rejection, and noncommitment established by some students required different<br />
arrangements of the st<strong>at</strong>ements. Students who generally concurred on this issue occasionally<br />
expressed strong disagreement on one or two st<strong>at</strong>ements. Correspondingly, they loc<strong>at</strong>ed them<br />
in very different places along the continuum. Our discussion gave us a newfound respect for<br />
the complexity of opinions and the challenge of system<strong>at</strong>izing them. In order to use this theory<br />
to sway others, the persuader must understand the vast differences in the ways individuals<br />
structure belief. It’s why persuading a diverse audience is so difficult.<br />
The following items reflect diverse <strong>at</strong>titudes towards the de<strong>at</strong>h penalty and work well<br />
for the same class exercise as above.<br />
A. An eye for an eye is just and biblical.<br />
B. Closure for victim’s families is the most important goal.<br />
C. It is irrevocable and can be inflicted on the innocent.<br />
D. It’s always wrong to take a life.<br />
E. It’s only acceptable with positive DNA evidence.<br />
F. Keeping criminals on de<strong>at</strong>h row is too expensive.<br />
G. No one has the right to play God.<br />
H. Repentance is a necessary part of forgiveness.<br />
I. The de<strong>at</strong>h penalty is cruel, inhuman, and viol<strong>at</strong>es one’s right to life.<br />
J. The decision should be based on each case’s own circumstances.<br />
K. There’s no such thing as rehabilit<strong>at</strong>ion.<br />
L. Those without the capital get the punishment.<br />
Used car prices and persuasion on the margins of acceptability<br />
If you desire to explore further this kind of experiment<strong>at</strong>ion with your students, conduct<br />
a similar test with used car prices. Choose a car ad from a current paper th<strong>at</strong> includes a<br />
thorough description and a reasonable asking price. Duplic<strong>at</strong>e the ad for each student, but<br />
vary the price. For one-fourth of the students, list the price actually given by the ad. For the<br />
second fourth, infl<strong>at</strong>e the price by $1,000. For the third fourth, add $2,000 to the price. For<br />
the final fourth, raise the price by $5,000. Distribute the ads and ask the students to write<br />
whether or not they believe the price is appropri<strong>at</strong>e. If they feel the price is too high, ask them<br />
to place a fair bid. To hypothesize about students’ l<strong>at</strong>itudes of acceptance and rejection and to<br />
test the boomerang effect, chart the students’ conceptions of fair prices for the car using<br />
devi<strong>at</strong>ions from the actual asking price as the basis for the two axes. After completing the<br />
chart, compare it with Figure 14.2 in the chapter. Did the three infl<strong>at</strong>ed prices consistently<br />
result in higher estim<strong>at</strong>es of the car’s value than the true asking price achieved? Was there an<br />
optimal level of price infl<strong>at</strong>ion? The discussion th<strong>at</strong> arises from the exercise may develop into<br />
an interesting deb<strong>at</strong>e about the ethical assumptions of social judgment theory. Similar<br />
experiments can also be conducted with apartment rentals or housing prices, depending on<br />
the knowledge and interests of your students. Incidentally, some students may suggest th<strong>at</strong><br />
optimal hours of sleep and fair prices of cars may not be appropri<strong>at</strong>e variables for testing<br />
social judgment theory because high ego-involvement is not suggested. This criticism is worth<br />
careful consider<strong>at</strong>ion. Perhaps it is unfair to look for a boomerang effect in cases in which a<br />
strong emotional or value component is probably absent.<br />
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It is important th<strong>at</strong> your students carefully scrutinize the sleep experiment Griffin<br />
presents as partial confirm<strong>at</strong>ion of social judgment theory, particularly since it also<br />
undermines the boomerang effect by demonstr<strong>at</strong>ing th<strong>at</strong> even messages th<strong>at</strong> fell into the<br />
students’ l<strong>at</strong>itudes of rejection were somewh<strong>at</strong> persuasive. Be sure they understand th<strong>at</strong>, as<br />
Griffin mentions in the Critique, even the irresponsible claim th<strong>at</strong> students need no sleep <strong>at</strong> all<br />
had a positive persuasive effect. (We estim<strong>at</strong>e the effect as approxim<strong>at</strong>ely the same as the<br />
rel<strong>at</strong>ively reasonable assertion th<strong>at</strong> students need five hours of sleep.)<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ion<br />
When Em Griffin teaches this chapter, he finds clips from Dead Man Walking<br />
particularly effective. He writes, “This film provides an opportunity to assess <strong>at</strong>titudes toward<br />
capital punishment using l<strong>at</strong>itudes of acceptance, rejection, and noncommitment. Discuss the<br />
cognitive map of Sister Helen, the f<strong>at</strong>her of the boy, and the parents of the girl. Do any of these<br />
change in response to wh<strong>at</strong> others say?” In particular, he recommends two segments: 0:30<br />
(prosecutor in hearing) to 0:39 (end of visit to boy’s f<strong>at</strong>her); and 0:45 (visit to girl’s parents) to<br />
0:53 (end of visit).<br />
Ego-involvement<br />
Griffin also enjoys vivifying the contrast effect by actually enacting the three-bucket<br />
experiment found on page 210. To help bring home another important concept, Griffin asks<br />
students to identify an artifact in their wallets, backpacks, or on their person th<strong>at</strong> indic<strong>at</strong>es ego<br />
involvement. This could be a membership card in a club, associ<strong>at</strong>ion, or interest group, a pin or<br />
button, a religious symbol, a book or magazine, a telltale item of clothing, or even a t<strong>at</strong>too or<br />
piercing.<br />
Constructing a persuasive argument<br />
Ron Adler has developed the following exercise for applying social judgment theory:<br />
You’ve been <strong>at</strong> your job for about six months. In one sense, things are going well. You<br />
have made many suggestions th<strong>at</strong> management has adopted, suggestions th<strong>at</strong> have<br />
improved the company’s effectiveness. You run the place when the manager is away,<br />
which he often is. You now train all new employees. Both your manager and her boss<br />
frequently praise you, saying th<strong>at</strong> you’re the best employee they have ever had.<br />
But despite the success and praise, you aren’t getting the rewards you think you<br />
deserve. You want the title of “Assistant Manager,” which you believe will strengthen<br />
your resume. Your bosses have told you th<strong>at</strong> the company has a policy of not giving this<br />
title to part-time employees. (Officially, you work about 30 hours per week, although<br />
most weeks you are actually on the job more than th<strong>at</strong>.) You are convinced th<strong>at</strong> you<br />
deserve a five-dollar-per-hour raise. This would still mean th<strong>at</strong> you would be earning<br />
less than an assistant manager’s salary, even though th<strong>at</strong>’s the job you are currently<br />
performing. (They recently gave you a 50-cents-per-hour raise.) You want full health<br />
benefits (medical, dental, vision, and life insurance). Again, they tell you th<strong>at</strong> benefits<br />
are available only to full-time employees.<br />
Apply social judgment theory to improve your position:<br />
181
1. Identify a set of proposals you could make to your bosses about improving your<br />
position <strong>at</strong> work, using the goals outlined in the second paragraph.<br />
2. Array these proposals on a continuum, using the form<strong>at</strong> on page 181 of the text.<br />
3. Identify your boss’s probable l<strong>at</strong>itudes of rejection, noncommitment, and<br />
acceptance.<br />
4. Based on wh<strong>at</strong> you have learned about persuasion from social judgment theory,<br />
identify the proposal th<strong>at</strong> has the best chance of improving your job situ<strong>at</strong>ion. Be<br />
prepared to justify your answer based on the theory.<br />
One of the primary values of this exercise is th<strong>at</strong> it gets students to cre<strong>at</strong>e a continuum not for<br />
themselves, but for another person’s argument. Then, they must choose a str<strong>at</strong>egy based on<br />
theoretical principles.<br />
Further Resources<br />
• For the original st<strong>at</strong>ement of the theory, see Muzafer Sherif and Carl Hovland’s book,<br />
Social Judgment: Assimil<strong>at</strong>ion and Contrast Effects in Communic<strong>at</strong>ion and Attitude<br />
Change (Oxford, England: Yale University Press, 1965).<br />
• Siero, F.W. and Doosje, B.J., “Attitude Change Following Persuasive Communic<strong>at</strong>ion:<br />
Integr<strong>at</strong>ing Social Judgment <strong>Theory</strong> and the Elabor<strong>at</strong>ion Likelihood Model,” European<br />
Journal of Social Psychology 23, 5 (1993): 541-54.<br />
• Sorrentino, R.M., Bobocel, D.R., Gitta, M.Z., Olson, J.M., and Hewitt, E.C., “Uncertainty<br />
Orient<strong>at</strong>ion and Persuasion: Individual Differences in the Effects of Personal Relevance<br />
on Social Judgments,” Journal of Personality and Social Psychology 55, 3 (1988): 357-<br />
71.<br />
• Pollis, N.P., Pollis, C.A., and Rader, J.A., “Attitude Change without Persuasion,” Journal of<br />
Social Psychology 84, 2 (1971): 225-32.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
183
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
184
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
185
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 15<br />
ELABORATION LIKELIHOOD MODEL<br />
Outline<br />
I. The central route and the peripheral route: altern<strong>at</strong>ive p<strong>at</strong>hs to persuasion.<br />
A. Richard Petty and John Cacioppo posit two basic routes for persuasion.<br />
B. The central route involves message elabor<strong>at</strong>ion, defined as the extent to which a<br />
person carefully thinks about issue-relevant arguments contained in a persuasive<br />
communic<strong>at</strong>ion.<br />
C. The peripheral route processes the message without any active thinking about the<br />
<strong>at</strong>tributes of the issue or the object of consider<strong>at</strong>ion.<br />
1. Recipients rely on a variety of cues to make quick decisions.<br />
2. Robert Cialdini has identified six such cues.<br />
a. Reciproc<strong>at</strong>ion.<br />
b. Consistency.<br />
c. Social proof.<br />
d. Liking.<br />
e. Authority.<br />
f. Scarcity.<br />
D. Although Petty and Cacioppo’s model seems to suggest th<strong>at</strong> the routes are mutually<br />
exclusive, they stress th<strong>at</strong> the central route and the peripheral route are poles on a<br />
cognitive processing continuum th<strong>at</strong> shows the degree of mental effort a person<br />
exerts when evalu<strong>at</strong>ing a message.<br />
E. The more listeners work to evalu<strong>at</strong>e a message, the less they will be influenced by<br />
content-irrelevant factors; the gre<strong>at</strong>er the effect of content-irrelevant factors, the less<br />
impact the message carries.<br />
II.<br />
III.<br />
IV.<br />
Motiv<strong>at</strong>ion for elabor<strong>at</strong>ion: is it worth the effort?<br />
A. People are motiv<strong>at</strong>ed to hold correct <strong>at</strong>titudes.<br />
B. Yet the number of ideas a person can scrutinize is limited, so we tend to focus on<br />
issues th<strong>at</strong> are personally relevant.<br />
C. Personally relevant issues are more likely to be processed on the central route;<br />
issues with little relevance take the peripheral route (credibility cues take on gre<strong>at</strong>er<br />
importance).<br />
D. Certain individuals have a need for cognitive clarity, regardless of the issue; these<br />
people will work through many of the ideas and arguments they hear.<br />
Ability for elabor<strong>at</strong>ion: can they do it?<br />
A. Distraction disrupts elabor<strong>at</strong>ion.<br />
B. Repetition may increase the possibility of elabor<strong>at</strong>ion.<br />
Type of elabor<strong>at</strong>ion: objective vs. biased thinking.<br />
A. Biased elabor<strong>at</strong>ion (top-down thinking) occurs when predetermined conclusions color<br />
the supporting d<strong>at</strong>a underne<strong>at</strong>h.<br />
187
B. Objective evalu<strong>at</strong>ion (bottom-up thinking) considers the facts on their own merit.<br />
V. Elabor<strong>at</strong>ed messages: strong, weak, and neutral.<br />
A. Objective elabor<strong>at</strong>ion examines the perceived strength of an argument.<br />
1. Petty and Cacioppo have no absolute standard for differenti<strong>at</strong>ing between<br />
cogent and specious arguments.<br />
2. They define a strong message as one th<strong>at</strong> gener<strong>at</strong>es favorable thoughts.<br />
B. Thoughtful consider<strong>at</strong>ion of strong arguments will produce positive shifts in <strong>at</strong>titude.<br />
1. The change is persistent over time.<br />
2. It resists counterpersuasion.<br />
3. It predicts future behavior.<br />
C. Thoughtful consider<strong>at</strong>ion of weak arguments can lead to neg<strong>at</strong>ive boomerang effects<br />
paralleling the positive effects of strong arguments (but in the opposite direction).<br />
D. Mixed or neutral messages won’t change <strong>at</strong>titudes and in fact reinforce original<br />
<strong>at</strong>titudes.<br />
VI.<br />
Peripheral cues: an altern<strong>at</strong>ive route of influence.<br />
A. Most messages are processed through the peripheral route, bringing <strong>at</strong>titude<br />
changes without issue-relevant thinking.<br />
B. The most obvious cues for the peripheral route are tangible rewards.<br />
C. Source credibility is also important.<br />
1. The principal components of source credibility are likability and expertise.<br />
2. Source credibility is salient for those unmotiv<strong>at</strong>ed or unable to elabor<strong>at</strong>e.<br />
D. Peripheral route change can be either positive or neg<strong>at</strong>ive, but it won’t have the<br />
impact of message elabor<strong>at</strong>ion.<br />
E. Celebrity endorsements constitute some of the most effective peripheral cues, yet<br />
the change can be short-lived.<br />
VII. Pushing the limits of peripheral power.<br />
A. Penner and Fritzsche’s study of Magic Johnson’s HIV announcement suggests th<strong>at</strong><br />
the effect of even powerful peripheral cues is short-lived.<br />
B. Although most elabor<strong>at</strong>ion likelihood model (ELM) research has measured the<br />
effects of peripheral cues by studying credibility, a speaker’s competence or<br />
character could also be a stimulus to effortful message elabor<strong>at</strong>ion.<br />
C. It’s impossible to make a list of cues th<strong>at</strong> are strictly peripheral; cues th<strong>at</strong> make a<br />
listener scrutinize a message are no longer mindless.<br />
VIII. Choosing a route: practical advice for the persuader.<br />
A. If listeners are motiv<strong>at</strong>ed and able to elabor<strong>at</strong>e a message, rely on factual<br />
arguments—i.e., favor the central route.<br />
B. When using the central route, however, weak arguments can backfire.<br />
C. If listeners are unable or unwilling to elabor<strong>at</strong>e a message, rely on packaging r<strong>at</strong>her<br />
than content—i.e., favor peripheral route.<br />
D. When using the peripheral route, however, the effects will probably be fragile.<br />
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IX.<br />
Critique: elabor<strong>at</strong>ing the mode.<br />
A. ELM has been a leading theory of persuasion and <strong>at</strong>titude change for the last twenty<br />
years, and its initial model has been very influential.<br />
B. Petty and Cacioppo have elabor<strong>at</strong>ed ELM to make it more complex, less predictive,<br />
and less practical, which makes it problem<strong>at</strong>ic as a scientific theory.<br />
C. As Paul Mongeau and James Stiff have charged, the theory cannot be adequ<strong>at</strong>ely<br />
tested and falsified, particularly in terms of wh<strong>at</strong> makes a strong or weak argument.<br />
D. Despite these limit<strong>at</strong>ions, the theory synthesizes many diverse aspects of<br />
persuasion.<br />
Key Names and Terms<br />
Richard Petty and John Cacioppo<br />
Psychologists from Ohio St<strong>at</strong>e University and the University of Chicago, respectively,<br />
who cre<strong>at</strong>ed the elabor<strong>at</strong>ion likelihood model (ELM) of persuasion.<br />
Elabor<strong>at</strong>ion<br />
The extent to which a person carefully thinks about the issue-relevant arguments<br />
contained in a persuasive communic<strong>at</strong>ion.<br />
Central Route<br />
Cognitive processing th<strong>at</strong> involves scrutiny of message content; message elabor<strong>at</strong>ion.<br />
Peripheral Route<br />
Cognitive processing th<strong>at</strong> accepts or rejects a message based on nonrelevant cues as<br />
opposed to actively thinking about the issue.<br />
Biased Elabor<strong>at</strong>ion<br />
Top-down thinking, in which predetermined conclusions color the supporting d<strong>at</strong>a.<br />
Objective Elabor<strong>at</strong>ion<br />
Bottom-up thinking, in which the facts are scrutinized without bias.<br />
Strong Argument<br />
A message th<strong>at</strong> gener<strong>at</strong>es favorable thoughts when heard and scrutinized.<br />
Paul Mongeau and James Stiff<br />
Arizona St<strong>at</strong>e University researcher and communic<strong>at</strong>ion consultant, respectively, who<br />
charge th<strong>at</strong> descriptions of ELM are imprecise and ambiguous and thus cannot be<br />
adequ<strong>at</strong>ely tested.<br />
Robert Cialdini<br />
Arizona St<strong>at</strong>e University researcher who has identified six peripheral cues th<strong>at</strong> trigger<br />
autom<strong>at</strong>ic responses.<br />
Louis Penner and Barbara Fritzsche<br />
University of South Florida psychologists whose study of Magic Johnson’s HIV<br />
announcement suggests th<strong>at</strong> the effect of even powerful peripheral cues is short-lived.<br />
Principal Changes<br />
This chapter, which previously was Chapter 14, remains essentially the same. Griffin<br />
has upd<strong>at</strong>ed his examples and the Second <strong>Look</strong> section. In addition, he has edited for clarity<br />
and precision.<br />
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Suggestions for Discussion<br />
A strict line between the central and peripheral routes?<br />
When discussing this chapter, we believe it is important to stress the notion of the two<br />
routes as poles on a cognitive processing continuum. Drawing a bold line between the<br />
“extensive cognitive work” of the central route and the “autom<strong>at</strong>ic pilot” of the peripheral route<br />
is theoretically clean and elegant, yet as Petty and Cacioppo stress, it may not be true to the<br />
complex reality of influence. We like to discuss, for example, how Cialdini’s six cues for the<br />
peripheral route (217) may not always indic<strong>at</strong>e a complete abneg<strong>at</strong>ion of strong cognitive<br />
processing. For example, the appeal to consistency resembles the very credible rule of justice<br />
emphasized by rhetoricians Chaim Perelman and Lucy Olbrechts-Tyteca in The New Rhetoric: A<br />
Tre<strong>at</strong>ise on Argument<strong>at</strong>ion, trans. John Wilkinson and Purcell Weaver (Notre Dame: University<br />
of Notre Dame Press, 1969), 218-19, as well as the argument from precedent, which lies <strong>at</strong><br />
the heart of legal reasoning. Our judiciary depends upon the practice of marshaling earlier<br />
cases as guideposts for present decisions.<br />
Social proof may seem mindless <strong>at</strong> the outset. It is very similar to the rhetorician’s<br />
bandwagon fallacy, yet its central mechanism is far from illogical. Thus, in the midst of tough<br />
decisions about policy, wise college administr<strong>at</strong>ors often research how other schools have<br />
handled the same issue. Many times, the trends th<strong>at</strong> other institutions have established<br />
encourage a president or dean to follow suit. Heeding authority can be extremely logical if—as<br />
is so often the case in this age of increasingly complex technology—the essential reasoning in<br />
the case is beyond our expertise. It is perfectly reasonable, for example, to heed the advice of<br />
one’s mechanic and replace bald tires, even though the precise physics of friction and steering<br />
may be unknown to us. Likewise, although the intric<strong>at</strong>e chemistry of cholesterol is known to<br />
very few laypersons, millions of us have wisely altered our long-term e<strong>at</strong>ing habits based<br />
primarily on the authority of rel<strong>at</strong>ively few health professionals. There is skill involved in<br />
evalu<strong>at</strong>ing persuasive elements such as consistency, social proof, and authority th<strong>at</strong> is both<br />
complex and r<strong>at</strong>ional.<br />
Emotional appeals<br />
Petty and Cacioppo’s reason-based approach does not put much stock in appeals to<br />
the emotions of the audience. It may be useful to challenge your students to imagine instances<br />
when such appeals may be the most appropri<strong>at</strong>e available, even with a motiv<strong>at</strong>ed audience<br />
capable of elabor<strong>at</strong>ion. For example, campaigns to ban the killing of harp seals and whales<br />
have been based primarily on establishing affection for these cre<strong>at</strong>ures. One of the strongest<br />
arguments in favor of the de<strong>at</strong>h penalty is based on vindic<strong>at</strong>ing or avenging the rel<strong>at</strong>ives of<br />
murder victims, a goal th<strong>at</strong> is primarily emotional in n<strong>at</strong>ure.<br />
In recent years, many interpretive scholars have come to believe th<strong>at</strong> emotions are<br />
legitim<strong>at</strong>e—in fact, essential—components of the persuasive process. Said another way, the<br />
rigid distinctions between passion and judgment/reason (or heart and head) are in many<br />
academic circles being increasingly challenged. More and more, humanists are coming to<br />
believe th<strong>at</strong> emotion and reason work together to forge belief. Instead of compartmentalizing<br />
the human psyche, such scholars are piecing together an integr<strong>at</strong>ive picture of the mind (and<br />
of discourse) th<strong>at</strong> is inclusive, r<strong>at</strong>her than exclusive. Along these lines, Lynn Worsham writes<br />
th<strong>at</strong> emotion is “the tight braid of affect and judgment, socially and historically constructed<br />
190
and bodily lived, through which the symbolic takes hold of and binds the individual, in complex<br />
and contradictory ways, to the social order and its structure of meanings” (“Going Postal:<br />
Pedagogical Violence and the Schooling of Emotion,” JAC 18, 2 [1998], 216). Concerning<br />
research in the history of rhetoric, P<strong>at</strong>ricia Bizzell praises scholars who have adopted “radically<br />
new methods . . . which viol<strong>at</strong>e some of the most cherished conventions of academic research,<br />
most particularly in bringing the person of the researcher, her body, her emotions, and dare<br />
one say, her soul, into the work” (“Feminist Methods of Research in the History of Rhetoric:<br />
Wh<strong>at</strong> Difference Do They Make?” Rhetoric Society Quarterly 30 [Fall 2000], 16). Thus, the<br />
work of Worsham, Bizzell, and others suggests th<strong>at</strong> it is mistaken to think of emotional<br />
arguments as peripheral in rel<strong>at</strong>ion to—or even separ<strong>at</strong>e from—logical appeals. * And, although<br />
he is hardly a new name, William James makes a very famous argument in “The Will to<br />
Believe” th<strong>at</strong> in the arguments most significant to us, we must accept—embrace—the inevitable<br />
links between reason and belief, passion, faith, and emotion.<br />
Which is central and which is peripheral?<br />
Peter Andersen, a communic<strong>at</strong>ion theorist from San Diego St<strong>at</strong>e University, shared with<br />
us a very intriguing critique of ELM. He argues th<strong>at</strong> the two routes are misnamed. The central<br />
route, because it is seldom used in public discourse, should really be labeled peripheral.<br />
Likewise, the peripheral route, because it is the more common road to persuasion, should be<br />
considered central. Try this out on your students.<br />
Biased and objective elabor<strong>at</strong>ion<br />
The difference between biased and objective elabor<strong>at</strong>ion should also be scrutinized<br />
carefully by your students. As Griffin mentions, social judgment theory suggests th<strong>at</strong> our<br />
evalu<strong>at</strong>ion of arguments is inherently based on our own opinions. Is it therefore possible to<br />
receive an objective hearing from a motiv<strong>at</strong>ed audience? Would an elabor<strong>at</strong>ion continuum be<br />
more appropri<strong>at</strong>e than a binary opposition here? It’s also important th<strong>at</strong> students expose the<br />
potentially circular reasoning th<strong>at</strong> underlies Petty and Cacioppo’s definition of strong<br />
arguments. (Essay Question #25 addresses this issue.) A useful classroom exercise would be<br />
to <strong>at</strong>tempt to gener<strong>at</strong>e more specific criteria for solidly reasoned argument<strong>at</strong>ion.<br />
Cialdini’s programmed responses<br />
You may want to devote some time to unpacking Cialdini’s programmed response cues<br />
with your students. As Griffin mentions in the text, these cues form an autom<strong>at</strong>ic pilot<br />
response when faced with an influence <strong>at</strong>tempt—they allow for a snap decision. But, be sure to<br />
note for your students th<strong>at</strong> Cialdini’s responses do not suggest th<strong>at</strong> we have no cognition<br />
about the decision, only th<strong>at</strong> they are already preprogrammed much like the buttons on a car<br />
radio. After the user has tuned their dial and saved it to memory, they can be used again<br />
without having to think through the listening choices. Bringing back the issue of ethics in<br />
persuasion, you might want to ask students if pulling on one of these “presets” is ethical.<br />
While short-term response might be favorable, will the persuaded still think well of you if they<br />
l<strong>at</strong>er feel they have been manipul<strong>at</strong>ed by reciprocity, authority, or scarcity?<br />
* Many classical scholars argue th<strong>at</strong> <strong>at</strong> least as far back as Aristotle, rhetorical theorists have<br />
sought to characterize the inherent logic of emotions and emotional appeals. But we are<br />
getting ahead of ourselves here.<br />
191
Revising the flowchart<br />
No doubt you’ve noticed th<strong>at</strong> Figure 15.1 (the flow chart on p. 218) may be incomplete.<br />
As you work down the central route, there is no line showing the p<strong>at</strong>h of biased elabor<strong>at</strong>ion or<br />
“top-down thinking,” which Petty and Cacioppo believe simply boosts the audience’s original<br />
beliefs. You may enjoy working with your class to revise the chart to account for biased<br />
elabor<strong>at</strong>ion. Richard Perloff offers a somewh<strong>at</strong> more complex chart in The Dynamics of<br />
Persuasion, 120.<br />
Sample Applic<strong>at</strong>ion Log<br />
Andy<br />
It’s the peripheral route th<strong>at</strong> I want to emphasize here. For several years I’ve been aching to go<br />
skydiving. My parents, especially my mom, were adamantly opposed. However, two years ago<br />
my dream came true. It was near the beginning of the summer and I had just gradu<strong>at</strong>ed from<br />
high school. I was really working on my mom to allow me to go. I’d be turning 18 in a month, so<br />
the only thing stopping me was the okay from the parents. I tried everything—liter<strong>at</strong>ure,<br />
brochures, movies—everything I knew about skydiving I shared with them. But no m<strong>at</strong>ter wh<strong>at</strong> I<br />
tried, the answer kept coming back “NO.” Then things changed in my favor. A new employee<br />
started <strong>at</strong> the daycare where my mom worked, and she was an avid skydiver. She was 20<br />
years old and had been jumping for several years now. And thanks to her I was able to go. My<br />
mom wouldn’t listen to reason, she wouldn’t read any of the liter<strong>at</strong>ure th<strong>at</strong> I brought home (the<br />
central route), but she listened to this girl she worked with (peripheral route: likeness). I have<br />
to admit th<strong>at</strong> the girl <strong>at</strong> the daycare probably knew less about skydiving than I did, but because<br />
my mom liked her, and she felt it was safe, my mom decided it would be okay for me to go. (Of<br />
course, now she says I’ll never get to go again, but I’m working on it.)<br />
Exercises and Activities<br />
Constructing an argument<br />
Griffin’s discussion of Rita’s crusade aptly exemplifies ELM in action, but it may be<br />
useful to assign for homework or to discuss in class other situ<strong>at</strong>ions in which the two routes<br />
toward persuasion can be applied. (Essay Question #23 below addresses this issue.) We’ve<br />
asked students to imagine th<strong>at</strong> they are development officers putting together a capital<br />
campaign for the college. How would they craft their message to encourage alumni to give<br />
generously? If your institution is currently involved in a persuasive effort of another sort, it may<br />
also serve as a useful case study for ELM. It may be useful to compare such arguments with<br />
those made in high-school peer groups to encourage particip<strong>at</strong>ion in forbidden behaviors such<br />
as drinking, sex, and so forth. Media advertising and college recruitment liter<strong>at</strong>ure also make<br />
excellent texts for such analysis.<br />
“Need for Cognition Scale”<br />
When Em Griffin teaches this chapter, he walks through Figure 15.1 (the flow chart on<br />
p. 218) very deliber<strong>at</strong>ely with the class. With a specific example not included in the chapter, he<br />
demonstr<strong>at</strong>es the step-by-step approach of the theory. He is particularly interested in making<br />
the point th<strong>at</strong> it is ultim<strong>at</strong>ely the audience th<strong>at</strong> picks the route to be taken in the argument.<br />
192
Griffin also finds it useful to share with students the “Need for Cognition Scale” he discusses<br />
on p. 200. (Footnote 5 in the textbook directs you to the source.) A fruitful exercise would be to<br />
administer the 18-item scale to your students.<br />
Political pamphlets<br />
When Ed McDaniel teaches this theory, he finds political election pamphlets and<br />
brochures to be effective illustr<strong>at</strong>ors for ELM. Election m<strong>at</strong>erials can easily be divided into<br />
those directing the reader toward the central or peripheral routes, and those focusing on the<br />
peripheral route can be used to point out persuasive cues (e.g., the brochure contains only a<br />
list or organiz<strong>at</strong>ions endorsing the candid<strong>at</strong>e).<br />
Adapting a social judgment exercise for ELM<br />
Ron Adler’s social judgment exercise (see our tre<strong>at</strong>ment of social judgment, Chapter<br />
14) could easily be adapted for ELM. Wh<strong>at</strong> does ELM elucid<strong>at</strong>e in this communic<strong>at</strong>ive situ<strong>at</strong>ion<br />
th<strong>at</strong> social judgment theory does not consider? Likewise, wh<strong>at</strong> does social judgment theory<br />
make clear th<strong>at</strong> ELM cannot address?<br />
Further Resources<br />
• For a brief history of social influence research, see William Crano’s article, “Milestones<br />
in the Psychological Analysis of Social Influence,” Group Dynamics 4, 1 (2000): 68-80.<br />
• For studies th<strong>at</strong> follow in the tradition of Petty and Cacioppo, see:<br />
o S<strong>at</strong>ish Joseph and Teresa L. Thompson, “The Effect of Vividness on the<br />
Memorability and Persuasiveness of a Sermon: A Test of the Elabor<strong>at</strong>ion<br />
Likelihood Model,” Journal of Communic<strong>at</strong>ion and Religion 27, 2 (2004): 217-<br />
45.<br />
o Arjun Chaudhuri and Ross Buck, “Affect, Reason, and Persuasion: Advertising<br />
Str<strong>at</strong>egies th<strong>at</strong> Predict Affective and Analytic-Cognitive Responses,” Human<br />
Communic<strong>at</strong>ion Research 21 (1995): 422-41.<br />
• Perloff’s Persuading People to Have Safer Sex: Applic<strong>at</strong>ions of Social Science to the<br />
AIDS Crisis applies ELM to disease prevention (80-81).<br />
• For a discussion of persuasion resistance see B.J. Sagarin, R.B. Cialdini, W.E. Rice, and<br />
S.B. Serna’s 2002 article, “Dispelling the Illusion of Invulnerability: The Motiv<strong>at</strong>ions and<br />
Mechanisms of Resistance to Persuasion,” Journal of Personality and Social Psychology<br />
83, 3 (2002): 526-41.<br />
Other relevant articles by Richard Petty<br />
• Wheeler, S.C., Petty, R.E., and Bizer, G.Y., “Self-Schema M<strong>at</strong>ching and Attitude Change:<br />
Situ<strong>at</strong>ional and Dispositional Determinants of Message Elabor<strong>at</strong>ion,” Journal of<br />
Consumer Research 31, 4: 787-97.<br />
• Tormala, Z.L. and Petty, R.E., “Wh<strong>at</strong> Doesn’t Kill Me Makes Me Stronger: The Effects of<br />
Resisting Persuasion on Attitude Certainty,” Journal of Personality and Social<br />
Psychology 83, 6 (2002): 1298-1313.<br />
• Petty, R.E., Wheeler, S.C., and Bizer, G.Y, “Attitude Functions and Persuasion: An<br />
Elabor<strong>at</strong>ion Likelihood Approach to M<strong>at</strong>ched versus Mism<strong>at</strong>ched Messages,” in G. Maio<br />
and J. Olson, eds., Why We Evalu<strong>at</strong>e: Functions of Attitudes (Mahwah, NJ: Lawrence<br />
Erlbaum Associ<strong>at</strong>es, 2000), 133-62.<br />
193
Emotions in persuasion<br />
• DeSteno, D., Petty, R.E., Rucker, D.D., Wegener, D.T., and Braverman, J., “Discrete<br />
Emotions and Persuasion: The Role of Emotion-Induced Expectancies,” Journal of<br />
Personality and Social Psychology 86, 1 (2004): 43-56.<br />
• DeSteno, D., Petty, R.E., Wegener, D.T., and Rucker, D.D., “Beyond Valence in the<br />
Perception of Likelihood: The Role of Emotion Specificity,” Journal of Personality and<br />
Social Psychology 78, 3 (2000): 397-416.<br />
• Petty, R.E., Cacioppo, J.T., and Sedikides, C., “Affect and Persuasion: A Contemporary<br />
Perspective,” American Behavioral Scientist 31, 3 (1988): 355-71. *Note: this article<br />
appears in a special issue of American Behavioral Scientist on the subject of<br />
communic<strong>at</strong>ion and affect.<br />
Cialdini’s programmed responses<br />
• Guadagno, R.E., Asher, T., and Demaine, L.J., “When Saying Yes Leads to Saying No:<br />
Preference for Consistency and the Reverse Foot-in-the-Door Effect,” Personality &<br />
Social Psychology Bulletin 27, 7 (2001): 859-67.<br />
• Cialdini, R.B., Trost, M.R., and Newsom, J.T., “Preference for Consistency: The<br />
Development of a Valid Measure and the Discovery of Surprising Behavioral<br />
Implic<strong>at</strong>ions,” Journal of Personality and Social Psychology 69, 2 (1995): 318-28.<br />
• Cialdini, R.B., Green, B.L., and Rusch, A.J., “When Tactical Pronouncements of Change<br />
Become Real Change: The Case of Reciprocal Persuasion,” Journal of Personality and<br />
Social Psychology 63, 1 (1992): 30-40.<br />
Fe<strong>at</strong>ure films<br />
• Four films th<strong>at</strong> fe<strong>at</strong>ure masterful manipul<strong>at</strong>ion of the peripheral route are Glengarry<br />
Glen Ross, The Last Seduction, Body He<strong>at</strong>, and Bob Roberts.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
195
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
196
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
197
CHAPTER 16<br />
COGNITIVE DISSONANCE THEORY<br />
Outline<br />
I. Dissonance: discord between behavior and belief.<br />
A. Identified by Leon Festinger, cognitive dissonance is the distressing mental st<strong>at</strong>e<br />
th<strong>at</strong> people feel when they find themselves doing things th<strong>at</strong> don’t fit with wh<strong>at</strong> they<br />
know, or having opinions th<strong>at</strong> do not fit with other opinions they hold.<br />
B. Humans have a basic need to avoid dissonance and establish consistency.<br />
C. The tension of dissonance motiv<strong>at</strong>es the person to change either the behavior or the<br />
belief.<br />
D. The more important the issue and the gre<strong>at</strong>er the discrepancy, the higher the<br />
magnitude of dissonance.<br />
II.<br />
III.<br />
Three hypotheses: ways to reduce dissonance between <strong>at</strong>titudes and actions.<br />
A. Hypothesis #1: selective exposure prevents dissonance.<br />
1. We avoid inform<strong>at</strong>ion th<strong>at</strong> is likely to increase dissonance.<br />
2. Selective exposure works only when we anticip<strong>at</strong>e hearing ideas th<strong>at</strong> run counter<br />
to our beliefs.<br />
3. Dieter Frey concluded th<strong>at</strong> selective exposure exists only when inform<strong>at</strong>ion is<br />
known to be a thre<strong>at</strong>.<br />
4. Warm personal rel<strong>at</strong>ionships are the best environment for considering<br />
discrepant views.<br />
B. Hypothesis #2: postdecision dissonance cre<strong>at</strong>es a need for reassurance.<br />
1. The more important the issue, the more dissonance.<br />
2. The longer an individual delays a choice between two equally <strong>at</strong>tractive options,<br />
the more dissonance.<br />
3. The gre<strong>at</strong>er the difficulty involving reversing the decision once it has been made,<br />
the more dissonance.<br />
C. Hypothesis #3: minimal justific<strong>at</strong>ion for action induces a shift in <strong>at</strong>titude.<br />
1. Conventional wisdom suggests th<strong>at</strong> to change behavior, you must first alter<br />
<strong>at</strong>titude.<br />
2. Festinger reverses the sequence.<br />
3. In addition, he predicts th<strong>at</strong> <strong>at</strong>titude change and dissonance reduction depend<br />
on providing only a minimum justific<strong>at</strong>ion for the change in behavior.<br />
A classic experiment: “Would I lie for a dollar?”<br />
A. Festinger’s minimal justific<strong>at</strong>ion hypothesis is counterintuitive.<br />
B. The Stanford $1/$20 experiment supported the minimal justific<strong>at</strong>ion hypothesis<br />
because subjects who received a very small reward demonstr<strong>at</strong>ed a change in<br />
<strong>at</strong>titude.<br />
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IV.<br />
St<strong>at</strong>e-of-the-art revisions: the cause and effect of dissonance.<br />
A. Most persuasion researchers today subscribe to one of three revisions of Festinger’s<br />
original theory.<br />
B. Self-consistency: the r<strong>at</strong>ionalizing animal.<br />
1. Elliot Aronson argued th<strong>at</strong> dissonance is caused by psychological r<strong>at</strong>her than<br />
logical inconsistency.<br />
2. Humans aren’t r<strong>at</strong>ional, they are r<strong>at</strong>ionalizing.<br />
3. Research such as the $1/$20 experiment provides evidence of self-esteem<br />
maintenance.<br />
4. The amount of dissonance a person can experience is directly proportional to the<br />
effort he or she has invested in the behavior.<br />
C. Personal responsibility for bad outcomes (the new look).<br />
1. Joel Cooper argues th<strong>at</strong> it’s the knowledge th<strong>at</strong> one’s actions have unnecessarily<br />
hurt another person th<strong>at</strong> gener<strong>at</strong>es dissonance.<br />
2. Cooper concludes th<strong>at</strong> dissonance is a st<strong>at</strong>e of arousal caused by behaving in<br />
such a way as to feel personally responsible for bringing about an aversive event.<br />
D. Self-affirm<strong>at</strong>ion to dissip<strong>at</strong>e dissonance.<br />
1. Claude Steele focuses on dissonance reduction.<br />
2. He believes th<strong>at</strong> high self-esteem is a resource for dissonance reduction.<br />
3. Steele asserts th<strong>at</strong> most people are motiv<strong>at</strong>ed to maintain a self-image of moral<br />
and adaptive adequacy.<br />
E. These three revisions of Festinger’s theory are not mutually exclusive.<br />
V. <strong>Theory</strong> into practice: persuasion through dissonance.<br />
A. Festinger’s theory offers practical advice for those who wish to effect <strong>at</strong>titude<br />
change as a product of dissonance.<br />
B. Apply the concepts of selective exposure, postdecision dissonance, and minimal<br />
justific<strong>at</strong>ion to manage dissonance effectively.<br />
C. As long as counter<strong>at</strong>titudinal actions are freely chosen and publicly taken, people<br />
are more likely to adopt beliefs th<strong>at</strong> support wh<strong>at</strong> they’ve done.<br />
D. Personal responsibility for neg<strong>at</strong>ive outcomes should be taken into account.<br />
VI.<br />
Critique: dissonance over dissonance.<br />
A. Cognitive dissonance may not be falsifiable.<br />
B. Festinger never specified a reliable way to detect the degree of dissonance a person<br />
experiences.<br />
1. P<strong>at</strong>ricia Devine applauds researchers who have <strong>at</strong>tempted to gauge the arousal<br />
component of dissonance.<br />
C. Daryl Bem believes th<strong>at</strong> self-perception is a much simpler explan<strong>at</strong>ion of <strong>at</strong>titude<br />
change than cognitive dissonance is.<br />
1. His version of the $1/$20 experiment supports his contention.<br />
2. Bem suggests th<strong>at</strong> cognitive dissonance does not follow the rule of parsimony.<br />
D. Despite detractors, cognitive dissonance theory has energized objective scholars of<br />
communic<strong>at</strong>ion for 45 years.<br />
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Key Names and Terms<br />
Leon Festinger<br />
A former Stanford University social psychologist and cre<strong>at</strong>or of the theory of cognitive<br />
dissonance.<br />
Cognitive Dissonance<br />
The distressing mental st<strong>at</strong>e caused by inconsistency between a person’s two beliefs or<br />
a belief and an action; an adverse motiv<strong>at</strong>ion to change a belief.<br />
Selective Exposure<br />
The principle th<strong>at</strong> people pay <strong>at</strong>tention only to ideas they already believe because<br />
discrepant inform<strong>at</strong>ion would be mentally distressing.<br />
Dieter Frey<br />
A German psychologist who concluded th<strong>at</strong> selective exposure exists only when<br />
inform<strong>at</strong>ion is known to be a thre<strong>at</strong>.<br />
Postdecision Dissonance<br />
Distressing doubts about the wisdom of a decision after it has been made; the resulting<br />
need for reassurance is highest the more the decision was important, difficult, or<br />
irrevocable.<br />
Minimal Justific<strong>at</strong>ion Hypothesis<br />
The best way to achieve priv<strong>at</strong>e <strong>at</strong>titudinal change is to offer just enough reward or<br />
punishment to elicit public compliance.<br />
$1/$20 Experiment<br />
Festinger and James Carlsmith’s famous and controversial test of the minimal<br />
justific<strong>at</strong>ion hypothesis, which has been replic<strong>at</strong>ed and reinterpreted by many other<br />
researchers.<br />
Elliot Aronson<br />
A University of California social psychologist who argued th<strong>at</strong> cognitive dissonance is<br />
caused by psychological—r<strong>at</strong>her than logical—inconsistency.<br />
Joel Cooper<br />
A Princeton University psychologist who argues th<strong>at</strong> dissonance is caused by the<br />
knowledge th<strong>at</strong> one’s actions have unnecessarily hurt another person.<br />
Claude Steele<br />
A Stanford University psychologist who argues th<strong>at</strong> high self-esteem is a resource for<br />
dissonance reduction.<br />
P<strong>at</strong>ricia Devine<br />
A University of Wisconsin–Madison psychologist who believes th<strong>at</strong> dissonance needs to<br />
be measured more accur<strong>at</strong>ely, particularly by a self-report measure of affect.<br />
Daryl Bem<br />
A Cornell University psychologist who argues th<strong>at</strong> self-perception is a much simpler<br />
explan<strong>at</strong>ion of <strong>at</strong>titude change than is cognitive dissonance.<br />
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Principal Changes<br />
Previously Chapter 15, Griffin’s tre<strong>at</strong>ment of cognitive dissonance has been edited for<br />
clarity and precision. In addition, the Second <strong>Look</strong> section has been upd<strong>at</strong>ed.<br />
Suggestions for Discussion<br />
Minimal justific<strong>at</strong>ion hypothesis<br />
In our experience, this is a difficult chapter to teach because <strong>at</strong> least one principal tenet<br />
of the theory is hard to grasp and/or counterintuitive. In particular, the minimal justific<strong>at</strong>ion<br />
hypothesis perplexes students, who have come to understand th<strong>at</strong> more is better than less. As<br />
upwardly mobile individuals, they believe they understand the calculus of rewards and<br />
punishments, and they know th<strong>at</strong> the stakes in the professional world they will soon enter are<br />
high. We suggest th<strong>at</strong> you tackle their confusion and skepticism head-on. As a class, scrutinize<br />
the examples Griffin provides, seeking to determine if other explan<strong>at</strong>ions for the reported<br />
behavior are more compelling than those offered by the fe<strong>at</strong>ured theory. Take Griffin seriously,<br />
for example, when he asks in question #2 in the textbook’s Questions to Sharpen Your Focus,<br />
“The results of Festinger’s famous $1/$20 experiment can be explained in a number of ways.<br />
Which explan<strong>at</strong>ion do you find most s<strong>at</strong>isfying?” (239). Festinger and Carlsmith’s findings are<br />
based on a belief th<strong>at</strong> the $1 liars really think they’re telling the truth when they claim to have<br />
enjoyed the boring task. Is this assumption warranted? Are there other explan<strong>at</strong>ions besides<br />
the minimal justific<strong>at</strong>ion hypothesis for why students such as Joan would find the island<br />
experience more memorable with a lower emphasis on tests (232)? Challenges such as these<br />
help students to think critically about the interpret<strong>at</strong>ion of key studies and examples.<br />
Some students may wonder how one determines the proper minimal level of<br />
justific<strong>at</strong>ion. Can one aim too low? They will be interested to know th<strong>at</strong> Festinger asserts th<strong>at</strong> if<br />
the reward falls below a certain minimum, the results will be counterproductive, thus<br />
strengthening the audience’s original <strong>at</strong>titude. Exactly how one determines the proper<br />
minimum, of course, is difficult to quantify.<br />
The value of a counterintuitive theory<br />
To alter the pedagogical perspective slightly, you may wish to propose to your students<br />
th<strong>at</strong> cognitive dissonance’s counterintuitive core may be its gre<strong>at</strong>est strength. In a field th<strong>at</strong> is<br />
so often perceived as driven by mere common sense and traditional wisdom, it is important to<br />
stress moments when knowledge and theory building work against the grain of received<br />
wisdom. With your students’ help, gener<strong>at</strong>e a short list of important ideas, hypotheses, or<br />
theories th<strong>at</strong> were originally considered bizarre, heretical, or nonsensical. Remind them th<strong>at</strong> if<br />
common sense were always in charge, the earth might still be fl<strong>at</strong>, the sun might still revolve<br />
around it daily, and human flight might remain a fantasy.<br />
Cognitive dissonance doesn’t explain everything<br />
We suggest th<strong>at</strong> you specul<strong>at</strong>e with your students about the fact th<strong>at</strong> cognitive<br />
dissonance may not account for situ<strong>at</strong>ions in which individuals act r<strong>at</strong>ionally, decisively, and on<br />
occasion even heroically to elimin<strong>at</strong>e discrepancies between their beliefs and their behaviors.<br />
Many people strive to think through the inconsistencies in their lives, and these reason-driven<br />
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struggles lead individuals to give up destructive habits such as substance abuse, join or leave<br />
organiz<strong>at</strong>ions, movements, and churches. Others termin<strong>at</strong>e rel<strong>at</strong>ionships they believe to be<br />
destructive. In extreme cases, when individuals cannot find ways to justify their actions, they<br />
commit suicide, an act th<strong>at</strong> offers a particularly strong challenge to the assumption th<strong>at</strong><br />
humans are inherently r<strong>at</strong>ionalizing animals. How, for example, would Festinger account for<br />
Judas’s de<strong>at</strong>h? Why didn’t the fallen disciple simply r<strong>at</strong>ionalize th<strong>at</strong> his former master deserved<br />
to die, or th<strong>at</strong> the reward money proved the value of his service to the st<strong>at</strong>e? Why, if people<br />
inherently explain away their dubious actions, are de<strong>at</strong>hbed confessions not uncommon<br />
occurrences? Cognitive dissonance has gre<strong>at</strong> explan<strong>at</strong>ory power in some instances, but it is<br />
hard-pressed to explain the full gamut of human behavior.<br />
A neg<strong>at</strong>ive view of human n<strong>at</strong>ure?<br />
To put it another way, this theory of behavior and belief does not seem to be built on a<br />
particularly fl<strong>at</strong>tering or optimistic view of our species, but r<strong>at</strong>her a Hobbesian found<strong>at</strong>ion of<br />
human weakness, deficiency, and manipul<strong>at</strong>ion. (Integr<strong>at</strong>ive Essay Question #31 below seeks<br />
to address this issue.) Without falling into r<strong>at</strong>ionaliz<strong>at</strong>ion (and thus acting out of the very mindset<br />
we seek to understand), can one advoc<strong>at</strong>e cognitive dissonance theory and still maintain a<br />
positive view of the species and the process of influence? The problem is compounded when<br />
one considers the hierarchical emphasis on manipul<strong>at</strong>ing rewards and punishments inherent<br />
in the theory. Are the gre<strong>at</strong> majority of humans mere pigeons, readily handled by the elite<br />
cognitive dissonance specialists among us? Does successful persuasion constitute nothing<br />
more honorable or value-centered than cagily controlling behavior, stimul<strong>at</strong>ing the<br />
r<strong>at</strong>ionaliz<strong>at</strong>ion process in others by dropping the right-sized feed pellet <strong>at</strong> the right moment?<br />
Such challenges will help enliven your discussion and show your students th<strong>at</strong> the implic<strong>at</strong>ions<br />
of theories truly m<strong>at</strong>ter.<br />
“Fake it till you make it”<br />
If students are perplexed by the counterintuitive proposition th<strong>at</strong> behavior causes<br />
<strong>at</strong>titude, r<strong>at</strong>her than the other way around, you may wish to mention th<strong>at</strong> Alcoholics<br />
Anonymous successfully employs this premise to help with recovery. Their motto, “Fake it till<br />
you make it,” encourages their followers to go through the motions of the proper lifestyle so<br />
th<strong>at</strong> the belief will follow. By practicing abstinence, the recovering alcoholic eventually achieves<br />
the healthful mind-set. This positive applic<strong>at</strong>ion of the theory may serve to counteract some of<br />
the potentially neg<strong>at</strong>ive aspects we raised above.<br />
$1/ $20 experiment<br />
Initially, we were somewh<strong>at</strong> confused by the section of the chapter entitled “Three St<strong>at</strong>e<br />
of the Art Revisions: The Cause and Effect of Dissonance.” In his discussion of the major<br />
reinterpret<strong>at</strong>ions of the classic $1/$20 experiment, Griffin does not explicitly mention the way<br />
each scholar theorized both the $1 and the $20 responses to the lie. As Griffin explained it to<br />
us, this apparent omission is due to the fact th<strong>at</strong> all of the theorists involved would interpret<br />
the $20 response in the same basic way. At the time, $20 was enough money to allow the<br />
subjects to r<strong>at</strong>ionalize a small lie and thus to destroy any potential dissonance. The key issue<br />
in this section, thus, is not the $20 response, but the revisionist scholars’ differing<br />
interpret<strong>at</strong>ion of the cause and effect of the $1 responses. More specifically, each st<strong>at</strong>e-of-theart<br />
revision has a different way of understanding the dissonance cre<strong>at</strong>ed when lying for such a<br />
small amount of money.<br />
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Falsifiability<br />
Another troublesome section of the chapter for students to grasp is the theory’s trouble<br />
with falsifiability despite the famous research trial. While the $1/$20 experiment is a hallmark<br />
in social psychology, it does not address the problem<strong>at</strong>ic questions, “how do we know<br />
dissonance existed in the first place?” and “did dissonance cause the change in <strong>at</strong>titude?” The<br />
theory’s inability to valid<strong>at</strong>e the existence of dissonance and to document its causal impact<br />
cre<strong>at</strong>es the appearance of a never-miss-shot. For your students, this idea might take some<br />
unpacking. If something is tested, doesn’t th<strong>at</strong> mean it is testable and as such, falsifiable? In<br />
the case of cognitive dissonance, this is not necessarily true.<br />
You may also want to take some time to remind your students of the important<br />
rel<strong>at</strong>ionship between theory and research. Since the line between the two is frequently and<br />
insightfully crossed in this book, we would encourage classroom specul<strong>at</strong>ion in this area.<br />
Cognitive dissonance and the $1/$20 experiment are inextricably linked—to know one is to<br />
know the other. There are other theories fe<strong>at</strong>ured in A <strong>First</strong> <strong>Look</strong> which also have a significant<br />
research component (i.e., expectancy viol<strong>at</strong>ions, functional perspective, cultiv<strong>at</strong>ion theory,<br />
agenda-setting, face-negoti<strong>at</strong>ion, and speech codes), and in anticip<strong>at</strong>ion of those discussions,<br />
you may want to highlight how the two academic activities are rel<strong>at</strong>ed. For students who have<br />
already taken a class in research methods, this convers<strong>at</strong>ion will also serve as a bridge<br />
between the courses. In terms of experimental ethics, for example, we find it intriguing th<strong>at</strong>--as<br />
Griffin mentions parenthetically—Festinger and Carlsmith never paid their subjects (233). Wh<strong>at</strong><br />
does your class have to say about this choice?<br />
Connection to communic<strong>at</strong>ion and the other influence theories<br />
An additional difficulty with this chapter is th<strong>at</strong> the connection between cognitive<br />
dissonance and communic<strong>at</strong>ion may seem tenuous to many students. Essay question #29,<br />
below, seeks to encourage students to integr<strong>at</strong>e the theory with their discipline. Does social<br />
influence by evoking cognitive dissonance constitute persuasion or are you putting the person<br />
in an uncomfortable position and then self-persuasion takes over? You might ask your class to<br />
specul<strong>at</strong>e on which of the three influence theories requires the most activity on the part of the<br />
persuader? Which is most ethical?<br />
Sample Applic<strong>at</strong>ion Log<br />
Laura<br />
I usually like most people and I feel uncomfortable when I do not like someone or when<br />
someone does not like me. A couple of years ago I was a lifeguard and swim instructor. My<br />
manager was this woman named “Laura.” Laura was r<strong>at</strong>her bossy and very aloof to me. I<br />
worked with her for eight hours a day so I did not know how to respond to how she tre<strong>at</strong>ed me.<br />
I wanted to tell her a couple of ungodly words sometimes and tell her wh<strong>at</strong> a jerk she was.<br />
Instead I responded with kindness. I complimented her and talked with her often. At first I was<br />
uncomfortable because I was faking, but in the end I began to like her and I believe I liked her<br />
for the same reasons people thought they liked the experiment after they told the woman how<br />
fun it was for a dollar. I didn’t want to feel like I was faking when I was being nice to Laura, so I<br />
changed my <strong>at</strong>titude so I could feel like I was being sincere to Laura.<br />
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Exercises and Activities<br />
Interviewing people who hold beliefs contrary to popular opinion<br />
One way to think about cognitive dissonance is the mental stress th<strong>at</strong> comes when new<br />
inform<strong>at</strong>ion is introduced th<strong>at</strong> seems to contradict a previously held belief. Although some<br />
people are known for their ability to reassess continually their beliefs in light of new d<strong>at</strong>a, many<br />
individuals will consistently resolve the conflict by discounting the new inform<strong>at</strong>ion. The l<strong>at</strong>ter<br />
group follows the r<strong>at</strong>ionalizing p<strong>at</strong>tern central to the theory fe<strong>at</strong>ured in this chapter. An<br />
interesting take-home exercise is to ask your students to interview individuals who strongly<br />
endorse beliefs th<strong>at</strong> have been pummeled by damaging or discrediting inform<strong>at</strong>ion. In many<br />
cases, these beliefs concern the innocence or goodness of public figures whose reput<strong>at</strong>ions<br />
have been tainted by strong evidence of misconduct. On the n<strong>at</strong>ional scene, such people<br />
include Richard Nixon (W<strong>at</strong>erg<strong>at</strong>e), Oliver North (Iran-Contra), Ted Kennedy (Chappaquidick),<br />
Marion Berry (drug usage), Bill Clinton (sexual infidelity and dishonesty), O.J. Simpson or Scott<br />
Peterson (murdering their wives) or Michael Jackson (child molest<strong>at</strong>ion). Some individuals your<br />
students may interview are so convinced of the baseness of certain n<strong>at</strong>ional figures th<strong>at</strong> they<br />
quickly discount any possibility of the person’s potential goodness or value. In this case, the<br />
subject will explain away any facts th<strong>at</strong> shed positive light on the villains. Popular scapego<strong>at</strong>s<br />
include Yasser Araf<strong>at</strong> and the PLO, Ariel Sharon and his conserv<strong>at</strong>ive supporters, Hillary<br />
Rodham Clinton, Ronald Reagan, and--not surprisingly--the tainted figures listed above. Local<br />
celebrities may also be appropri<strong>at</strong>e subjects for the exercise. In terms of overall belief systems,<br />
individuals who adhere to strict creeds such as cre<strong>at</strong>ionism, Marxism, libertarianism, and<br />
Freudianism quickly exhibit cognitive dissonance when one <strong>at</strong>tempts to confuse their beliefs<br />
with mere facts. Conspiracy theorists and UFO fan<strong>at</strong>ics are also intriguing subjects for this<br />
exercise.<br />
The dissonance in us all<br />
If you really want to push this issue, it can be useful to show th<strong>at</strong> virtually all of us<br />
reduce tension through r<strong>at</strong>ionaliz<strong>at</strong>ion in some aspects of our lives. For example, ask students<br />
to explain how they can have plenty to e<strong>at</strong>, while around the world millions of people are<br />
starving? How they can enjoy good medical care when millions suffer from curable diseases?<br />
How they can consume vast amounts of energy for recre<strong>at</strong>ional purposes when most people of<br />
the world toil to survive? How they can e<strong>at</strong> food and wear clothes produced by underpaid<br />
workers? Students’--and our own--answers to these questions will be ostensibly r<strong>at</strong>ional, but<br />
eventually this difficult moral territory defies logical analysis. We cannot explain, so we simply<br />
explain away the selfishness and guilt inherent th<strong>at</strong> comes with living the good life in a wealthy<br />
n<strong>at</strong>ion in a world th<strong>at</strong> contains unbearable suffering, neglect, cruelty, and unkindness. We<br />
grimace <strong>at</strong> Marie Antoinette’s “Let them e<strong>at</strong> cake,” but ultim<strong>at</strong>ely we do little better.<br />
Re-cre<strong>at</strong>ing the $1/ $20 experiment<br />
When Em Griffin teaches this chapter, he employs volunteers for the purpose of<br />
reenacting the famous $1/$20 experiment. Usually, he plays the director and enlists three<br />
students to play the roles of the $1 subject, the $20 subject, and the female confeder<strong>at</strong>e. The<br />
ensuing skit provides a good way to discuss both the original theorizing and the three<br />
altern<strong>at</strong>ive explan<strong>at</strong>ions suggested by Aronson, Cooper, and Steele.<br />
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Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
Casablanca, it seems to us, exemplifies aspects of cognitive dissonance theory. Victor<br />
Laszlo, who is truly heroic <strong>at</strong> every stage in the movie, requires no external justific<strong>at</strong>ion to do<br />
the right thing because he is inherently noble. Rick and Ilsa, however, are not inherently so<br />
heroic. Because their n<strong>at</strong>ural tendency is to put their selfish love affair before the Resistance,<br />
they must act themselves into adopting heroic, self-sacrificing <strong>at</strong>titudes. Rick gives up his se<strong>at</strong><br />
on the plane out of Casablanca to Victor—spurning the opportunity to flee with Ilsa—and joins<br />
the Resistance. Ilsa boards the plane with her husband instead of staying with Rick. Rick’s final<br />
speech to Ilsa—in which he exhorts her to leave with her husband, not because it will make her<br />
feel good in the short term, but because it will give her long-term s<strong>at</strong>isfaction--depends upon<br />
the idea th<strong>at</strong> righteous behavior will cause righteous belief. They become hero and heroine by<br />
behaving heroically.<br />
For students who find Bogart and Bergman obsolete or hopelessly square, the bad boy<br />
turned romantic hero in Ten Things I H<strong>at</strong>e about You experiences a significant change in<br />
<strong>at</strong>titude toward K<strong>at</strong>e th<strong>at</strong> demonstr<strong>at</strong>es the same principle exemplified half a century earlier by<br />
Rick and Ilsa. Although his initial decision to court K<strong>at</strong>e is based entirely on financial gain, his<br />
fake romantic behavior causes him to fall in love with her. The same can be said of the<br />
rel<strong>at</strong>ionship portrayed in She’s All Th<strong>at</strong>.<br />
A word about the film Norma Rae. The character of Norma Rae is initially <strong>at</strong>tracted to<br />
the labor union not so much because she is a true believer in unionism, but because she is<br />
intrigued by the character of Reuben, whom she finds dynamic and <strong>at</strong>tractive. It’s telling th<strong>at</strong><br />
when she first signs up with the union, she expresses her loyalty in personal r<strong>at</strong>her than<br />
corpor<strong>at</strong>e terms--”I’m with you.” As her involvement in union organizing increases, however,<br />
she develops a firm understanding of and dedic<strong>at</strong>ion to the inherent value of the union itself.<br />
Norma Rae’s initial contact with Reuben provides the minimal justific<strong>at</strong>ion for her involvement,<br />
and her endless activity on behalf of the union brings about a decided change in belief. This<br />
film also provides a good illustr<strong>at</strong>ion of symbolic interactionism. Norma Rae becomes the selfconfident,<br />
socially responsible person th<strong>at</strong> Reuben consistently reflects back to her. Finally, the<br />
developing friendship between Norma Rae and Reuben exemplifies the principles of<br />
uncertainty reduction theory.<br />
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Further Resources<br />
• For an intriguing applic<strong>at</strong>ion of cognitive dissonance theory to HIV/AIDS prevention,<br />
see Perloff, Persuading People to Have Safer Sex: Applic<strong>at</strong>ions of Social Science to the<br />
AIDS Crisis (Mahwah, NJ: Lawrence Erlbaum, 2000), 82-83.<br />
• For other recent work on cognitive dissonance, see:<br />
o M<strong>at</strong>z, D.C. and Wood, W., “Cognitive Dissonance in Groups: The Consequences<br />
of Disagreement,” Journal of Personality and Social Psychology 88, 1 (2005):<br />
22-37.<br />
o Chyng Feng Sun, K. and Scharrer, E., “Staying True to Disney: College Students’<br />
Resistance to Criticism of The Little Mermaid,” Communic<strong>at</strong>ion Review 7, 1<br />
(2004): 35-57.<br />
o Kaplar, M.E. and Gordon, A.K., “The Enigma of Altruistic Lying: Perspective<br />
Differences in Wh<strong>at</strong> Motiv<strong>at</strong>es and Justifies Lie Telling within Romantic<br />
Rel<strong>at</strong>ionships,” Personal Rel<strong>at</strong>ionships 11, 4 (2004): 489-507.<br />
o Schumacher, J.A. and Slep, Amy M.S., “Attitudes and D<strong>at</strong>ing Aggression: A<br />
Cognitive Dissonance Approach,” Prevention Science 5, 4 (2004): 231-43.<br />
o McKimmie, B.M., Terry, D.J., Hogg, M.A., Manstead, A.S.R., Spears, R., and<br />
Doosje, B., “I’m a Hypocrite, but So Is Everyone Else: Group Support and the<br />
Reduction of Cognitive Dissonance,” Group Dynamics 7, 3 (2003): 214-24.<br />
• Shinobu Kitayama, Alana C. Snibbe, and Hazel R. Markus apply cognitive dissonance<br />
cross-culturally in their article, “Is There Any ‘Free’ Choice?: Self and Dissonance in Two<br />
Cultures,” Psychological Science 15, 8 (2004): 527-33.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
208
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
209
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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ETHICAL REFLECTIONS<br />
BUBER AND NILSEN<br />
Key Names and Terms<br />
Martin Buber<br />
A Russian Jewish philosopher whose ethical approach focuses on rel<strong>at</strong>ionships<br />
between people r<strong>at</strong>her than on moral codes of conduct.<br />
I-It Rel<strong>at</strong>ionship<br />
An interpersonal rel<strong>at</strong>ionship in which the other person is tre<strong>at</strong>ed as a thing to be<br />
used, an object to be manipul<strong>at</strong>ed.<br />
I-Thou Rel<strong>at</strong>ionship<br />
An interpersonal rel<strong>at</strong>ionship in which we regard our partner as the very one we are, an<br />
end r<strong>at</strong>her than a means to an end.<br />
Dialogue<br />
Mutuality in convers<strong>at</strong>ion th<strong>at</strong> cre<strong>at</strong>es the between, the interhuman, the transaction<br />
through which we help each other to be more human. For Buber, dialogue is a<br />
synonym for ethical communic<strong>at</strong>ion.<br />
Narrow-Ridge Philosophy<br />
Buber’s notion th<strong>at</strong> the p<strong>at</strong>h of dialogic living is distinguished by the tension between<br />
subjectivism and absolutism.<br />
Ronald Arnett<br />
A communic<strong>at</strong>ion ethicist from Duquesne University who notes th<strong>at</strong> living Buber’s<br />
narrow-ridge philosophy requires a life of personal and interpersonal concern.<br />
Thomas Nilsen<br />
A professor emeritus from the University of Washington who proposes th<strong>at</strong> persuasive<br />
speech is ethical to the extent th<strong>at</strong> it maximizes people’s ability to exercise free<br />
choice.<br />
John Milton<br />
A seventeenth-century British poet and political figure whose Aeropagitica argues<br />
against prior restraint of any ideas, no m<strong>at</strong>ter how heretical.<br />
John Stuart Mill<br />
A nineteenth-century British philosopher whose On Liberty advoc<strong>at</strong>es a free<br />
marketplace of ideas.<br />
Soren Kierkegaard<br />
A Danish philosopher who described the ethical religious persuader as a lover.<br />
Further Resources<br />
• Although Buber was not a communic<strong>at</strong>ion scholar per se, his philosophy has been<br />
extremely influential in communic<strong>at</strong>ion circles. In his interpersonal communic<strong>at</strong>ion<br />
textbook, Bridges Not Walls, for example, John Stewart presents Buber as his<br />
found<strong>at</strong>ion for meaningful human communic<strong>at</strong>ion (36-42, 663-81). Julia T. Wood<br />
follows a similar str<strong>at</strong>egy in Everyday Encounters: An Introduction to Interpersonal<br />
211
Communic<strong>at</strong>ion, 19-21. For more inform<strong>at</strong>ion on Buber, Richard L. Johannesen’s<br />
Ethics in Human Communic<strong>at</strong>ion is a good general source, as is his entry, “Buber,”<br />
in the Encyclopedia of Rhetoric and Composition (86-87).<br />
• For the Buber/Carl Rogers’s connection, see:<br />
o Maurice Friedman, The Confirm<strong>at</strong>ion of Otherness in Family, Community,<br />
and Society (New York: The Pilgrim Press, 1983);<br />
o Kenneth N. Cissna and Rob Anderson, Moments of Meeting: Buber, Rogers,<br />
and the Potential for Public Dialogue (Albany: St<strong>at</strong>e University of New York<br />
Press, 2002);<br />
o Cissna and Anderson, The Martin Buber-Carl Rogers Dialogue: A New<br />
Transcript with Commentary (Albany: St<strong>at</strong>e University of New York Press,<br />
1997);<br />
o Anderson and Cissna, “Theorizing about Dialogic Moments: The Buber-<br />
Rogers Position and Postmodern Themes,” Communic<strong>at</strong>ion <strong>Theory</strong> 8<br />
(February 1998): 63-104.<br />
• For a good collection of essays on dialogue, see Rob Anderson, Kenneth Cissna,<br />
and Ronald C. Arnett, The Reach of Dialogue: Confirm<strong>at</strong>ion, Voice, and Community<br />
(Cresskill, NJ: Hampton Press, 1994).<br />
• For the classical source for the analogy between the lover and the persuader, see<br />
Pl<strong>at</strong>o’s Phaedrus.<br />
• For a discussion th<strong>at</strong> parallels Griffin’s “topology of false (unethical) lovers” (228),<br />
see Wayne Brockriede, “Arguers as Lovers,” Philosophy and Rhetoric 5 (1972): 1-<br />
11.<br />
• For a distinctly feminine perspective on ethics th<strong>at</strong> borrows from Buber, see Nel<br />
Noddings, Caring: A Feminine Approach to Ethics and Moral Educ<strong>at</strong>ion (Berkeley:<br />
University of California Press, 1984).<br />
212
Key Names and Terms<br />
GROUP DECISION MAKING<br />
Synergy<br />
A group product th<strong>at</strong> is gre<strong>at</strong>er or better than all of its members could produce<br />
working on their own.<br />
Robert Bales<br />
A Harvard University researcher who developed a method of analyzing discussion.<br />
Interaction Process Analysis<br />
Bales’s method of analyzing discussion, which distinguishes twelve types of verbal<br />
behavior. His approach focuses on task requirements, social-emotional needs, and<br />
environmental factors; and it considers the process of communic<strong>at</strong>ion as the chief<br />
method by which groups s<strong>at</strong>isfy these requirements.<br />
Irving Janis<br />
A Harvard psychologist whose research focused on groupthink.<br />
Groupthink<br />
Inferior decision making th<strong>at</strong> occurs when group members’ excessive desire for<br />
cohesiveness stifles critical comments.<br />
Further Resources<br />
Moya Ann Ball’s Vietnam-on-the-Potomac presents from a communic<strong>at</strong>ion perspective<br />
the group decision-making processes in the Kennedy and Johnson administr<strong>at</strong>ions th<strong>at</strong><br />
escal<strong>at</strong>ed the Vietnam War. Ball questions the thoroughgoing r<strong>at</strong>ionalism of Hirokawa and<br />
Gouran’s functional perspective of group decision making. Her book is particularly significant<br />
for discussions of communic<strong>at</strong>ion theory because it is built upon the work of three prominent<br />
theorists fe<strong>at</strong>ured by Griffin: George Herbert Mead (Chapter 4), Clifford Geertz (Chapter 19),<br />
and (as mentioned in our tre<strong>at</strong>ment of Chapter 3) Ernest Bormann. Examples from Vietnamon-the-Potomac<br />
could be introduced to enrich discussions of any of these theorists.<br />
It is important to note th<strong>at</strong> Griffin’s section on small group communic<strong>at</strong>ion theory<br />
exclusively fe<strong>at</strong>ures decision making, a point th<strong>at</strong> Griffin himself explicitly emphasizes <strong>at</strong> the<br />
close of his tre<strong>at</strong>ment of the functional perspective (259-60). You may wish to discuss other<br />
functions of groups such as support, work, sport, therapy, living, educ<strong>at</strong>ion—as well as<br />
specul<strong>at</strong>e about the kinds of theories th<strong>at</strong> might be required to study them. Lawrence Frey’s<br />
Group Communic<strong>at</strong>ion in Context: Studies of N<strong>at</strong>ural Groups fe<strong>at</strong>ures several group studies<br />
th<strong>at</strong> are not focused primarily on decision making. See, for example:<br />
• Mara B. Adelman and Lawrence R. Frey, “The Pilgrim Must Embark: Cre<strong>at</strong>ing and<br />
Sustaining Community in a Residential Facility for People with AIDS” (3-22). Frey<br />
and Adelman have also produced a full-length study of a residential facility for<br />
people with AIDS titled The Fragile Community: Living Together with AIDS (Mahwah,<br />
NJ: Lawrence Erlbaum Associ<strong>at</strong>es, 1997).<br />
• Dwight Conquergood, “Homeboys and Hoods: Gang Communic<strong>at</strong>ion and Cultural<br />
Space” (23-55).<br />
213
• Christee Lucas Lesch, “Observing <strong>Theory</strong> in Practice: Sustaining Consciousness in a<br />
Coven” (57-82).<br />
Recent articles of interest include:<br />
• Renee A. Meyers and Dale E. Brashers, “Argument in Group Decision Making:<br />
Explic<strong>at</strong>ing a Process Model and Investig<strong>at</strong>ing the Argument-Outcome Link,”<br />
Communic<strong>at</strong>ion Monographs 65 (1998): 261-81.<br />
• John G. Oetzel, “Intercultural Small Groups: An Effective Decision Making <strong>Theory</strong>,”<br />
Intercultural Communic<strong>at</strong>ion <strong>Theory</strong>, ed. Richard Wiseman (Thousand Oaks, CA:<br />
Sage, 1995), 247-70.<br />
• Dennis Gouran, Randy Hirokawa, Michael McGee, and Laurie Miller,<br />
“Communic<strong>at</strong>ion in Groups: Research Trends and Theoretical Perspectives,”<br />
Building Communic<strong>at</strong>ion Theories: A Socio-Cultural Approach, ed. Fred L. Casmir<br />
(Hillsdale, NJ: Lawrence Erlbaum Associ<strong>at</strong>es, 1994), 241-68.<br />
• For a special issue on “Revitalizing the Study of Small Group Communic<strong>at</strong>ion,” see<br />
Communic<strong>at</strong>ion Studies 45, 1 (1994). Nancy Wy<strong>at</strong>t provides a feminist perspective<br />
in “Organizing and Rel<strong>at</strong>ing: Feminist Critique of Small Group Communic<strong>at</strong>ion,”<br />
Transforming Visions: Feminist Critiques in Communic<strong>at</strong>ion Studies (Cresskill, NJ:<br />
Hampton Press, 1993), 51-86.<br />
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CHAPTER 17<br />
FUNCTIONAL PERSPECTIVE<br />
ON GROUP DECISION MAKING<br />
Outline<br />
I. Introduction.<br />
A. Randy Hirokawa and Dennis Gouran believe th<strong>at</strong> group interaction has a positive<br />
effect on decision making.<br />
B. Hirokawa speaks of quality solutions; Gouran refers to appropri<strong>at</strong>e decisions.<br />
C. The functional perspective illustr<strong>at</strong>es the wisdom of joint interaction.<br />
II.<br />
III.<br />
Four functions for effective decision making.<br />
A. Hirokawa and Gouran draw on the analogy between biological systems and small<br />
groups.<br />
1. Group decision making must fulfill four task requirements to reach a high-quality<br />
decision.<br />
2. These tasks are requisite functions of effective decision making—hence the<br />
functional perspective label.<br />
B. Function #1: analysis of the problem.<br />
1. Group members must take a realistic look <strong>at</strong> current conditions.<br />
2. Misunderstandings of situ<strong>at</strong>ions are compounded when group members make<br />
their final decision.<br />
3. The clearest example of faulty analysis is a failure to recognize a potential<br />
thre<strong>at</strong>.<br />
4. Group members must determine the n<strong>at</strong>ure, extent, and probable cause(s) of<br />
the problem.<br />
C. Function #2: goal setting.<br />
1. A group needs to establish criteria for judging proposed solutions.<br />
2. Without such criteria, it is likely th<strong>at</strong> the decision will be driven by politics r<strong>at</strong>her<br />
than reason.<br />
D. Function #3: identific<strong>at</strong>ion of altern<strong>at</strong>ives.<br />
E. Function #4: evalu<strong>at</strong>ion of positive and neg<strong>at</strong>ive characteristics.<br />
1. Some group tasks have a positive bias—spotting the favorable characteristics of<br />
altern<strong>at</strong>ive choices is more important than identifying neg<strong>at</strong>ive qualities.<br />
2. Other group tasks have a neg<strong>at</strong>ive bias—the un<strong>at</strong>tractive characteristics of<br />
choice options carry more weight than the positive <strong>at</strong>tributes.<br />
Prioritizing the functions.<br />
A. No single function is inherently more central than the others.<br />
B. As long as a group covers all four functions, the route taken is not the key issue.<br />
C. Nonetheless, groups th<strong>at</strong> successfully resolve particularly tough problems often take<br />
a common decision-making p<strong>at</strong>h: problem analysis, goal setting, identifying<br />
altern<strong>at</strong>ives, and evalu<strong>at</strong>ing the positive and neg<strong>at</strong>ive characteristics.<br />
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D. The salience of individual functions is task specific.<br />
IV.<br />
The role of communic<strong>at</strong>ion in fulfilling the functions.<br />
A. Traditional wisdom suggests th<strong>at</strong> talk is the conduit through which inform<strong>at</strong>ion<br />
travels between participants.<br />
1. Verbal interaction makes it possible for members to distribute and pool<br />
inform<strong>at</strong>ion, c<strong>at</strong>ch and remedy errors, and influence each other.<br />
2. Ivan Steiner claimed th<strong>at</strong> actual group productivity equals potential productivity<br />
minus losses due to processes.<br />
3. Communic<strong>at</strong>ion is best when it does not obstruct or distort the free flow of ideas.<br />
B. In contrast, Hirokawa believes th<strong>at</strong> group discussion cre<strong>at</strong>es the social reality for<br />
decision making.<br />
C. Hirokawa and Gouran outline three types of communic<strong>at</strong>ion in decision-making<br />
groups.<br />
1. Promotive—interaction th<strong>at</strong> calls <strong>at</strong>tention to one of the four decision-making<br />
functions.<br />
2. Disruptive—interaction th<strong>at</strong> detracts from the group’s ability to achieve the four<br />
task functions.<br />
3. Counteractive—interaction th<strong>at</strong> refocuses the group.<br />
D. Since most communic<strong>at</strong>ion disrupts, effective group decision making depends upon<br />
counteractive influence.<br />
E. Hirokawa’s function-oriented interaction coding system (FOICS) classifies each<br />
functional utterance for analysis.<br />
1. Using FOICS, r<strong>at</strong>ers determine which of the four functions an utterance<br />
addresses.<br />
2. They also consider whether the utterance facilit<strong>at</strong>es or inhibits the group’s focus<br />
on the function.<br />
3. Coding decisions is fraught with difficulty, and Hirokawa continues to refine the<br />
methodology.<br />
V. From the tiny pond to the big ocean.<br />
A. In the labor<strong>at</strong>ory, Hirokawa finds th<strong>at</strong> the functional perspective accounts for over 60<br />
percent of the total variance in group performance.<br />
B. Hirokawa’s assistants used the FOICS to analyze the role of communic<strong>at</strong>ion within<br />
the groups and judged how well each group met the requisite functions (except<br />
identifying altern<strong>at</strong>ives).<br />
C. Yet the functional perspective will be unable to forge a stronger connection between<br />
communic<strong>at</strong>ion and good group decisions until it can isol<strong>at</strong>e specific comments th<strong>at</strong><br />
move a group along its p<strong>at</strong>h.<br />
1. R<strong>at</strong>ers could judge the quantity but not the quality of st<strong>at</strong>ements.<br />
2. Hirokawa believes group decision-making performance is dependent more on<br />
quality than quantity of utterances.<br />
D. In 1995, Hirokawa studied a four-person medical team in rural Iowa.<br />
1. Team members’ discussions aligned with the four requisite functions specified<br />
by the functional perspective.<br />
2. He discovered th<strong>at</strong> the medical services they offered were more s<strong>at</strong>isfying to the<br />
p<strong>at</strong>ients and less expensive to the st<strong>at</strong>e than conventional health care.<br />
216
3. This experiment strengthened his faith in the vitality of the functional<br />
perspective in a real-world context.<br />
4. Yet in some cases p<strong>at</strong>ients got worse, even when the requisite functions were<br />
addressed.<br />
E. The crucial challenge for group researchers is to discover precisely when a group’s<br />
performance of functional requisites yields effective group decisions and when it<br />
does not.<br />
VI.<br />
Practical advice for am<strong>at</strong>eurs and professionals.<br />
A. Be skeptical of personal opinions.<br />
1. Groups often abandon the r<strong>at</strong>ional p<strong>at</strong>h due to the persuasive efforts of other<br />
self-assured group members.<br />
2. Unsupported intuition is untrustworthy.<br />
B. Follow John Dewey’s six-step process of reflective thinking, which parallels a doctor’s<br />
tre<strong>at</strong>ment regimen.<br />
1. Recognize symptoms of illness.<br />
2. Diagnose the cause of the ailment.<br />
3. Establish criteria for wellness.<br />
4. Consider possible remedies.<br />
5. Test to determine which solutions will work.<br />
6. Implement or prescribe the best solution.<br />
C. Hirokawa and Gouran’s four requisite functions replic<strong>at</strong>e steps two through five of<br />
Dewey’s reflective thinking.<br />
D. To counteract faulty logic, insist on a careful process.<br />
VII. Critique: is r<strong>at</strong>ionality overr<strong>at</strong>ed?<br />
A. Although the functional perspective is one of the three leading theories in small<br />
group communic<strong>at</strong>ion, its exclusive focus on r<strong>at</strong>ionality may cause mixed<br />
experimental results.<br />
B. The FOICS method all but ignores comments about rel<strong>at</strong>ionships inside and outside<br />
the group.<br />
C. Cynthia Stohl and Michael Holmes emphasize th<strong>at</strong> most real-life groups have a prior<br />
decision-making history and are embedded within a larger organiz<strong>at</strong>ion.<br />
1. They advoc<strong>at</strong>e adding a historical function requiring the group to talk about how<br />
past decisions were made.<br />
2. They also advoc<strong>at</strong>e an institutional function th<strong>at</strong> is s<strong>at</strong>isfied when members<br />
discuss relevant parties who are absent from the decision-making process.<br />
D. Recently, Gouran has raised doubts about the usefulness of functional perspective<br />
for all small groups.<br />
1. It’s beneficial for members to fulfill the four requisite functions only when they<br />
are addressing questions of policy.<br />
2. Groups addressing questions of fact, conjecture, or value may not find the<br />
requisite functions relevant.<br />
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Key Names and Terms<br />
Randy Hirokawa and Dennis Gouran<br />
Communic<strong>at</strong>ion researchers <strong>at</strong> the University of Hawai‘i and Pennsylvania St<strong>at</strong>e<br />
University, respectively, who developed the functional perspective of group decision<br />
making.<br />
Functional Perspective<br />
A r<strong>at</strong>ionally based approach to small group communic<strong>at</strong>ion th<strong>at</strong> emphasizes requisite<br />
functions for reaching high-quality decisions.<br />
Requisite Functions<br />
The four specific task requirements for good decision making are problem analysis,<br />
goal setting, identific<strong>at</strong>ion of altern<strong>at</strong>ives, and evalu<strong>at</strong>ion of positive and neg<strong>at</strong>ive<br />
consequences.<br />
Positive Bias<br />
The <strong>at</strong>tribute of some group tasks in which spotting the favorable characteristics of<br />
altern<strong>at</strong>ive choices is more important than identifying the neg<strong>at</strong>ive qualities.<br />
Neg<strong>at</strong>ive Bias<br />
The <strong>at</strong>tribute of some group tasks in which the un<strong>at</strong>tractive characteristics of choice<br />
options outweigh positive <strong>at</strong>tributes.<br />
Promotive Communic<strong>at</strong>ion<br />
Interaction th<strong>at</strong> moves a group along the goal p<strong>at</strong>h by redirecting <strong>at</strong>tention to decisionmaking<br />
functions.<br />
Disruptive Communic<strong>at</strong>ion<br />
Interaction th<strong>at</strong> diverts, retards, or frustr<strong>at</strong>es group members’ ability to achieve the task<br />
functions.<br />
Counteractive Communic<strong>at</strong>ion<br />
Interaction th<strong>at</strong> members use to get the group back on track.<br />
Function-Oriented Interaction Coding System (FOICS)<br />
Hirokawa’s coding system for a group discussion th<strong>at</strong> classifies the function of specific<br />
st<strong>at</strong>ements.<br />
Functional Utterance<br />
An uninterrupted st<strong>at</strong>ement of a single member th<strong>at</strong> appears to perform a specific<br />
function within the group interaction process.<br />
John Dewey<br />
Previously introduced in Chapter 5, this early twentieth-century American pragm<strong>at</strong>ist<br />
philosopher developed the six-step process of reflective thinking.<br />
Reflective Thinking<br />
Paralleling a doctor’s tre<strong>at</strong>ment regimen, Dewey’s r<strong>at</strong>ionally based, system<strong>at</strong>ic process<br />
of decision making is the prototype of the functional perspective.<br />
Aubrey Fisher<br />
Critiquing his own work, this l<strong>at</strong>e communic<strong>at</strong>ion theorist identified the problem caused<br />
by neglecting the socioemotional dimension of groups, a problem replic<strong>at</strong>ed by the<br />
functional perspective.<br />
Cynthia Stohl and Michael Holmes<br />
Critiquing the functional perspective, these communic<strong>at</strong>ion researchers from Purdue<br />
University advoc<strong>at</strong>e adding historical and institutional functions to the process.<br />
218
Principal Changes<br />
Previously Chapter 16, Griffin has upd<strong>at</strong>ed the Critique and Second <strong>Look</strong> sections to<br />
reflect current scholarship in the area. In addition, the chapter has been lightly edited for<br />
clarity and precision.<br />
Suggestions for Discussion<br />
The plusses and minuses of parsimony<br />
Hirokawa and Gouran’s tightly constructed, highly r<strong>at</strong>ional, theoretically elegant<br />
approach to small group decision making contrasts instructively with the expansive,<br />
epistemologically complex, theoretically amorphous approaches to communic<strong>at</strong>ion presented<br />
by scholars such as Pearce and Cronen and Barthes. (The l<strong>at</strong>ter’s theory will be presented in<br />
Chapter 25.) The functional perspective—imbued with a faith in reason th<strong>at</strong> is virtually pl<strong>at</strong>onic<br />
in n<strong>at</strong>ure, as well as a willingness to pare down the complex reality of a confusing social<br />
process to a few key variables and components—demonstr<strong>at</strong>es both the strengths and the<br />
weaknesses of social-scientific theorizing and experiment<strong>at</strong>ion, and we recommend discussing<br />
these plusses and minuses with your class. Because the rigor and precision of the functional<br />
perspective make it an excellent exemplar, we would highly recommend bringing several of<br />
Gouran’s and Hirokawa’s articles to class to show your students exactly how this kind of work<br />
is done. Furthermore, we encourage you to invite students to test Hirokawa and Gouran’s<br />
approach with their own experience.<br />
Following Griffin’s lead in the chapter, bring in your own stories or solicit your students’<br />
narr<strong>at</strong>ives in order to demonstr<strong>at</strong>e instances when requisite functions were—or should have<br />
been—marshaled to help groups reach quality solutions and appropri<strong>at</strong>e decisions. Just as<br />
important, ask students if they can recall instances when the socioemotional dimension<br />
seemed as or more important than purely r<strong>at</strong>ional elements of decision making. Have they<br />
experienced situ<strong>at</strong>ions in which rel<strong>at</strong>ional issues such as friendship and team cohesiveness,<br />
emotional factors such as joy or pride, member <strong>at</strong>tributes such as commitment and<br />
experience, prior decision-making histories, or institutional frameworks were salient?<br />
Having just completed three weeks of emotionally taxing, but ultim<strong>at</strong>ely fulfilling jury<br />
duty, Glen found th<strong>at</strong> within this particular group decision-making context, highly personal<br />
communic<strong>at</strong>ion about character, trust, responsibility, fairness, and identific<strong>at</strong>ion (a Burkeian<br />
concept covered in Chapter 23) enabled the group to successfully reach a unanimous verdict.<br />
Critiquing the theory<br />
As you critique this theory with your students, ask them to consider whether or not the<br />
functional perspective adequ<strong>at</strong>ely tre<strong>at</strong>s the potential importance of complex developmental<br />
sequences and the emergent aspects of decision making. In some cases, wh<strong>at</strong> may be most<br />
important about a group’s deliber<strong>at</strong>ions is th<strong>at</strong> its goals changed once it began examining<br />
solutions. In another case, careful <strong>at</strong>tention to a group’s process might reveal th<strong>at</strong> it began<br />
with altern<strong>at</strong>ives before moving back to the problem, only to clarify its goal once it was faced<br />
with having to make a choice. Other times, a group may abandon the process after realizing<br />
the unfeasibility of every possible solution. In many cases, it does seem as though the<br />
219
developmental sequence of events may help us to understand wh<strong>at</strong> was most important in a<br />
given group’s work. An analogy to writing might help. When students embark upon research<br />
papers, we warn them th<strong>at</strong> their theses or foci may change in the process of researching and<br />
writing. Wh<strong>at</strong> they study affects how they view the overall problem. If they knew wh<strong>at</strong> they were<br />
going to say before they started, then most likely they wouldn’t produce very sophistic<strong>at</strong>ed<br />
results. Group decision making often resembles such research and composition. If—as<br />
students of communic<strong>at</strong>ion—we focus on the functions <strong>at</strong>emporally or in terms of simple linear<br />
progressions, then we may achieve an elementary understanding of wh<strong>at</strong> happens, yet miss<br />
the revealing developmental process th<strong>at</strong> takes place. Reduction clarifies, but it may also<br />
distort or neglect the most intriguing details of the picture.<br />
The functional perspective meets Candyland<br />
On several occasions, students have commented th<strong>at</strong> Figure 17.1 (254) reminds them<br />
of the children’s board game “Candyland” or “Chutes and Ladders.” At times, we have<br />
exploited the connection by bringing in the board from the game and asking students to<br />
compare the familiar game with the theory. While there might be a most expedient way of<br />
getting to the end, in both cases, there are various possible routes to finishing. Likewise, there<br />
are obstacles th<strong>at</strong> can temporary derail your forward progress. After exhausting the<br />
connections, ask students to articul<strong>at</strong>e the discrepancies (i.e. there’s only one goal in the<br />
game) or to specul<strong>at</strong>e on how the game might be tweaked to be even more reflective of<br />
Hirokawa’s theory. For example, how could evalu<strong>at</strong>ion of altern<strong>at</strong>ives be incorpor<strong>at</strong>ed into<br />
play?<br />
Comparisons with living organisms<br />
Under Questions to Sharpen Your Focus in the textbook, question #1 asks students to<br />
explore intriguing parallels between functional requisites and the functions of living organisms.<br />
Does Hirokawa and Gouran’s approach account for reproduction, or is it necessary to bring in<br />
the institutional function to cre<strong>at</strong>e the parallel?<br />
<strong>Theory</strong> of group communic<strong>at</strong>ion or problem solving<br />
We’ve often wondered if the functional perspective is—<strong>at</strong> its core—more of a theory<br />
about problem solving itself than it is a theory about communic<strong>at</strong>ion’s role in problem solving.<br />
Wouldn’t most of the concepts th<strong>at</strong> Griffin discusses in this chapter apply equally well to a<br />
group’s deliber<strong>at</strong>ions or one person’s thought process? Certainly the quote from Ray and Tom<br />
Magliozzi—which has little if anything to do with communic<strong>at</strong>ion (254)—supports this line of<br />
challenge.<br />
220
Sample Applic<strong>at</strong>ion Log<br />
Melodie<br />
I’d like to take the theorist’s opinion th<strong>at</strong> prioritizing, or the developing of a logical progression<br />
of a group is essential if it is to function, and look <strong>at</strong> my summer’s experience. I was the<br />
assistant director for S.I.C.M, the children’s program <strong>at</strong> College Church this summer. Our group<br />
of interns struggled with accomplishing tasks, and a large part of th<strong>at</strong> was due to our lack of<br />
prioritizing. In the leadership role, our director did point out positive qualities of the members<br />
but failed to acknowledge the neg<strong>at</strong>ives. In this case one intern was repe<strong>at</strong>edly l<strong>at</strong>e for all<br />
group functions, thus causing us an extra hour of time th<strong>at</strong> was not originally scheduled. This<br />
soon caused tension in the group but nothing was done about it. We had many decisions to<br />
make regarding day camp, scheduling and clubs, but our failure to prioritize our choices and<br />
lack of goal setting made the summer an organiz<strong>at</strong>ional nightmare.<br />
Exercises and Activities<br />
Problem solving in rural Iowa<br />
Griffin fe<strong>at</strong>ures a discussion of Hirokawa’s experience with a four-person medical team<br />
serving rural Iowa communities th<strong>at</strong> had no physician (257-58). Hirokawa claims th<strong>at</strong> in<br />
making decisions, they s<strong>at</strong>isfied the requirements th<strong>at</strong> he and Gouran outline in their<br />
functional perspective. Ask your students to specul<strong>at</strong>e about this process. More specifically,<br />
how do they suppose these budding health professionals came to decisions? Wh<strong>at</strong> were their<br />
deliber<strong>at</strong>ions like? Could other factors have crept into the process th<strong>at</strong> Hirokawa ignored or<br />
underestim<strong>at</strong>ed?<br />
Illustr<strong>at</strong>ing group decision-making and the FOICS<br />
When Em Griffin teaches this chapter, he uses volunteers to constitute a decisionmaking<br />
body. He then gives them a problem to solve such as the familiar horse-trading<br />
problem (Farmer Glen buys a horse for ten dollars. A short while l<strong>at</strong>er, his neighbor convinces<br />
him to sell it for twenty. Glen soon decides he can’t live without the beast, so be buys it back<br />
for thirty. By now the horse is a local celebrity, and another neighbor persuades Glen to sell it<br />
for forty. How much has Glen made or lost over the course of the transactions? Answer: twenty<br />
dollars ahead, but usually 40-50% come up with a different answer) or a similar puzzle. The<br />
key is th<strong>at</strong> the problem needs to have multiple answers. Once the problem-solving group is<br />
established, he gives a second group of volunteers the task of using FOICS checklist to chart<br />
the first group’s responses as they work toward a decision. This exercise illustr<strong>at</strong>es how a<br />
group functions, as well as the difficulty of coding systems such as FOICS checklist.<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
For a practical illustr<strong>at</strong>ion of the functional perspective, Griffin recommends using a<br />
two-minute clip from Apollo 13 th<strong>at</strong> begins when Ed Harris picks up chalk (1:28:30). Other<br />
films th<strong>at</strong> also work well to illustr<strong>at</strong>e the theory include Ocean’s 11, The Goonies, and School<br />
of Rock.<br />
221
Further Resources<br />
• For additional discussion of the functional perspective, see:<br />
o Gwen M. Wittenbaum, Andrea B. Hollingshed, and Paul Paulus, “The Functional<br />
Perspective as a Lens for Understanding Groups,” Small Group Research 35, 1<br />
(2004): 17-43.<br />
o Lise VanderVoort. “Functional and Causal Explan<strong>at</strong>ions in Group Communic<strong>at</strong>ion<br />
Research,” Communic<strong>at</strong>ion <strong>Theory</strong> 12, 4 (2002): 469-86.<br />
o Elizabeth E. Graham, et al., “An Applied Test of the Functional Communic<strong>at</strong>ion<br />
Perspective of Small Group Decision-Making,” Southern Communic<strong>at</strong>ion Journal<br />
62 (Summer 1997): 269-79.<br />
o K<strong>at</strong>hleen M. Propp and Daniel Nelson, “Problem-Solving Performance in<br />
N<strong>at</strong>uralistic Groups: A Test of the Ecological Validity of the Functional<br />
Perspective,” Communic<strong>at</strong>ion Studies 47 (Spring 1996): 35-45.<br />
222
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
223
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
224
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
225
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
226
CHAPTER 18<br />
ADAPTIVE STRUCTURATION THEORY<br />
Outline<br />
I. Introduction.<br />
A. Scott Poole developed adaptive structur<strong>at</strong>ion theory to address issues of group<br />
stability vs. group change and free choice vs. determinism based on social structure.<br />
B. Poole wants group members to understand th<strong>at</strong> they cre<strong>at</strong>e groups as they act within<br />
them.<br />
II.<br />
III.<br />
Phasing out the phase model.<br />
A. Until recently, researchers thought th<strong>at</strong> they identified a universal p<strong>at</strong>tern for small<br />
group decision making.<br />
B. A single-sequence model was generally accepted.<br />
1. Orient<strong>at</strong>ion—efforts are unfocused because goals are unclear.<br />
2. Conflict—factions disagree on approach to problem.<br />
3. Coalescence—tensions are reduced through peaceful negoti<strong>at</strong>ion.<br />
4. Development—group concentr<strong>at</strong>es on ways to implement a single solution.<br />
5. Integr<strong>at</strong>ion—group focuses on tension-free solidarity r<strong>at</strong>her than task.<br />
C. Marshall Poole did not accept the single-sequence model.<br />
D. In his early research, Poole discovered th<strong>at</strong> only a quarter of the groups followed the<br />
single-sequence model.<br />
E. He became convinced th<strong>at</strong> group dynamics are far too complic<strong>at</strong>ed to be reduced to<br />
a few propositions or a predictable chain of events.<br />
F. He also believed th<strong>at</strong> group members affect outcomes.<br />
G. Poole, Robert McPhee, and David Seibold studied the work of Anthony Giddens.<br />
1. Giddens suggests th<strong>at</strong> people in society are active agents.<br />
2. Poole adapted Giddens’s macrotheory of societal structur<strong>at</strong>ion to the microlevel<br />
of small group activity.<br />
Structur<strong>at</strong>ion according to Giddens.<br />
A. Structur<strong>at</strong>ion refers to the production and reproduction of the social systems through<br />
members’ use of rules and resources in interaction.<br />
1. Interaction reflects Giddens’s conviction about free will.<br />
2. Rules and resources are used interchangeably with the term structures.<br />
a. Rules are implicit formulae for action.<br />
b. Resources are all personal traits, abilities, knowledge, and possessions<br />
people bring to interactions.<br />
3. Production happens when people use rules and resources in interaction.<br />
4. Reproduction occurs when actions reinforce fe<strong>at</strong>ures of the systems already in<br />
place.<br />
B. Giddens’s concept of structur<strong>at</strong>ion inspires Poole’s adaptive structur<strong>at</strong>ion theory.<br />
1. Poole calls his theory adaptive because group members intentionally adapt rules<br />
and resources to accomplish goals.<br />
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2. Structur<strong>at</strong>ion is more complex than the single-sequence model.<br />
3. Poole believes th<strong>at</strong> the value of a theory of group decision making hinges on how<br />
well it addresses the complexities of interaction.<br />
IV.<br />
Interaction—concerns of morality, communic<strong>at</strong>ion, and power.<br />
A. Poole assumes th<strong>at</strong> group members are skilled and knowledgeable actors who<br />
reflexively monitor their activities.<br />
B. Morality, communic<strong>at</strong>ion, and power are combined in every group action.<br />
C. Advocacy can sometimes hurt r<strong>at</strong>her than help a reticent member of the group.<br />
D. Communic<strong>at</strong>ion in small groups makes a difference.<br />
E. Adaptive structur<strong>at</strong>ion has a critical edge.<br />
V. The use and abuse of rules and resources.<br />
A. Rules are propositions th<strong>at</strong> indic<strong>at</strong>e how something ought to be done or wh<strong>at</strong> is good<br />
or bad.<br />
B. Resources are m<strong>at</strong>erials, possessions, or <strong>at</strong>tributes th<strong>at</strong> can be used to influence or<br />
control the actions of the group or its members.<br />
C. Rules and resources can constrain or empower group members<br />
D. Appropri<strong>at</strong>ion occurs when rules and resources are borrowed from parent<br />
organiz<strong>at</strong>ions or from the larger culture.<br />
VI.<br />
Researching the uses and rules and resources.<br />
A. Poole’s research with Gerry DeSanctis explores how groups use computerized group<br />
decision support systems (GDSS) to improve decision making.<br />
B. The computer system is designed to support democr<strong>at</strong>ic decision making.<br />
1. Equal opportunity to particip<strong>at</strong>e.<br />
2. One vote per person.<br />
3. Anonymous idea gener<strong>at</strong>ion and balloting.<br />
C. Poole and DeSanctis call the values behind the system the spirit of the technology.<br />
1. The spirit of the technology is the principle of coherence th<strong>at</strong> holds a set of rules<br />
and resources together.<br />
3. A faithful appropri<strong>at</strong>ion of technology is consistent with the spirit of the resource.<br />
4. An abuse of rules and resources is described as ironic appropri<strong>at</strong>ion.<br />
VII. Production of change, reproduction of stability.<br />
A. Poole emphasizes product—th<strong>at</strong> which is produced and reproduced through<br />
interaction.<br />
B. Giddens’s concept of duality of structure means th<strong>at</strong> rules and resources are both<br />
the medium and the outcome of interaction.<br />
1. In terms of group decision making, the decision is affected by rules and<br />
resources, but it also affects those structures.<br />
2. Duality of structure explains why some groups are stable and predictable and<br />
others are changing and unpredictable.<br />
C. Resources and rules can change gradually through interpenetr<strong>at</strong>ion of structures.<br />
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VIII. How then shall we live . . . in a group?<br />
A. Groups cre<strong>at</strong>e themselves, yet members don’t always realize this.<br />
B. Poole wants to empower low-power members to become agents of change within<br />
their groups.<br />
C. He recommends small, nonthre<strong>at</strong>ening changes.<br />
IX.<br />
Critique: Tied to Giddens—for better or for worse.<br />
A. Adaptive structur<strong>at</strong>ion is one of the three leading theories of group communic<strong>at</strong>ion.<br />
B. Adaptive structur<strong>at</strong>ion privileges human choice and accounts for both stability and<br />
change.<br />
C. Adaptive structur<strong>at</strong>ion gains credibility because of its connection to Giddens.<br />
D. Adaptive structur<strong>at</strong>ion’s critical edge seems tame for a theory rooted in the ideas of<br />
Giddens.<br />
E. Ken Chase argues th<strong>at</strong> Giddens fails to provide a steady moral compass for ethical<br />
communic<strong>at</strong>ion.<br />
F. Poole, as well, does not ground his theory on ethical assumptions.<br />
G. The tie to Giddens brings with it a level of complexity th<strong>at</strong> can be confusing.<br />
H. Poole himself believes th<strong>at</strong> group theories have failed to capture the imagin<strong>at</strong>ions of<br />
students and practitioners.<br />
Key Names and Terms<br />
Marshall Scott Poole<br />
A professor of communic<strong>at</strong>ion <strong>at</strong> Texas A&M University who developed adaptive<br />
structur<strong>at</strong>ion theory.<br />
Robert McPhee and David Seibold<br />
Communic<strong>at</strong>ion scholars <strong>at</strong> Arizona St<strong>at</strong>e University and the University California, Santa<br />
Barbara, respectively, who share Poole’s interest in the work of Anthony Giddens.<br />
Anthony Giddens<br />
A British sociologist who developed the macrotheory of structur<strong>at</strong>ion.<br />
Structur<strong>at</strong>ion<br />
The production and reproduction of social systems through group members’ use of rules<br />
and resources in interaction.<br />
Interaction<br />
Action based on free will.<br />
Rules<br />
Propositions th<strong>at</strong> make value judgments or indic<strong>at</strong>e how something ought to be done.<br />
Resources<br />
M<strong>at</strong>erials, possessions, and traits th<strong>at</strong> can be used to influence or control the actions of<br />
the group or its members.<br />
Production<br />
The use of rules and resources in interaction.<br />
Reproduction<br />
The reinforcement of system fe<strong>at</strong>ures already in place, maintaining the st<strong>at</strong>us quo.<br />
229
Adaptive Structur<strong>at</strong>ion <strong>Theory</strong><br />
Poole’s applic<strong>at</strong>ion of Giddens’s concept of structur<strong>at</strong>ion to small group decision<br />
making.<br />
Appropri<strong>at</strong>ion<br />
The process of borrowing rules and resources from parent organiz<strong>at</strong>ions or the larger<br />
culture.<br />
Group Decision Support Systems (GDSS)<br />
Media technology used to promote idea cre<strong>at</strong>ion and democr<strong>at</strong>ic decision making in<br />
computer-assisted conferences.<br />
Gerry DeSanctis<br />
Poole’s colleague (University of Minnesota) in studying how groups adapt computer<br />
technologies.<br />
The Spirit of the Technology<br />
The principle of coherence th<strong>at</strong> holds a set of rules and resources together.<br />
Faithful Appropri<strong>at</strong>ion of Technology<br />
An appropri<strong>at</strong>ion th<strong>at</strong> is consistent with the spirit of the resource.<br />
Ironic Appropri<strong>at</strong>ion<br />
Thwarting the intended use of rules and resources.<br />
Duality of Structure<br />
Rules and resources th<strong>at</strong> are both the medium and the outcome of interaction; they<br />
affect and are affected by wh<strong>at</strong> is done.<br />
Interpenetr<strong>at</strong>ion of Structures<br />
Gradual change within a group due to the merging of discrepant rules and resources.<br />
Ken Chase<br />
A communic<strong>at</strong>ion scholar from Whe<strong>at</strong>on College who questions the moral grounding of<br />
structur<strong>at</strong>ion.<br />
Principal Changes<br />
The basic content of this chapter (formerly numbered 17) remains the same. Griffin has<br />
clarified the Critique section, upd<strong>at</strong>ed the Second <strong>Look</strong> references, and edited for clarity and<br />
precision.<br />
Suggestions for Discussion<br />
Challenging m<strong>at</strong>erial<br />
As Scott Poole himself admits (273), this theory is slow going for undergradu<strong>at</strong>es. Even<br />
in this highly accessible form, therefore, the m<strong>at</strong>erial presented here may present a significant<br />
pedagogical challenge. We recommend emphasizing the element of empowerment. At its heart,<br />
the theory pushes individual agency, an awareness th<strong>at</strong> “groups cre<strong>at</strong>e themselves” (271),<br />
democr<strong>at</strong>ic decision making and power sharing. These are concrete concepts/values th<strong>at</strong><br />
should be important to students. In addition, it’s important to stress th<strong>at</strong> although Poole’s<br />
research program is very high-tech, the basic tenets of the theory apply in low-tech<br />
environments as well. Ultim<strong>at</strong>ely, this is not a theory about advanced computer programs and<br />
electronic devices but about effective talk in a group setting.<br />
230
Focusing on the core concepts<br />
Just as interpersonal deception theory (Chapter 7) posed a difficulty in presenting a<br />
broad-ranging theory in a short amount of time, adaptive structur<strong>at</strong>ion encounters a similar<br />
obstacle. Here, the challenge is providing enough details of the expansive macrotheory<br />
(Giddens’s structur<strong>at</strong>ion) so as to provide an adequ<strong>at</strong>e departure point into the microtheory<br />
(Poole’s adaptive structur<strong>at</strong>ion). While clarifying the whole of structur<strong>at</strong>ion would require<br />
devoting significant amounts of time, it is very feasible to introduce students to a few key ideas.<br />
We focus on the definition of structur<strong>at</strong>ion as the “production and reproduction of the social<br />
systems through the members’ use of rules and resources in interaction” (265). Here, the key<br />
terms include interaction, production and reproduction, and rules and resources. Interaction<br />
focuses on the person’s ability to be an active participant in shaping the social structures<br />
within which they live and work. Part of th<strong>at</strong> “activeness” is derived from the duality of<br />
structure—the ability to produce and reproduce structures through use (or disuse). Taking a<br />
course of action, such as a play for power against a domineering co-worker or reassuring a<br />
tent<strong>at</strong>ive colleague of their value, essentially serves two purposes. They institute th<strong>at</strong> course of<br />
action and produce the structure, while also rest<strong>at</strong>ing how things are done, thereby<br />
reproducing a structure. Finally, you might want to tackle the concept of rules and resources as<br />
something th<strong>at</strong> the individual has and can pull on during an interaction. A rule implies a course<br />
of action as right or appropri<strong>at</strong>e and a resource enables the person during an interaction.<br />
Challenge your students to define wh<strong>at</strong> resources they have as students and wh<strong>at</strong> rules direct<br />
their actions. In his theory, Poole adapts these concepts to the microcosm of group interaction,<br />
and with some basics under their belts about the macrotheory, your students might grow more<br />
comfortable with this adapted form as well.<br />
An important dose of levity<br />
Without a doubt, structur<strong>at</strong>ion is fairly heady stuff from which you and your students<br />
might welcome some relief. At this point, we recommend th<strong>at</strong> you introduce your students to a<br />
terrific website: http://www.theory.org.uk. On this British website, its cre<strong>at</strong>or David Gauntlett<br />
takes a genuine yet irreverent approach to social theory. The centerpiece of the site is the<br />
“theory trading cards,” which provide a picture and basic facts about leading social theorists<br />
using baseball card styling. The cards, which are now commercially available through AltaMira<br />
Press, include figures such as Giddens, Erving Goffman (fe<strong>at</strong>ured in Chapter 4), and Stuart Hall<br />
(whose cultural studies approach is the subject of Chapter 26). Also not to be missed is the<br />
Lego Ò set, “Giddens in his study.”<br />
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Sample Applic<strong>at</strong>ion Log<br />
Chris<br />
As a piano teacher, my method of communic<strong>at</strong>ion with all students in a lesson is fairly<br />
consistent. The “rules and resources” are fairly well established. The student comes with the<br />
assignment she’s been practicing and her musical knowledge and abilities, and I come with my<br />
musical knowledge from studies and experience as a teacher and performer. Our<br />
communic<strong>at</strong>ion is largely p<strong>at</strong>terned. We ch<strong>at</strong> for a couple of minutes (non-music rel<strong>at</strong>ed). Then<br />
we begin with warm-ups (scales, etc.). Student plays, I listen, and then we discuss and work in<br />
musical concepts. The same with their repertory assignments.<br />
My student Michael and I tend to be more of an example of adaptive structur<strong>at</strong>ion theory than<br />
a fixed structure. One week, Michael met me <strong>at</strong> the door, excited about a musical piece and<br />
with multiple questions. We s<strong>at</strong> down and got right to work with hardly a greeting. This change,<br />
on his part, facilit<strong>at</strong>ed a change of outcome (no chit-ch<strong>at</strong>, just work) and structure; we have<br />
adopted this right-to-work-and-talk-l<strong>at</strong>er approach in succeeding weeks. Additionally, <strong>at</strong> one<br />
lesson, Michael expressed an interest in learning to improvise. This was out of our typical<br />
structure of communic<strong>at</strong>ion, but we took lesson time to talk about it. Since then, we began<br />
experimenting with improvis<strong>at</strong>ion in his lessons and now incorpor<strong>at</strong>e it into a few minutes of<br />
each lesson.<br />
Exercises and Activities<br />
Student juries as an experiential learning tool<br />
Research on jurors’ deliber<strong>at</strong>ion conducted by Sunwolf and David Seibold (for reference,<br />
see listing in the textbook’s A Second <strong>Look</strong>) suggests a useful classroom exercise to help<br />
students understand the complexities of adaptive structur<strong>at</strong>ion theory. Divide students into<br />
groups and give them summaries of legal cases for which they will act as juries. Each jury<br />
should address five issues as follows:<br />
(1) How should the group pick a leader (foreperson)?<br />
(2) How should jurors communic<strong>at</strong>e their opinions on the appropri<strong>at</strong>e verdict? (Consider<br />
the following specific situ<strong>at</strong>ion: wh<strong>at</strong> is the best way to take a vote on wh<strong>at</strong> the<br />
verdict should be?)<br />
(3) Wh<strong>at</strong> should be done if a juror wishes to communic<strong>at</strong>e with someone outside the<br />
group in order to get inform<strong>at</strong>ion th<strong>at</strong> could affect the verdict? (Consider the<br />
following specific situ<strong>at</strong>ion: wh<strong>at</strong> should the jury do if a juror is confused about the<br />
legal instructions and wants assistance from the judge?)<br />
(4) Wh<strong>at</strong> should jurors do if one member is “deviant”? (Consider the following specific<br />
situ<strong>at</strong>ion: wh<strong>at</strong> should be done if one juror reveals th<strong>at</strong> he or she was not truthful<br />
with the judge about past experiences th<strong>at</strong> could affect his or her decision in the<br />
case?)<br />
(5) How long should jurors discuss the verdict, and how should they handle<br />
disagreements about how long to talk?<br />
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As they discuss the questions above, groups should also step back and consider how they are<br />
arriving <strong>at</strong> their answers. In other words, participants should consider, in terms of adaptive<br />
structur<strong>at</strong>ion theory, the rules th<strong>at</strong> the group cre<strong>at</strong>es as well as the resources th<strong>at</strong> group<br />
members bring to the decision-making process. This discussion can help students address<br />
particular issues from this chapter, such as the ways in which rules and resources can<br />
potentially both constrain and empower groups members and the influence th<strong>at</strong> the larger<br />
culture has on rules and resources. In addition, the case of jury deliber<strong>at</strong>ions illustr<strong>at</strong>es<br />
another principle of adaptive structur<strong>at</strong>ion theory—th<strong>at</strong> rules and resources can have an effect<br />
upon decision-making structures themselves. For example, the fact th<strong>at</strong> some resources<br />
people would bring to jury deliber<strong>at</strong>ions—such as racial prejudice—would bias their decisionmaking<br />
leads to the screening out of jurors with potentially problem<strong>at</strong>ic <strong>at</strong>tributes.<br />
Adaptive structur<strong>at</strong>ion in your class<br />
When Em Griffin teaches this chapter, he likes to apply the theory to his classroom.<br />
Wh<strong>at</strong> rules are followed and wh<strong>at</strong> resources are present? Have certain students become<br />
leaders, and to wh<strong>at</strong> effect? Wh<strong>at</strong> kind of appropri<strong>at</strong>ion is taking place? How do we judge<br />
whether an appropri<strong>at</strong>ion is faithful or ironic? How might democr<strong>at</strong>ic decision making be<br />
enhanced and quiet students be empowered? Griffin also likes to reflect with his students<br />
about the rel<strong>at</strong>ionships between adaptive structur<strong>at</strong>ion theory and CMM. Griffin particularly<br />
wants them to see th<strong>at</strong> Poole’s work puts much more emphasis on the gre<strong>at</strong>er environment<br />
th<strong>at</strong> surrounds and helps shape persons-in-convers<strong>at</strong>ion. (Integr<strong>at</strong>ive Question #27, below, is<br />
designed to explore this ground.)<br />
Further Resources<br />
• For additional discussion of adaptive structur<strong>at</strong>ion, see:<br />
o Noshir S. Contractor, “Theoretical Frameworks for the Study of Structuring<br />
Processes in Group Decision Support Systems,” Human Communic<strong>at</strong>ion<br />
Research 19 (June 1993): 528-68.<br />
o Marshall Scott Poole, Andrea Hollingshead, and Joseph E. McGr<strong>at</strong>h,<br />
“Interdisciplinary Perspectives on Small Groups,” Small Group Research 35, 1<br />
(2004): 3-16. This issue of Small Group Reseach is the first of two parts<br />
dedic<strong>at</strong>ed to theoretical perspectives in group research.<br />
o Michele H. Jackson and Marshall Scott Poole, “Idea-Gener<strong>at</strong>ion in N<strong>at</strong>urally<br />
Occuring Contexts: Complex Appropri<strong>at</strong>ion of a Simple Group Procedure,” Human<br />
Communic<strong>at</strong>ion Research 29, 4 (2003): 560-91.<br />
• For additional inform<strong>at</strong>ion on structur<strong>at</strong>ion, we recommend:<br />
o David R. Seibold and Karen Kroman Myers’ chapter, “Communic<strong>at</strong>ion as<br />
Structuring,” in Gregory J. Shepherd, Jeffrey St. John, and Ted Striphas, eds.,<br />
Communic<strong>at</strong>ion as . . . Perspectives on <strong>Theory</strong> (Thousand Oaks, CA: Sage<br />
Public<strong>at</strong>ions, 2006), 143-52.<br />
o Shaun Best, A Beginner’s Guide to Social <strong>Theory</strong>, chapter 5, “Anthony Giddens:<br />
Theorising Agency and Structure” (London: Sage Public<strong>at</strong>ions, 2003).<br />
o Philip Cassell has assembled an extensive selection of Giddens’s writings in his<br />
1993 edited work, The Giddens Reader (Stanford: Stanford University Press).<br />
233
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
234
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
235
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
236
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
237
ORGANIZATIONAL COMMUNICATION<br />
Key Names and Terms<br />
Classical Management <strong>Theory</strong><br />
An approach to organizing th<strong>at</strong> values productivity, the precision and efficiency th<strong>at</strong><br />
result from a division of labor, a hierarchical chain of command, and tight discipline.<br />
Mechanistic Approach<br />
Closely allied with classical management theory, a functional approach to<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> sees organiz<strong>at</strong>ions as machines designed to<br />
accomplish specific goals, with workers as interchangeable parts.<br />
Living Systems Approach<br />
An approach to organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> views organiz<strong>at</strong>ions as living<br />
organisms th<strong>at</strong> must constantly adapt to a changing environment in order to stay alive.<br />
Cultural Approach<br />
An approach to organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> looks for shared meanings th<strong>at</strong> are<br />
unique to a given group of people.<br />
Critical Approach<br />
An approach to organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> is built on the assumption th<strong>at</strong><br />
people who are affected by an organiz<strong>at</strong>ion’s policy are legitim<strong>at</strong>e stakeholders and<br />
should be invited to particip<strong>at</strong>e in decisions th<strong>at</strong> affect them.<br />
Suggestions for Discussion<br />
<strong>First</strong>, we’d like to make a point th<strong>at</strong> is relevant to the entire section on organiz<strong>at</strong>ional<br />
communic<strong>at</strong>ion—young adults tend to have difficulty rel<strong>at</strong>ing to this m<strong>at</strong>erial. Although most<br />
of them have had some experience in the working world, they compartmentalize their<br />
employment, c<strong>at</strong>egorizing it in a fashion th<strong>at</strong> milit<strong>at</strong>es against specul<strong>at</strong>ive thought and<br />
theorizing. Work is something they do for money, but it’s not yet an important component of<br />
their lives. As you’ve no doubt discovered, this is not the case with issues such as romantic<br />
and familial rel<strong>at</strong>ionships or gender differences, which they think about constantly and enjoy<br />
discussing in both concrete and abstract ways. The principal challenge in these three<br />
chapters, thus, may be getting your students motiv<strong>at</strong>ed to focus on this m<strong>at</strong>erial. (You’ll be<br />
relieved to know th<strong>at</strong> older or returning students tend to respond more enthusiastically.<br />
Because they’ve experienced the working world and understand its importance and farreaching<br />
influence, they find such theorizing relevant and intriguing.)<br />
One way to get the younger set involved is to focus on organiz<strong>at</strong>ions they belong to<br />
th<strong>at</strong> are not work rel<strong>at</strong>ed—churches and religious groups, clubs, social fr<strong>at</strong>ernities, <strong>at</strong>hletic<br />
teams, special interest groups, their high schools, and so forth. Another approach for soliciting<br />
discussion is to use the mechanistic approach of classical management th<strong>at</strong> Griffin<br />
introduces in this section as a means of characterizing the communic<strong>at</strong>ion present in many of<br />
the jobs students typically perform. Those who have worked in fast-food restaurants and other<br />
assembly-line industries will note th<strong>at</strong> Taylor’s approach is still alive and well in American<br />
organiz<strong>at</strong>ions <strong>at</strong> the beginning of the twenty-first century.<br />
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Further Resources<br />
• When we teach organiz<strong>at</strong>ional communic<strong>at</strong>ion, we like to share with our students a few<br />
passages from Frederick Taylor’s classic study, The Principles of Scientific Management<br />
(New York: Harper and Row, 1947), which epitomizes the mechanistic approach. Consider,<br />
for example, the “motiv<strong>at</strong>ional” discussion between the manager and the hypothetical<br />
worker named Schmidt on pages 44-46. The following pronouncement about productivity<br />
is also very revealing:<br />
It is only through enforced standardiz<strong>at</strong>ion of methods, enforced adoption of<br />
the best implements and working conditions, and enforced cooper<strong>at</strong>ion th<strong>at</strong><br />
this faster work can be assured. And the duty of enforcing the adoption of<br />
standards and of enforcing this cooper<strong>at</strong>ion rests with the management<br />
alone. The management must supply continually one or more teachers to<br />
show each new man the new and simpler motions, and the slower men must<br />
be constantly helped until they have risen to the proper speed. All of those<br />
who, after proper teaching, either will not or cannot work in accordance with<br />
the new methods and <strong>at</strong> the higher speed must be discharged by the<br />
management. (83)<br />
• David Grant, et al. provide a good collection of recent essays in Discourse and<br />
Organiz<strong>at</strong>ion (Thousand Oaks, CA: Sage, 1998). Weick’s work is particularly well<br />
represented in this text.<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
• Anne Nicotera from Howard University recommends the Charlie Chaplin film Modern<br />
Times, which silently, yet brilliantly portrays the mechanistic approach.<br />
• John Gribas from Idaho St<strong>at</strong>e University recommends the film The Efficiency Expert, which<br />
provides an opportunity for applying a variety of approaches to organiz<strong>at</strong>ions.<br />
• Dutch Driver from McMurry College suggests the quirky Coen Brothers send-up of It’s a<br />
Wonderful Life, The Hudsucker Proxy.<br />
Basic organiz<strong>at</strong>ion texts<br />
• For more detailed discussion of the basic approaches to organiz<strong>at</strong>ional communic<strong>at</strong>ion<br />
quickly outlined by Griffin, we recommend:<br />
o Tom D. Daniels, Barry K. Spiker, and Michael J. Papa, Perspectives on<br />
Organiz<strong>at</strong>ional Communic<strong>at</strong>ion, 4th ed. (New York: Wm. C. Brown/McGraw-Hill,<br />
1996).<br />
o Charles Conrad and Marshall Scott Poole, Str<strong>at</strong>egic Organiz<strong>at</strong>ional Communic<strong>at</strong>ion,<br />
5th ed. (Belmont: Wadsworth, 2001).<br />
• For an interesting study of organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> builds on many of the<br />
theories fe<strong>at</strong>ured in A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, see Robert L. He<strong>at</strong>h,<br />
Management of Corpor<strong>at</strong>e Communic<strong>at</strong>ions: From Interpersonal Contacts to External<br />
Affairs (Hillsdale, NJ: Lawrence Erlbaum, 1994).<br />
Feminism in organiz<strong>at</strong>ional communic<strong>at</strong>ion liter<strong>at</strong>ure<br />
• Feminist perspectives are presented by:<br />
239
o Marlene G. Fine, “New Voices in Organiz<strong>at</strong>ional Communic<strong>at</strong>ion: A Feminist<br />
Commentary and Critique,” in Transforming Visions: Feminist Critiques in<br />
Communic<strong>at</strong>ion Studies, 135-66.<br />
o Maryanne Wanca-Thibault and Phillip K. Thompkins, “Speaking Like a Man (and a<br />
Woman) About Organiz<strong>at</strong>ional Communic<strong>at</strong>ion: Feminiz<strong>at</strong>ion and Feminism as a<br />
Recognizable Voice,” Management Communic<strong>at</strong>ion Quarterly 11 (May 1998): 606-<br />
21.<br />
o Karen Lee Ashcroft, “‘I Wouldn’t Say I’m a Feminist, But . . .’: Organiz<strong>at</strong>ional<br />
Micropractice and Gender Identity,” Management Communic<strong>at</strong>ion Quarterly 11<br />
(May 1998): 586-97.<br />
o Dennis K. Mumby, “Feminism, Postmodernism, and Organiz<strong>at</strong>ional Communic<strong>at</strong>ion<br />
Studies: A Critical Reading,” Management Communic<strong>at</strong>ion Quarterly 9 (February<br />
1996): 259-95.<br />
o Mumby and Cynthia Stohl, “Feminist Perspectives on Organiz<strong>at</strong>ional<br />
Communic<strong>at</strong>ion,” Management Communic<strong>at</strong>ion Quarterly 11 (May 1998): 622-34.<br />
Organiz<strong>at</strong>ional communic<strong>at</strong>ion and cultural studies<br />
• David Carlone and Bryan Taylor examine the rel<strong>at</strong>ionship between organiz<strong>at</strong>ional<br />
communic<strong>at</strong>ion and cultural studies in “Organiz<strong>at</strong>ional Communic<strong>at</strong>ion and Cultural<br />
Studies: A Review Essay,” Communic<strong>at</strong>ion <strong>Theory</strong> 8 (August 1998): 337-67.<br />
Effective communic<strong>at</strong>ion in organiz<strong>at</strong>ions<br />
• P<strong>at</strong>rick O’Brian’s novels, which we introduced in our tre<strong>at</strong>ment of rel<strong>at</strong>ional dialectics,<br />
provides—through copious examples of naval command—excellent case studies of topdown<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion th<strong>at</strong> is hierarchical, rigidly structured, and highly<br />
formal. Wh<strong>at</strong> is particularly interesting about these examples is even though the basic<br />
structure of organiz<strong>at</strong>ional communic<strong>at</strong>ion varies little from ship to ship, considerable<br />
vari<strong>at</strong>ion in effectiveness of communic<strong>at</strong>ion can be observed. Thus, the subtleties of<br />
communic<strong>at</strong>ion th<strong>at</strong> exist within the overall basic structure, such as a captain’s ability to<br />
toler<strong>at</strong>e some bottom-up communic<strong>at</strong>ion—determine which crews perform well and which<br />
fail, which ships are “happy” and which are surly, and which sailors remain loyal to their<br />
captains and which turn their backs on their superiors. On the whole, O’Brian’s novels<br />
serve as rich case studies for all three theories presented in this section of A <strong>First</strong> <strong>Look</strong>.<br />
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CHAPTER 19<br />
INFORMATION SYSTEMS<br />
APPROACH TO ORGANIZATIONS<br />
Outline<br />
I. Introduction.<br />
A. Karl Weick focuses on the process of organizing r<strong>at</strong>her than the structure of<br />
organiz<strong>at</strong>ions.<br />
B. He equ<strong>at</strong>es organizing with inform<strong>at</strong>ion processing.<br />
C. His model of organizing describes how people make sense out of confusing verbal<br />
inputs.<br />
II.<br />
III.<br />
IV.<br />
Organizing: making sense out of equivocal inform<strong>at</strong>ion.<br />
A. Uncertainty denotes a lack of inform<strong>at</strong>ion.<br />
B. Equivocality refers to situ<strong>at</strong>ions where <strong>at</strong> least two interpret<strong>at</strong>ions are equally valid.<br />
C. When inform<strong>at</strong>ion is equivocal, people need a context or framework to help them<br />
sort through the d<strong>at</strong>a.<br />
D. Face-to-face interaction is crucial when an organiz<strong>at</strong>ion faces equivocal inform<strong>at</strong>ion.<br />
Sensemaking in a loosely coupled system.<br />
A. Universities are loosely coupled, which is to their advantage.<br />
B. Requisite variety is the degree of complexity and diversity an organiz<strong>at</strong>ion needs to<br />
m<strong>at</strong>ch the level of equivocality of the d<strong>at</strong>a it processes.<br />
C. Since universities handle complex inform<strong>at</strong>ion they will fail <strong>at</strong> sensemaking unless<br />
they are loosely coupled.<br />
D. Weick prefers biological over mechanical models of organiz<strong>at</strong>ion.<br />
E. The basic unit of interconnectedness is the double interact.<br />
1. It consists of three elements—act, response, and adjustment.<br />
2. Its importance is why Weick focuses more on rel<strong>at</strong>ionships within an<br />
organiz<strong>at</strong>ion than on an individual’s talent or performance.<br />
F. The university illustr<strong>at</strong>es double interacts in a loosely coupled system.<br />
1. Individual departments and units on campus are not closely connected.<br />
2. Loose coupling allows the university to absorb shocks, scandals, and stupidity.<br />
Organize to survive in a changing environment<br />
A. Weick applies Darwin’s survival-of-the-fittest theory to organiz<strong>at</strong>ions.<br />
B. The ultim<strong>at</strong>e goal of an organiz<strong>at</strong>ion is survival.<br />
C. Some people organize in a way better adapted to survive than do others.<br />
D. Unlike animals, organiz<strong>at</strong>ions can change when their members alter their behavior.<br />
V. The three-stage process of social-cultural evolution.<br />
A. Social-cultural evolution is a three-stage process: enactment, selection, retention.<br />
B. Enactment: don’t just sit there; do something.<br />
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1. Organiz<strong>at</strong>ions have open boundaries with the outside environment, which they<br />
partially cre<strong>at</strong>e through their activity.<br />
2. The failure to act is the cause of most organiz<strong>at</strong>ional ineffectiveness.<br />
3. Weick believes th<strong>at</strong> action is a precondition for sensemaking.<br />
4. Language is action, which is why organiz<strong>at</strong>ions need to have many meetings.<br />
C. Selection: retrospective sensemaking.<br />
1. Selection is aided by two tools—rules and cycles.<br />
2. Rules—stock responses th<strong>at</strong> have served well in the past and have become<br />
standard oper<strong>at</strong>ing procedure—are effective when equivocality is low, but fail to<br />
clarify situ<strong>at</strong>ions when many conflicting interpret<strong>at</strong>ions are possible.<br />
3. The act-response-adjustment cycle of the double interact is more effective in<br />
situ<strong>at</strong>ions of high equivocality.<br />
4. As cycles increase to handle complex d<strong>at</strong>a, reliance on rules decreases.<br />
5. Two studies confirm Weick’s hypotheses about rules and cycles.<br />
D. Retention: tre<strong>at</strong> memory as a pest.<br />
1. Retention is the way organiz<strong>at</strong>ions remember.<br />
2. Too much retention cre<strong>at</strong>es a network of rules th<strong>at</strong> reduces the flexibility<br />
necessary to respond to complex inform<strong>at</strong>ion.<br />
3. However, some degree of collective memory is necessary to provide stability for<br />
the organiz<strong>at</strong>ion.<br />
4. Weick seeks an ongoing tension between stability and innov<strong>at</strong>ion—managers<br />
should not overemphasize past experience.<br />
5. Organiz<strong>at</strong>ions fail because they lose flexibility by relying too much on the past.<br />
VI.<br />
Critique: the strengths and weaknesses of metaphor.<br />
A. Weick makes his theory interesting with provoc<strong>at</strong>ive metaphors, vivid examples, and<br />
startling st<strong>at</strong>ements.<br />
B. His sociocultural applic<strong>at</strong>ion of Darwin’s theory shares the advantages and<br />
disadvantages of all metaphors.<br />
1. The metaphor vivifies and explains a difficult concept.<br />
2. Unfortun<strong>at</strong>ely, it becomes ideology if taken too far, justifying cutthro<strong>at</strong> capitalism<br />
or quashing all conflict.<br />
C. Some managers criticize Weick’s quick-draw managerial approach.<br />
D. Nonetheless, he defends the position th<strong>at</strong> any str<strong>at</strong>egic plan is better than inaction.<br />
Key Names and Terms<br />
Karl Weick<br />
A professor of organiz<strong>at</strong>ional behavior and psychology <strong>at</strong> the University of Michigan and<br />
champion of the inform<strong>at</strong>ion systems approach to organiz<strong>at</strong>ions.<br />
Organizing<br />
A way to make sense out of equivocal inform<strong>at</strong>ion.<br />
Uncertainty<br />
A lack of inform<strong>at</strong>ion th<strong>at</strong> requires one to seek more facts.<br />
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Equivocality<br />
Situ<strong>at</strong>ions where people face the choice of two or more altern<strong>at</strong>ive interpret<strong>at</strong>ions, each<br />
of which could reasonably account for wh<strong>at</strong>’s going on.<br />
Requisite Variety<br />
The degree of complexity and diversity an organiz<strong>at</strong>ion needs to m<strong>at</strong>ch the level of<br />
ambiguity of the d<strong>at</strong>a it processes.<br />
Loose Coupling<br />
A characteristic of some systems in which causal inference is difficult because rel<strong>at</strong>ions<br />
are medi<strong>at</strong>ed, intermittent, dampened, and delayed; typically, different parts of the<br />
system have a widespread yet marginal effect on each other.<br />
Tight Coupling<br />
An organiz<strong>at</strong>ional system in which the feedback loops of the double interacts of one<br />
part of the system are tightly connected with those of other parts of the system.<br />
Double Interact<br />
A communic<strong>at</strong>ion cycle th<strong>at</strong> consists of act, response, and adjustment.<br />
Charles Darwin<br />
A nineteenth-century biologist whose theory of evolution serves as a metaphor for<br />
Weick’s systems approach to organiz<strong>at</strong>ions.<br />
Enactment<br />
Proactive communic<strong>at</strong>ion in which members of an organiz<strong>at</strong>ion invent their<br />
environment r<strong>at</strong>her than merely discover it; action th<strong>at</strong> is a precondition for<br />
sensemaking.<br />
Open-System <strong>Theory</strong><br />
For organiz<strong>at</strong>ions, the environment is as much an output as it is an input.<br />
Selection<br />
The interpret<strong>at</strong>ion of actions already taken; retrospective sensemaking.<br />
Rules<br />
Stock responses th<strong>at</strong> have served well in the past and have become standard oper<strong>at</strong>ing<br />
procedure. They are effective when equivocality is low.<br />
Cycles<br />
Double interacts best employed in situ<strong>at</strong>ions of high equivocality.<br />
Retention<br />
The way organiz<strong>at</strong>ions remember.<br />
Principal Changes<br />
Previously Chapter 18, this chapter has been edited for clarity and precision. In<br />
addition, the Second <strong>Look</strong> section has been upd<strong>at</strong>ed. Otherwise, it remains essentially the<br />
same.<br />
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Suggestions for Discussion<br />
Weick’s theory as innov<strong>at</strong>ive and provoc<strong>at</strong>ive<br />
When discussing Weick’s work with your class, it’s very important to emphasize the bold<br />
iconoclasm with which he writes about organiz<strong>at</strong>ions. Weick’s unorthodox, revolutionary<br />
pronouncements and innov<strong>at</strong>ive, artful metaphors are as captiv<strong>at</strong>ing as they are controversial.<br />
To reinforce this point, you may wish to read or summarize the delightful music analogy Weick<br />
marshals in his artful article, “Organizing Improvis<strong>at</strong>ion: 20 Years of Organizing,” which Griffin<br />
includes in his Second <strong>Look</strong> section. Share with your students his daring approach to<br />
improvising. Weick’s “Act, then think!” approach cre<strong>at</strong>es a wonderful counterpart to the<br />
methodic r<strong>at</strong>ionality of the functional perspective. If you teach these two chapters back to<br />
back, in fact, make the most of the differences. Integr<strong>at</strong>ive Essay Question #30, below,<br />
provides a vehicle for such comparisons.<br />
In an interview on Bravo’s “Inside the Actor’s Studio,” Mike Meyers describes how<br />
important it is to keep writing despite feeling uninspired or experiencing writer’s block. He<br />
st<strong>at</strong>es th<strong>at</strong> it is better to write poorly and revise it l<strong>at</strong>er than to not write <strong>at</strong> all. He tells a story<br />
of Bill Murray’s writing days for the comedian Gilda Radnor. When uninspired moments arose,<br />
Bill would write his stuff and then write, “and then Gilda does something funny.” It strikes us<br />
th<strong>at</strong> Mike’s comments mirror Weick’s “Act, then think!”<br />
Interpretivism in contrast to scientific certainty<br />
Integr<strong>at</strong>ive Essay Question #29 below seeks to explore the connection Griffin<br />
establishes between Weick’s approach to sensemaking and the basic tenets of inform<strong>at</strong>ion<br />
and uncertainty reduction theories. Like Shannon and Weaver and Berger, Weick is concerned<br />
with the ways in which people g<strong>at</strong>her and process inform<strong>at</strong>ion in order to reduce<br />
uncertainty/equivocality. Unlike these more empirical researchers, though, Weick is less<br />
concerned with scientific precision. He avoids both the simple elegance of Shannon and<br />
Weaver’s model and the axiom<strong>at</strong>ic rigor of Berger’s theory. In fact, Weick’s view of<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion is intentionally amorphous; by focusing on the act of organizing<br />
r<strong>at</strong>her than the structure of organiz<strong>at</strong>ion, he leaves behind the concrete for the abstract.<br />
Weick’s belief in the efficacy of action demonstr<strong>at</strong>es a Jamesian faith th<strong>at</strong> transcends<br />
scientific certainty. There is a humanist’s flair to his work—characterized by a fondness for<br />
paradox, an urge to challenge intuition, to doubt, and to exercise skepticism, a willingness to<br />
forego certainty, and an interpretive agility—th<strong>at</strong> distinguishes him from his more scientifically<br />
minded colleagues.<br />
In addition, his interest in the ongoing tension between stability and innov<strong>at</strong>ion gives<br />
his work a dialectical feel reminiscent of Baxter and Montgomery’s approach to interpersonal<br />
rel<strong>at</strong>ionships (see Integr<strong>at</strong>ive Essay Question #32 below). It should not come as a surprise,<br />
thus, th<strong>at</strong> in the concluding chapter of A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, Griffin places<br />
Weick in the fourth c<strong>at</strong>egory of his theoretical continuum, far to the right of Shannon and<br />
Weaver and Berger, who are firmly loc<strong>at</strong>ed in the first c<strong>at</strong>egory. In the privacy of our own<br />
study—with only you w<strong>at</strong>ching—we might position Weick in the middle position of the<br />
continuum, but we entirely agree with Griffin th<strong>at</strong> significant theoretical distance exists<br />
between Weick and the strict empirical camp.<br />
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Tightly and loosely coupled organiz<strong>at</strong>ions<br />
In the textbook under Questions to Sharpen Your Focus, question #3 fe<strong>at</strong>ures an<br />
element of the systems approach th<strong>at</strong> Griffin is not able to discuss in detail during the<br />
chapter—the tightly coupled organiz<strong>at</strong>ion. Essay Question #22 below, which further probes the<br />
potential advantages of tight coupling, may serve as a useful follow-up question in this<br />
discussion. It is important, it seems to us, for students to see th<strong>at</strong> tight coupling can—<br />
depending on the particular fe<strong>at</strong>ures of the organiz<strong>at</strong>ion in question—be an invaluable<br />
structuring principle. For example, many organiz<strong>at</strong>ions th<strong>at</strong> specialize in routinized, yet<br />
intric<strong>at</strong>ely interrel<strong>at</strong>ed and highly time-sensitive transactions and procedures require the<br />
coordin<strong>at</strong>ion cre<strong>at</strong>ed by tight coupling.<br />
Essay Question #21 below takes up the potential disadvantages of loose coupling.<br />
Wh<strong>at</strong> happens, for example, when a university is criticized or thre<strong>at</strong>ened financially by an<br />
outside source such as a legisl<strong>at</strong>ive body or governing board? Although the president of the<br />
institution will offer his or her official response, the school as a whole lacks the organiz<strong>at</strong>ional<br />
coherence to respond with one voice and action. Thus, it may appear weak and ineffectual in<br />
the eyes of outsiders. This may be one reason many universities receive so much flak these<br />
days. A tightly coupled corpor<strong>at</strong>ion, however, may be able to respond more decisively and<br />
uniformly to criticism from beyond its walls, thus giving the appearance of control, discipline,<br />
and direction.<br />
Connections to adaptive structur<strong>at</strong>ion<br />
Based on the layout of the textbook, it is likely th<strong>at</strong> you will teach Poole’s adaptive<br />
structur<strong>at</strong>ion and Weick’s inform<strong>at</strong>ion systems theories back to back. We suggest you<br />
capitalize on the opportunity as the theories bear a considerable resemblance to each other.<br />
For both theorists, reality, whether in a small group or an organiz<strong>at</strong>ion, is a dynamic<br />
occurrence—people cre<strong>at</strong>e reality as they experience it. To do so, people sometimes fall back<br />
into existing p<strong>at</strong>terns and <strong>at</strong> other times they seem to “make it up as they go along.” Poole and<br />
Weick incorpor<strong>at</strong>e this changeability into their theories, and in doing so can explain either<br />
when things remain st<strong>at</strong>us quo or go in a new direction, a strength of each theory. You might<br />
want to discuss with your students other areas of overlap such as the enactment-selectionretention<br />
cycle’s link to the duality of structures. Finally, ask your students to specul<strong>at</strong>e on<br />
wh<strong>at</strong> rules and resources help us to organize. Integr<strong>at</strong>ive essay question #33 below picks up<br />
on this theme.<br />
Weick in small businesses<br />
On occasion, we have encountered students who are frustr<strong>at</strong>ed with Weick’s<br />
counterintuitive claims based on either their own or their parents’ experience as a small<br />
business owner. We have found it very interesting to engage students in a discussion about<br />
wh<strong>at</strong> effects Weick’s suggestions would have on the local, family business. Does it make good,<br />
responsible business sense to do something and figure it out l<strong>at</strong>er? With the encroachment of<br />
big business and corpor<strong>at</strong>e establishment on Main Street America, would a failing<br />
businessperson do better by identifying options and weighing them carefully before acting or<br />
by making a bold, yet uncertain step forward? For Weick, these actions may not be<br />
contradictory as the assembling of new inform<strong>at</strong>ion and developing a plan of action serves to<br />
reduce uncertainty and equivocality. Taking no action and ignoring one’s eroding business is a<br />
245
f<strong>at</strong>al flaw in organiz<strong>at</strong>ions according to Weick, but is it fair to say th<strong>at</strong> a business owner’s act<br />
may be to g<strong>at</strong>her inform<strong>at</strong>ion upon which to get a response and to adjust?<br />
Continuing with the theme of small or local businesses, you may want to discuss with<br />
your students the comfort of familiarity. Weick argues th<strong>at</strong> organiz<strong>at</strong>ions would do better to<br />
shed the known in favor of the innov<strong>at</strong>ive (286), but for some businesses sameness may be its<br />
gre<strong>at</strong>est asset. Like going into an old five-and-dime store th<strong>at</strong> has everything or a restaurant<br />
th<strong>at</strong> hasn’t upd<strong>at</strong>ed the interior in 20 years, people are drawn to places th<strong>at</strong> are “just like I<br />
remember it.” If there is a local establishment near your school th<strong>at</strong> falls into this c<strong>at</strong>egory, you<br />
might consider asking your students how Weick’s ideas about retention might alter this local<br />
institution.<br />
A trick question<br />
Essay Question #28 below may be a bit of a trick. The best answer to this either/or<br />
query is th<strong>at</strong> it constitutes a false dilemma. As Griffin tells us, “Symbolic interaction is action.<br />
Whenever managers say something, they are actually cre<strong>at</strong>ing a new environment r<strong>at</strong>her than<br />
merely describing a situ<strong>at</strong>ion” (284). Thus, the most successful response should begin by<br />
setting the questioner straight.<br />
Sample Applic<strong>at</strong>ion Log<br />
Brian<br />
Each person employed by media production services, myself included, is carefully trained on<br />
how to run sound in Edman Chapel. Often, we are given specific instructions about wh<strong>at</strong><br />
microphones to set up where so th<strong>at</strong> everything is set long before the client shows up.<br />
Sometimes when the client arrives they have changed their mind about how they want things<br />
set up. When the scenario is cut and dried as to wh<strong>at</strong> we can and cannot do, we tend to rely on<br />
past rules. More often than not, the situ<strong>at</strong>ion requires a judgment call; in this case we look to<br />
the cycle of act-response-adjustment. As we talk further with a client about wh<strong>at</strong> they want, we<br />
reduce equivocality and are better able to adjust. However, I am often tempted to remember<br />
how I’ve seen my boss act in similar situ<strong>at</strong>ions and construct a network of rules about how I<br />
should act. According to this theory, this means th<strong>at</strong> I’ve lost some flexibility in dealing with<br />
problems and will not be able to adjust as quickly as I should.<br />
Exercises and Activities<br />
Retention and collective memory<br />
Weick suggests th<strong>at</strong> managers should “tre<strong>at</strong> memory as a pest” (286). To discuss this<br />
issue within the context of your university or college, ask students to come up with rules th<strong>at</strong><br />
your institution has adopted or tacitly practices for which no good reason can be found—either<br />
because none ever existed or because no one can remember the original r<strong>at</strong>ionale. On some<br />
campuses students might wonder why classroom desks are set (sometimes bolted to the floor)<br />
in rows when discussion is the major form of interaction; why people wear black robes, hoods,<br />
and funny h<strong>at</strong>s to gradu<strong>at</strong>ion and convoc<strong>at</strong>ion; why first-year students are not allowed many of<br />
the freedoms given other students; why the regular school year lasts only nine months; why<br />
<strong>at</strong>hletes are granted special privileges; why English composition is required, yet courses in<br />
246
public speaking and listening are not; why many coaches are paid more than renowned<br />
professors; and why grades are so important. To be balanced, of course, it’s important to<br />
emphasize the counterpoint th<strong>at</strong> some degree of collective memory is necessary to provide<br />
stability for the organiz<strong>at</strong>ion. Students should be able to provide examples of instances in<br />
which your institution calls upon retained knowledge to help itself respond intelligently to<br />
problems. The same line of inquiry can be conducted with respect to smaller organiz<strong>at</strong>ions to<br />
which students belong such as sororities, fr<strong>at</strong>ernities, churches, and families. (Essay Question<br />
#27 below addresses the issue of retention.)<br />
The organizing of families<br />
It may be revealing, in fact, to ask your students to imagine parenting in terms of<br />
managing. How do double interacts function within the family structure? Is “Act, then think!” an<br />
appropri<strong>at</strong>e guideline for parental decision making? Encourage them to draw on their own<br />
family experiences as they respond to such questions.<br />
Double interaction and connections to interactional view<br />
When Em Griffin teaches this chapter, he uses Weick’s approach to analyze his own<br />
college. He asks students to discuss how buildings are named, how professors’ names are<br />
listed in the c<strong>at</strong>alog, and so forth. He also makes a particular point of emphasizing—and<br />
exemplifying—the assumption th<strong>at</strong> survival is a more important goal than the st<strong>at</strong>ed aims of an<br />
organiz<strong>at</strong>ion (282). He stresses th<strong>at</strong> you absolutely must demonstr<strong>at</strong>e the concept of the<br />
double interact for them, using an example of your own to reinforce the book’s tre<strong>at</strong>ment.<br />
Finally, he likes to use the interactional view as a way of characterizing the system<strong>at</strong>ic<br />
approach championed by Weick. Just as family systems are comprised of intric<strong>at</strong>ely rel<strong>at</strong>ed<br />
individuals, so organiz<strong>at</strong>ions are built of a network of rel<strong>at</strong>ionships. In both contexts, one<br />
cannot understand a problem in isol<strong>at</strong>ion, but must look <strong>at</strong> the complex web of rel<strong>at</strong>ions<br />
inherent in any situ<strong>at</strong>ion.<br />
Pictionary â , the Weick way<br />
Here’s an exercise from Carey H. Adams of Southwest Missouri St<strong>at</strong>e University th<strong>at</strong> you<br />
may wish to try:<br />
How Do I Know Wh<strong>at</strong> I Think Until I See Wh<strong>at</strong> You Draw?<br />
An Experiential Game for Teaching Karl Weick’s Model of Organiz<strong>at</strong>ional Sensemaking<br />
Learning Objective: To illustr<strong>at</strong>e Karl Weick’s concepts of equivocality and the enactmentselection-retention<br />
process of equivocality reduction.<br />
M<strong>at</strong>erials Needed:<br />
25-30 drawing tasks, as in the game Pictionary â<br />
Large drawing surface and writing utensils (e.g., whiteboard, flip chart)<br />
Paper and writing utensils for participants<br />
Group Size: 10-25<br />
Time Required:<br />
45-60 minutes<br />
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Instructions<br />
Choose four people to serve as artists. These four artists will rot<strong>at</strong>e drawing clues. Place<br />
remaining participants in groups of 3-4. Explain th<strong>at</strong> participants will be playing a game similar<br />
to the popular Pictionary â but with several modific<strong>at</strong>ions. The rules of the game are as follows:<br />
1. Each artist will be given a list of 8-10 drawing tasks. They will rot<strong>at</strong>e drawing one picture<br />
<strong>at</strong> a time. Artists may choose to draw their tasks in any order, and artists may consult<br />
with one another.<br />
2. Artists will draw each picture in its entirety before players are allowed to guess aloud.<br />
When the artist is done, he or she sits down.<br />
3. After the artist sits down, participants may discuss the drawing and gener<strong>at</strong>e guesses.<br />
Note: Although participants are se<strong>at</strong>ed in groups of 3-4, no instructions are given<br />
regarding whether they are to play as teams or as an entire group. Participants may<br />
discuss the drawing any way they choose, but they may not communic<strong>at</strong>e directly with<br />
the artist.<br />
4. Participants can gener<strong>at</strong>e as many guesses as they like, but final guesses are to be<br />
held until the end of the game (i.e., when time is called, participants will be asked to list<br />
all of their guesses <strong>at</strong> one time).<br />
5. Participants will indic<strong>at</strong>e when they are finished discussing the drawing. At this point,<br />
the artist may choose to modify his or her drawing based upon the group’s discussion.<br />
The artist also may choose to leave the drawing as is.<br />
6. After the artist passes or makes modific<strong>at</strong>ions, participants may discuss the drawing<br />
one more time. At no time may the artist indic<strong>at</strong>e in any way whether players have<br />
guessed correctly.<br />
7. Drawing rules:<br />
a. No talking by the artist.<br />
b. No nonverbal indic<strong>at</strong>ors by the artist (e.g., head nods, pointing, etc.).<br />
c. No letters or numbers allowed in drawings.<br />
d. The facilit<strong>at</strong>or may disallow pictures for any rule viol<strong>at</strong>ion.<br />
8. Announce a time limit for the game (typically 30-40 minutes). Note: It may take the<br />
group a few minutes to get into a rhythm, and enthusiasm will build as the game<br />
progresses. In this case, you may want to extend the time limit as the round nears<br />
completion.<br />
9. Announce th<strong>at</strong> players will be rewarded according to the following formula:<br />
# answers x .5 x % correct answers = points<br />
Points may be extra credit, particip<strong>at</strong>ion points, or some other reward.<br />
Ex:<br />
24 answers x .5 x 75% correct = 8 points<br />
10. Players and artists can develop any str<strong>at</strong>egy they choose within the rules of the game.<br />
Applic<strong>at</strong>ions<br />
• Drawings represent equivocality, i.e., inputs with multiple plausible meanings.<br />
• Guessing is enactment, i.e., bringing inputs into the field of perception and<br />
interpret<strong>at</strong>ion; perceptions of drawings are shaped by initial and subsequent guesses.<br />
• Processing of inputs leads to selection of relevant inform<strong>at</strong>ion.<br />
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• Useful inform<strong>at</strong>ion is stored in retention for future guesses, e.g., players begin to<br />
recognize elements of artists’ drawing str<strong>at</strong>egies; artists develop str<strong>at</strong>egies they<br />
perceive as effective and use them repe<strong>at</strong>edly.<br />
• Easy pictures are solved quickly using assembly rules, e.g., some pictures are easily<br />
recognizable; a familiar form<strong>at</strong> is quickly recognized and used by players.<br />
• Players engage in communic<strong>at</strong>ion cycles when sufficient assembly rules are not<br />
available and/or inputs are highly equivocal, e.g., discussion is more extensive, more<br />
guesses are gener<strong>at</strong>ed, or more disagreement over guesses is expressed.<br />
• The entire game demonstr<strong>at</strong>es the reduction of equivocality.<br />
o Players enact their environment by choosing str<strong>at</strong>egies and establishing game<br />
procedures.<br />
o Players must find a way of retaining rules and inform<strong>at</strong>ion for use in making final<br />
guesses.<br />
• Artists also are reducing equivocality.<br />
o Drawing is enactment.<br />
o Recognizing wh<strong>at</strong> clues are understood is enactment.<br />
o Retaining wh<strong>at</strong> has worked and using it again or building on it is retention.<br />
• Some words and pictures are more equivocal than others, i.e., they present a gre<strong>at</strong>er<br />
number of equally acceptable interpret<strong>at</strong>ions or meanings.<br />
Discussion Questions for Debriefing<br />
• How did the absence of feedback affect you?<br />
• Did you choose speed or accuracy as a str<strong>at</strong>egy to gain the most points? How did you<br />
arrive <strong>at</strong> th<strong>at</strong> choice? How did th<strong>at</strong> choice affect the way you approached the game?<br />
• Did artists’ second <strong>at</strong>tempts tend to increase or decrease equivocality? Why?<br />
• Wh<strong>at</strong> system did players devise to deal with equivocality?<br />
• (If the facilit<strong>at</strong>or told players the c<strong>at</strong>egories for drawings, e.g., place, person, action) Did<br />
telling you the drawing c<strong>at</strong>egory always help reduce equivocality? Why or why not?<br />
• Wh<strong>at</strong> str<strong>at</strong>egies were retained? Why?<br />
• If you could play the game again, wh<strong>at</strong> would you do differently?<br />
• Did the group ever talk itself out of right answers? How did th<strong>at</strong> happen? Did more talk<br />
cre<strong>at</strong>e more equivocality?<br />
• Did assembly rules always work? Did they sometimes cause more confusion than they<br />
relieved because they didn’t seem to fit the drawing? For example, artists often will use<br />
the “sounds like” symbol of an ear, but a difficult “sounds like” clue may distract<br />
players from a more straightforward visual clue.<br />
• Was there enough particip<strong>at</strong>ion among players?<br />
• Did artists’ adding to their drawings sometimes cre<strong>at</strong>e more equivocality than it<br />
reduced?<br />
• Wh<strong>at</strong> kinds of feedback did players and artists use?<br />
• Wh<strong>at</strong> effect did being se<strong>at</strong>ed in groups have on players? Did they assume they were in<br />
competitive teams? Did they ignore the fact th<strong>at</strong> they were in “groups”? Did players<br />
discuss why they were in groups?<br />
• Wh<strong>at</strong> was the most equivocal drawing? Wh<strong>at</strong> made it equivocal?<br />
• How did artists choose clues to draw? Did they change their str<strong>at</strong>egies as the game<br />
progressed?<br />
• To wh<strong>at</strong> extent did players rely on assembly rules vs. communic<strong>at</strong>ion cycles? Why?<br />
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Further Resources<br />
• For recent writings by Weick, see:<br />
o Weick discusses idea gener<strong>at</strong>ion in his article, “Mundane Poetics: Searching for<br />
Wisdom in Organiz<strong>at</strong>ional Studies,” Organiz<strong>at</strong>ional Studies 25, 4 (2004): 653-<br />
68.<br />
o In his article for the special issue of British Journal of Managament on new<br />
directions in organiz<strong>at</strong>ional learning, Weick discusses the imagin<strong>at</strong>ion and its<br />
role in learning, “Puzzles in Organiz<strong>at</strong>ional Learning: An Exercise in Disciplined<br />
Imagin<strong>at</strong>ion,” British Journal of Management 13 (2002): S7-S15.<br />
o In their 2001 book, Managing the Unexpected: Assuring High Performance in an<br />
Age of Complexity (San Francisco: Jossey-Bass), Weick and K<strong>at</strong>hleen Sutcliffe<br />
examine how high reliability organiz<strong>at</strong>ions such as aircraft carriers and<br />
firefighting crews organize themselves in such a way as to manage the<br />
unexpected.<br />
o Weick offers a characteristically innov<strong>at</strong>ive, articul<strong>at</strong>e critique of current<br />
organiz<strong>at</strong>ional studies in “Drop Your Tools: An Allegory for Organiz<strong>at</strong>ional<br />
Studies,” Administr<strong>at</strong>ive Science Quarterly 41 (1996): 301-13.<br />
• Fredric M. Jablin and Michael W. Kramer offer a recent applic<strong>at</strong>ion of sensemaking in<br />
“Communic<strong>at</strong>ion-Rel<strong>at</strong>ed Sense-Making and Adjustment during Job Transfers,”<br />
Management Communic<strong>at</strong>ion Quarterly 12 (November 1998): 155-82.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
251
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
252
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
253
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
254
Outline<br />
CHAPTER 20<br />
CULTURAL APPROACH TO ORGANIZATIONS<br />
I. Introduction.<br />
A. Anthropologist Clifford Geertz views cultures as webs of shared meaning, shared<br />
understanding, and shared sensemaking.<br />
B. Geertz’s work has focused on Third World cultures, but his ethnographic approach<br />
has been applied by others to organiz<strong>at</strong>ions.<br />
C. In the field of speech communic<strong>at</strong>ion, Michael Pacanowsky has applied Geertz’s<br />
approach in his research of organiz<strong>at</strong>ions.<br />
D. Pacanowsky asserts th<strong>at</strong> communic<strong>at</strong>ion cre<strong>at</strong>es and constitutes the taken-forgranted<br />
reality of the world.<br />
II.<br />
III.<br />
IV.<br />
Culture as a metaphor of organiz<strong>at</strong>ional life.<br />
A. Interest in culture as a metaphor for organiz<strong>at</strong>ions stems from our recent interest in<br />
Japanese corpor<strong>at</strong>ions.<br />
B. Corpor<strong>at</strong>e culture has several meanings.<br />
1. The surrounding environment th<strong>at</strong> constrains a company’s freedom of action.<br />
2. An image, character, or clim<strong>at</strong>e controlled by a corpor<strong>at</strong>ion.<br />
3. Pacanowsky argues th<strong>at</strong> culture is not something an organiz<strong>at</strong>ion has, but is<br />
something an organiz<strong>at</strong>ion is.<br />
Wh<strong>at</strong> culture is; wh<strong>at</strong> culture is not.<br />
A. Geertz and his colleagues do not distinguish between high and low culture.<br />
B. Culture is not whole or undivided.<br />
C. Pacanowsky argues th<strong>at</strong> the web of organiz<strong>at</strong>ional culture is the residue of<br />
employees’ performances.<br />
D. The elusive n<strong>at</strong>ure of culture prompts Geertz to label its study a “soft science.”<br />
Thick description—wh<strong>at</strong> ethnographers do.<br />
A. Participant observ<strong>at</strong>ion, the research methodology of ethnographers, is a timeconsuming<br />
process.<br />
B. Pacanowsky researched Gore & Associ<strong>at</strong>es.<br />
C. Although Pacanowsky now works with Gore, the company he researched, he earlier<br />
cautioned against “going n<strong>at</strong>ive.”<br />
D. Thick description refers to the intertwined layers of common meaning th<strong>at</strong> underlie<br />
wh<strong>at</strong> people say and do.<br />
1. Thick description involves tracing the many strands of a cultural web and<br />
tracking evolving meaning.<br />
2. Thick description begins with a st<strong>at</strong>e of bewilderment.<br />
3. The puzzlement is reduced by observing as a stranger in a foreign land.<br />
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E. Ethnographers approach their research very differently from behaviorists.<br />
1. They are more interested in the significance of behavior than in st<strong>at</strong>istical<br />
analysis.<br />
2. Pacanowsky warns th<strong>at</strong> st<strong>at</strong>istical analysis and classific<strong>at</strong>ion across<br />
organiz<strong>at</strong>ions yield superficial results.<br />
F. As an ethnographer, Pacanowsky is particularly interested in imagin<strong>at</strong>ive language,<br />
stories, and nonverbal rites and rituals.<br />
V. Metaphors: taking language seriously.<br />
A. Widely used metaphors offer a starting place for assessing the shared meaning of a<br />
corpor<strong>at</strong>e culture.<br />
B. Metaphors are valuable tools for both the discovery and communic<strong>at</strong>ion of<br />
organiz<strong>at</strong>ional culture.<br />
VI.<br />
The symbolic interpret<strong>at</strong>ion of story.<br />
A. Stories provide windows into organiz<strong>at</strong>ional culture.<br />
B. Pacanowsky focuses on the script-like qualities of narr<strong>at</strong>ives th<strong>at</strong> line out roles in the<br />
company play.<br />
C. Pacanowsky posits three types of organiz<strong>at</strong>ional narr<strong>at</strong>ives.<br />
1. Corpor<strong>at</strong>e stories reinforce management ideology and policies.<br />
2. Personal stories define how individuals would like to be seen within an<br />
organiz<strong>at</strong>ion.<br />
3. Collegial stories—usually unsanctioned by management—are positive or neg<strong>at</strong>ive<br />
anecdotes about others within the organiz<strong>at</strong>ion th<strong>at</strong> pass on how the<br />
organiz<strong>at</strong>ion “really works.”<br />
D. Both Geertz and Pacanowsky caution against simplistic interpret<strong>at</strong>ion of stories.<br />
E. Pacanowsky has demonstr<strong>at</strong>ed th<strong>at</strong> scholars can use fiction to convey the results of<br />
their research.<br />
VII. Ritual: this is the way it’s always been, and always will be.<br />
A. Rituals articul<strong>at</strong>e multiple aspects of cultural life.<br />
B. Some rituals are nearly sacred and difficult to change.<br />
VIII. Can the manager be an agent of cultural change?<br />
A. The cultural approach is popular with executives who want to use it as a tool, yet<br />
culture is extremely difficult to manipul<strong>at</strong>e.<br />
B. Even if such manipul<strong>at</strong>ion is possible, it may be unethical.<br />
C. Linda Smircich notes th<strong>at</strong> communic<strong>at</strong>ion consultants may viol<strong>at</strong>e the<br />
ethnographer’s rule of nonintervention and may even extend management’s control<br />
within an organiz<strong>at</strong>ion.<br />
IX.<br />
Critique: is the cultural approach useful?<br />
A. The cultural approach is criticized by corpor<strong>at</strong>e consultants, who believe th<strong>at</strong><br />
knowledge should be used to influence organiz<strong>at</strong>ional culture.<br />
B. Critical theorists <strong>at</strong>tack the cultural approach because it does not evalu<strong>at</strong>e the<br />
customs it portrays.<br />
256
C. The goal of symbolic analysis is to cre<strong>at</strong>e a better understanding of wh<strong>at</strong> it takes to<br />
function effectively within the culture.<br />
D. The cultural approach may fall short on one of the criteria for good interpretive<br />
theory, aesthetic appeal.<br />
Key Names and Terms<br />
Clifford Geertz<br />
Princeton University anthropologist who pioneered the ethnographic study of culture.<br />
Culture<br />
A socially constructed and historically transmitted p<strong>at</strong>tern of symbols, interpret<strong>at</strong>ions,<br />
premises, and rules; complex webs of shared meaning.<br />
Organiz<strong>at</strong>ional Culture<br />
A web of shared meanings; the residue of employee performances by which members<br />
constitute and reveal their culture to themselves and others.<br />
Michael Pacanowsky<br />
A communic<strong>at</strong>ion researcher, formerly <strong>at</strong> the University of Colorado and now a<br />
consultant <strong>at</strong> W.L. Gore & Associ<strong>at</strong>es, who has applied Geertz’s methodology to<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion.<br />
Thick Description<br />
The process of tracing the many strands of a cultural web and tracking evolving<br />
meaning.<br />
Corpor<strong>at</strong>e Stories<br />
Stories th<strong>at</strong> reinforce management ideology and company policy.<br />
Personal Stories<br />
Stories th<strong>at</strong> company personnel tell about themselves, often to define how they would<br />
like to be seen within the organiz<strong>at</strong>ion.<br />
Collegial Stories<br />
Unsanctioned anecdotes about other people in the organiz<strong>at</strong>ion.<br />
Rituals<br />
Repe<strong>at</strong>ed performances th<strong>at</strong> articul<strong>at</strong>e significant aspects of cultural life.<br />
Linda Smircich<br />
A University of Massachusetts management professor who draws on parallels to<br />
anthropological ethnography to raise ethical qualms about communic<strong>at</strong>ion consulting.<br />
Principal Changes<br />
This chapter was previously Chapter 19. In this <strong>edition</strong>, Griffin has revised the Critique<br />
section (particularly in terms of critical theory), and upd<strong>at</strong>ed the Second <strong>Look</strong> section.<br />
257
Suggestions for Discussion<br />
The value of thick description<br />
Unlike theories such as social judgment, elabor<strong>at</strong>ion likelihood, and uncertainty<br />
reduction, the cultural approach to organiz<strong>at</strong>ions is comprised of minimal theoretical<br />
appar<strong>at</strong>us. There are no flowcharts, continua, or complex equ<strong>at</strong>ions here, and it is telling th<strong>at</strong><br />
only a half dozen or so terms qualify as “key,” above. The art of ethnography, of course, is in its<br />
applic<strong>at</strong>ion, which is why Griffin’s tre<strong>at</strong>ment contains so many rich examples. The premises<br />
behind the work of Geertz and Pacanowsky are not difficult to master; their achievement is<br />
based on their ability to produce thick descriptions of the cultures in question. Be sure your<br />
students understand this point as you discuss this chapter.<br />
For purposes of continuity, we suggest th<strong>at</strong> you follow Griffin’s prompt (291) and refer<br />
students back to the brief discussion of ethnography and Geertz loc<strong>at</strong>ed in Chapter 1 (19). By<br />
doing so, you will ground your discussion firmly in the theoretical distinctions with which A <strong>First</strong><br />
<strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong> begins.<br />
In Search of Excellence<br />
In the 1980s, Tom Peters wrote on organiz<strong>at</strong>ional culture in his books, In Search of<br />
Excellence (with Bob W<strong>at</strong>erman), A Passion for Excellence (with Nancy Austin), and The Pursuit<br />
of Wow. More recently, organiz<strong>at</strong>ional scholars have moved away from Peters’s prescriptive<br />
method of identifying excellent organiz<strong>at</strong>ional traits and his suggestion th<strong>at</strong> organiz<strong>at</strong>ions<br />
should alter their cultures in order to achieve certain virtues. His work is still valuable when<br />
discussing organiz<strong>at</strong>ions’ rituals, stories, and unique ethos and it may serve as a good<br />
launching point into a discussion about the critics of Geertz and Pacanowsky who charge th<strong>at</strong><br />
they lack a critical objection to injustices. You might ask students to specul<strong>at</strong>e on where the<br />
middle ground lies between being overtly prescriptive and intentionally nonjudgmental. The<br />
book In Search of Excellence also spawned a video series available through Enterprise Media<br />
and, <strong>at</strong> the onset of your discussion of organiz<strong>at</strong>ional culture, a segment from the series might<br />
serve useful. Though many of the segments are now outmoded, the segment on 3M’s<br />
“invention” of the Post-it Ò note is still extremely engaging.<br />
William Butler Ye<strong>at</strong>s poem<br />
Incidentally, the effect of Pacanowsky’s narr<strong>at</strong>ive critique of the profession is more<br />
powerful if students have some knowledge of William Butler Ye<strong>at</strong>s’s magnificent (and concise)<br />
poem, “The Second Coming,” which concludes, “And wh<strong>at</strong> rough beast, its hour come round <strong>at</strong><br />
last,/ Slouches towards Bethlehem to be born?”<br />
258
Sample Applic<strong>at</strong>ion Log<br />
Brian<br />
The Men’s Glee Club is an organiz<strong>at</strong>ion which has its own culture. The substance of our culture<br />
is found in our motto: fr<strong>at</strong>ernitas, integritas, veritas (th<strong>at</strong> is, brotherhood, integrity, and truth).<br />
This substance is played out in our rehearsals, weekly devotional times, planned social events,<br />
and informal g<strong>at</strong>herings. As suggested by the theory, many stories are told to help define the<br />
Club. Every year the director talks about how we should have our Spring Banquet somewhere<br />
closer to Whe<strong>at</strong>on instead of having it in downtown Chicago. This is a corpor<strong>at</strong>e story since it<br />
comes from the “management.” Of course, each year we vote to have it in Chicago, since the<br />
cabinet would r<strong>at</strong>her follow tradition than the director’s advice. This is a collegial story because<br />
it is “the real story” of the Club. The Spring Banquet is a rite for the Glee Club—a rite of<br />
enhancement (celebr<strong>at</strong>ion of the past year), a rite of passage (the time when next year’s<br />
cabinet officially takes over), and a rite of integr<strong>at</strong>ion (our last chance to grow closer as a group<br />
before the end of the school year).<br />
Exercises and Activities<br />
The culture of your school<br />
Because it concerns an organiz<strong>at</strong>ional culture familiar to all your students, question #1<br />
under Questions to Sharpen Your Focus in the textbook is particularly useful for class<br />
discussion. As written, the question encourages readers to identify elements of the actual<br />
organiz<strong>at</strong>ional culture an ethnographer would uncover. In fact, though, prospective students<br />
are more likely to be exposed to elements of the organiz<strong>at</strong>ion’s official culture th<strong>at</strong> officers of<br />
the admission office have constructed for the purpose of promoting the school. After students<br />
have described the culture as they see it, therefore, ask them to compare their construct with<br />
the official version contained in the institution’s brochures, c<strong>at</strong>alogs, videotapes, and website.<br />
(It would be a good idea to bring specific texts to class.) Ask them if the institution’s effort to<br />
mold its culture through public<strong>at</strong>ions and public pronouncements is effective. Be sure you<br />
touch upon metaphors, stories, and rituals. To enrich the discussion further, ask students to<br />
compare the official and actual cultures of your institution to those of other colleges or<br />
universities with which they have some familiarity. Wh<strong>at</strong> are the effects of organiz<strong>at</strong>ional<br />
culture on the lives of students? Wh<strong>at</strong> happens when official and actual cultures diverge<br />
dram<strong>at</strong>ically? We’ve known schools in which serious differences between the two<br />
organiz<strong>at</strong>ional cultures were the source of considerable friction. How are cultural values—both<br />
official and actual—successfully communic<strong>at</strong>ed? How do institutional cultures change?<br />
Intriguing answers to these important questions may arise from your discussion.<br />
When Em Griffin teaches this chapter, he, too, uses question #1 as a jumping off point<br />
for discussion of his college’s culture. He particularly solicits the input of transfer students,<br />
who have experienced both his college’s culture and another’s and thus often articul<strong>at</strong>e<br />
components of the local culture th<strong>at</strong> have been n<strong>at</strong>uralized by and therefore hidden from<br />
n<strong>at</strong>ive students.<br />
259
An example of a workplace metaphor<br />
Items #3 and #4 under Questions to Sharpen Your Focus in the textbook encourage<br />
readers to analyze family rituals and workplace stories. To enrich these discussions, you can<br />
broaden their scope. Wh<strong>at</strong> stories—corpor<strong>at</strong>e, personal, or collegial—characterize their<br />
families? Wh<strong>at</strong> rituals help to capture important cultural components of their places of<br />
employment? Wh<strong>at</strong> metaphors vivify or symbolize both organiz<strong>at</strong>ional contexts? You may wish<br />
to share with your students one of our favorite examples of workplace metaphors. A friend of<br />
ours was a manager <strong>at</strong> a high-tech firm. He was bothered by the metaphorical title given to the<br />
space in which employees meet to plan for the future and str<strong>at</strong>egize: the “war room.” Believing<br />
th<strong>at</strong> the martial connot<strong>at</strong>ions of the appell<strong>at</strong>ion were odious and counterproductive, he crafted<br />
a memo to his superior suggesting a change. Arguing th<strong>at</strong> the term “war room” suggested a<br />
win-lose outlook when the company should be striving for win-win situ<strong>at</strong>ions with its<br />
customers, he proposed several less militaristic altern<strong>at</strong>ives such as Mission Control, the<br />
Bridge, the Str<strong>at</strong>egy Room, or the Nerve Center. Initially, he persuaded his boss to go with the<br />
first suggestion. Wh<strong>at</strong> he noticed, though, was th<strong>at</strong> even though the name of the room had<br />
officially changed, employees continued to refer to it with the traditional title, the “war room.”<br />
And th<strong>at</strong>’s the way things remained. Members of the organiz<strong>at</strong>ional culture thought of their<br />
str<strong>at</strong>egy sessions in terms of b<strong>at</strong>tle. Apparently, their identities were <strong>at</strong> least partially formed in<br />
terms of warrior imagery. Thus, my friend’s altruistic <strong>at</strong>tempt to alter his organiz<strong>at</strong>ion’s culture<br />
failed. Students in our classes who are familiar with corpor<strong>at</strong>e war rooms find such discussion<br />
particularly stimul<strong>at</strong>ing. When we question the inevitability of the name of the room, they often<br />
respond, “But th<strong>at</strong>’s wh<strong>at</strong> it is!” Getting them to see th<strong>at</strong> the term is indeed a metaphor and<br />
th<strong>at</strong> many corpor<strong>at</strong>e cultures conceive of their business—and capitalism in general—as warfare<br />
is most enlightening. To prove to the skeptic th<strong>at</strong> corpor<strong>at</strong>e planning does not have to be<br />
conceived of as prepar<strong>at</strong>ion for b<strong>at</strong>tle, we mention th<strong>at</strong> the executive planning rooms <strong>at</strong> many<br />
institutions of higher educ<strong>at</strong>ion such as San Diego St<strong>at</strong>e University are simply called the<br />
president’s conference room. (Wh<strong>at</strong>’s it called <strong>at</strong> your campus?)<br />
“Slouching towards Chicago”<br />
One of the most intriguing sections of this chapter, it seems to us, is Griffin’s discussion<br />
of Pacanowsky’s effort to employ fiction to communic<strong>at</strong>e his results (294-95). Due to space<br />
constraints, Griffin presents the passage from “Slouching towards Chicago” with little<br />
explan<strong>at</strong>ory analysis. We recommend th<strong>at</strong> you take up this m<strong>at</strong>ter with your students.<br />
Challenge them to produce some of the values and issues th<strong>at</strong> are communic<strong>at</strong>ed about Jack<br />
and Radner’s subculture, as Griffin suggests in question #2 under Questions to Sharpen Your<br />
Focus in the textbook. Griffin has not included this article in the Second <strong>Look</strong> section, but you—<br />
or the right student—will find the entire piece worthy of careful investig<strong>at</strong>ion.<br />
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Exercises in culture<br />
Ed McDaniel employs the following exercises when he teaches this chapter:<br />
To increase the relevancy of this chapter, I bring in a variety of liter<strong>at</strong>ure th<strong>at</strong><br />
focuses on organiz<strong>at</strong>ional culture. These include management books, articles<br />
from business magazines, and clippings from the business section of the local<br />
newspapers.<br />
To explain culture I use a “rules of the game” approach. This can be<br />
accomplished by displaying a picture of a soccer ball, an American football,<br />
and an Australian football, and point out how each has a different set of rules.<br />
Then I explain how different cultures provide different rules for living life.<br />
Fe<strong>at</strong>ure film and television examples<br />
The Firm, a popular film based on the novel by John Grisham, provides an excellent<br />
example of a distinct corpor<strong>at</strong>e culture th<strong>at</strong> has gone over the edge. This culture’s obsession<br />
with control also makes it a good example of Deetz’s critical approach, which is discussed in<br />
the following chapter. Brubaker and The Shawshank Redemption provide interesting looks <strong>at</strong><br />
the organiz<strong>at</strong>ional cultures of two prisons. The films A Few Good Men and An Officer and a<br />
Gentleman provide intriguing looks <strong>at</strong> organiz<strong>at</strong>ional cultures within the military. Wall Street<br />
presents one perspective on the organiz<strong>at</strong>ional culture of the financial world. Almost Famous,<br />
which we fe<strong>at</strong>ured in our tre<strong>at</strong>ment of social penetr<strong>at</strong>ion theory, provides an amusing view of<br />
the culture of seventies rock bands. Particularly revealing is the metaphor the band and its<br />
groupies use to describe the young reporter—“the enemy.” The British television show The<br />
Office and the U.S. version of the same title provide rich examples of tensions <strong>at</strong> the workplace<br />
and of organiz<strong>at</strong>ional culture. Although some of the English humor may be lost on students, we<br />
recommend the British original for its wry wit and candid portrayal of the working world.<br />
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Further Resources<br />
• If you enjoy Pacanowsky’s work, we recommend “Postscript: A Small-Town Cop:<br />
Communic<strong>at</strong>ion In, Out, and About a Crisis,” Communic<strong>at</strong>ion and Organiz<strong>at</strong>ions: An<br />
Interpretive Approach, ed. Linda Putnam and Michael Pacanowsky (Beverly Hills: Sage,<br />
1983), 261-82.<br />
• Edgar Schein emphasizes the importance of the cultural approach to organiz<strong>at</strong>ions in<br />
“Culture: The Missing Concept in Organiz<strong>at</strong>ional Studies,” Administr<strong>at</strong>ive Science<br />
Quarterly 41 (1996): 229-40.<br />
• Paul Schrodt provides an empirical examin<strong>at</strong>ion of the rel<strong>at</strong>ionship between group and<br />
individual identity in “The Rel<strong>at</strong>ionship between Organiz<strong>at</strong>ional Identific<strong>at</strong>ion and<br />
Organiz<strong>at</strong>ional Culture: Employee Perceptions of Culture and Identific<strong>at</strong>ion in a Retail<br />
Sales Organiz<strong>at</strong>ion,” Communic<strong>at</strong>ion Studies 53 (Summer 2002): 189-202.<br />
• As Linda Smircich’s comments suggest, the tension between pragm<strong>at</strong>ically based<br />
research and ethnography free of management constraints and agendas is a significant<br />
issue in the field of organiz<strong>at</strong>ional communic<strong>at</strong>ion. Nick Trujillo’s “Corpor<strong>at</strong>e Philosophy<br />
and Professional Baseball: (Re)defining the Texas Rangers,” Case Studies in<br />
Organiz<strong>at</strong>ional Communic<strong>at</strong>ion, ed. Beverly Davenport Sypher (New York: Guilford,<br />
1990), 87-110, exemplifies the tension. Although the article is presented as a scholarly<br />
case study of the team, it also functions as a public-rel<strong>at</strong>ions piece for its management,<br />
celebr<strong>at</strong>ing the efforts of top officers to alter the corpor<strong>at</strong>ion’s culture. Trujillo, who<br />
coauthored several pieces with Pacanowsky, demonstr<strong>at</strong>es the difficulty of serving two<br />
masters. We particularly recommend this piece for those interested in <strong>at</strong>hletic<br />
organiz<strong>at</strong>ions.<br />
• For further discussion of Japanese corpor<strong>at</strong>e culture, see Lea P. Stewart,<br />
“Organiz<strong>at</strong>ional Communic<strong>at</strong>ion in Japan and the United St<strong>at</strong>es,” Communic<strong>at</strong>ion in<br />
Japan and the United St<strong>at</strong>es, ed. William B. Gudykunst (Albany: St<strong>at</strong>e University of New<br />
York, 1993), 215-48.<br />
Organiz<strong>at</strong>ional stories<br />
• For discussion of organiz<strong>at</strong>ional stories, see:<br />
o Barbara Czarniawska, Narr<strong>at</strong>ing the Organiz<strong>at</strong>ion: Dramas of Institutional<br />
Identity (Chicago: University of Chicago Press, 1997).<br />
o John C. Meyer, “Tell Me a Story: Eliciting Organiz<strong>at</strong>ional Values from Narr<strong>at</strong>ives,”<br />
Communic<strong>at</strong>ion Quarterly 43 (1995): 210-24.<br />
o Linda S. Myrsiades, “Corpor<strong>at</strong>e Stories as Cultural Communic<strong>at</strong>ions in the<br />
Organiz<strong>at</strong>ional Setting,” Management Communic<strong>at</strong>ion Quarterly 1 (1987): 84-<br />
120.<br />
Metaphors and symbols<br />
• For discussion of organiz<strong>at</strong>ional metaphors and symbols, see:<br />
o Paul M. Hirsch and John A.Y. Andrews, “Ambushes, Shootouts, and Knights of<br />
the Roundtable: The Language of Corpor<strong>at</strong>e Takeovers,” Organiz<strong>at</strong>ional<br />
Symbolism, ed. Louis Pondy, Peter Frost, Gareth Morgan, and Thomas<br />
Dandridge (Greenwich, CT: JAI Press, 1983), 145-55.<br />
262
o Stanley Deetz, “Metaphor and the Discursive Production and Reproduction of<br />
Organiz<strong>at</strong>ion,” Organiz<strong>at</strong>ion–Communic<strong>at</strong>ion: Emerging Perspectives, ed. L.<br />
Thayer (Norwood, NJ: Ablex, 1985), 168-82.<br />
o Mina A. Vaughn, “Organiz<strong>at</strong>ional Symbols: An Analysis of Their Types and<br />
Functions in a Reborn Organiz<strong>at</strong>ion,” Management Communic<strong>at</strong>ion Quarterly 9<br />
(1995): 219-50.<br />
o John Gribas and Cal Downs, “Metaphoric Manifest<strong>at</strong>ions of Talking ‘Team’ with<br />
Teams and Novices,” Communic<strong>at</strong>ion Studies 53 (Summer 2002): 112-28.<br />
Clifford Geertz<br />
• For recent articles by Geertz, see:<br />
o “Shifting Aims, Moving Targets: On the Anthropology of Religion,” Journal of the<br />
Royal Anthropological Institute 11, 1 (2005): 1-15.<br />
o “Wh<strong>at</strong> Was the Third World Revolution?” Dissent 52, 1 (2005): 35-46.<br />
o “Wh<strong>at</strong> Is a st<strong>at</strong>e if It Is Not a Sovereign?” Current Anthropology 45, 5 (2004):<br />
577-94.<br />
• Keith Windschuttle presents a critique of Geertz’s work in “The Ethnocentrism of<br />
Clifford Geertz,” New Criterion 21, 2 (2002): 5-13.<br />
• Geertz’s autobiographical piece, “An Inconstant Profession: The Anthropological Life in<br />
Interesting Times,” provides a summary both of his career and the field of cultural<br />
anthropology in general. Annual Review of Anthropology 31, 1 (2002): 1-19.<br />
• Similar to Geertz’s landmark piece on Balinese cockfighting, H.L. “Bud” Goodall, Jr.<br />
writes about a “poker rally” and the culture of Ferrari owners in his article, “Deep Play in<br />
a Poker Rally: A Sunday among the Ferraristi of Long Island,” Qualit<strong>at</strong>ive Inquiry 10, 5<br />
(2004): 731-67. In addition to the analysis, Goodall discusses the difficulties<br />
associ<strong>at</strong>ed with narr<strong>at</strong>ive ethnography.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
264
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
265
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
266
Outline<br />
CHAPTER 21<br />
CRITICAL THEORY OF COMMUNICATION<br />
APPROACH TO ORGANIZATIONS<br />
I. Introduction.<br />
A. Stanley Deetz’s critical communic<strong>at</strong>ion theory seeks to balance corpor<strong>at</strong>e and<br />
human interests.<br />
B. His work is based on the premise th<strong>at</strong> corpor<strong>at</strong>ions are political as well as economic<br />
institutions.<br />
C. Communic<strong>at</strong>ion theory can be used to diagnose distorted corpor<strong>at</strong>e decision making.<br />
D. Workplaces can be made more productive and democr<strong>at</strong>ic through communic<strong>at</strong>ion<br />
reforms.<br />
II.<br />
III.<br />
IV.<br />
Corpor<strong>at</strong>e coloniz<strong>at</strong>ion of everyday life.<br />
A. Deetz views multin<strong>at</strong>ional corpor<strong>at</strong>ions as the dominant force in society.<br />
B. Corpor<strong>at</strong>e control has sharply diminished the quality of life for most citizens.<br />
C. Deetz scrutinizes the structure of the corpor<strong>at</strong>e world.<br />
D. His theory of communic<strong>at</strong>ion is “critical” because he questions the primacy of<br />
corpor<strong>at</strong>e prosperity.<br />
Inform<strong>at</strong>ion vs. communic<strong>at</strong>ion: a difference th<strong>at</strong> makes a difference.<br />
A. Deetz challenges Shannon and Weaver’s theory th<strong>at</strong> communic<strong>at</strong>ion is the<br />
transmission of inform<strong>at</strong>ion, a view th<strong>at</strong> perpetu<strong>at</strong>es corpor<strong>at</strong>e dominance.<br />
B. All corpor<strong>at</strong>e communic<strong>at</strong>ion is an outcome of political processes th<strong>at</strong> are usually<br />
undemocr<strong>at</strong>ic and usually hurts democracy.<br />
C. Deetz’s communic<strong>at</strong>ion model emphasizes language’s role in shaping social reality.<br />
1. Language does not represent things th<strong>at</strong> already exist; it produces wh<strong>at</strong> we<br />
believe to be “self-evident” or “n<strong>at</strong>ural.”<br />
2. Corpor<strong>at</strong>ions subtly produce meanings and values.<br />
D. Like Pearce and Cronen, Deetz considers communic<strong>at</strong>ion to be the ongoing social<br />
construction of meaning, but he emphasizes th<strong>at</strong> the issue of power runs through all<br />
language and communic<strong>at</strong>ion.<br />
E. Managerial control often takes precedence over represent<strong>at</strong>ion of conflicting<br />
interests or long-term company health.<br />
F. Codetermin<strong>at</strong>ion, on the other hand, epitomizes particip<strong>at</strong>ory democracy.<br />
G. Public decisions can be formed through str<strong>at</strong>egy, consent, involvement, and<br />
particip<strong>at</strong>ion.<br />
Str<strong>at</strong>egy: overt managerial moves to extend control.<br />
A. Managerialism is a discourse th<strong>at</strong> values control above all else.<br />
B. Forms of control based in communic<strong>at</strong>ion systems impede any real worker voice in<br />
structuring their work.<br />
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C. The desire for control can even exceed the desire for corpor<strong>at</strong>e performance.<br />
D. The quest for control is evident in the corpor<strong>at</strong>e aversion to public conflict.<br />
E. Str<strong>at</strong>egic control does not benefit the corpor<strong>at</strong>ion, and it alien<strong>at</strong>es employees and<br />
causes rebellion.<br />
F. Because of these drawbacks, most managers prefer to maintain control through<br />
voluntary consent.<br />
V. Consent: willing allegiance to covert control.<br />
A. Consent describes a variety of situ<strong>at</strong>ions and processes in which someone actively,<br />
though unknowingly, accomplishes the interests of others in the faulty <strong>at</strong>tempt to<br />
fulfill his or her own interests.<br />
B. Consent is developed through managerial control of elements of corpor<strong>at</strong>e culture:<br />
workplace language, inform<strong>at</strong>ion, forms, symbols, rituals, and stories.<br />
C. System<strong>at</strong>ically distorted communic<strong>at</strong>ion oper<strong>at</strong>es without employees’ overt<br />
awareness.<br />
1. Wh<strong>at</strong> can be openly discussed or thought is restricted.<br />
2. Only certain options are available.<br />
D. Discursive closure suppresses potential conflict.<br />
1. Certain groups of people may be classified as disqualified to speak on certain<br />
issues.<br />
2. Arbitrary definitions may be labeled “n<strong>at</strong>ural.”<br />
3. Values behind decisions may be kept hidden to appear objective.<br />
VI.<br />
Involvement: free expression of ideas, but no voice.<br />
A. Meaningful democracy requires th<strong>at</strong> people affected by decisions have forums for<br />
discussion and a voice in the final result.<br />
1. Forums provide the opportunity for the free expression of ideas.<br />
2. Voice means expressing interests th<strong>at</strong> are freely and openly informed and<br />
having those interests represented in joint decisions.<br />
B. Through open discussion, employees air their grievances, st<strong>at</strong>e their desires, and<br />
recommend improvements.<br />
C. But free expression is not the same as having a “voice” in corpor<strong>at</strong>e decisions, and<br />
knowledge of this difference cre<strong>at</strong>es worker cynicism.<br />
VII. Particip<strong>at</strong>ion: stakeholder democracy in action.<br />
A. Meaningful democr<strong>at</strong>ic particip<strong>at</strong>ion cre<strong>at</strong>es better citizens and social choices while<br />
providing economic benefits.<br />
B. Deetz advoc<strong>at</strong>es open negoti<strong>at</strong>ions of power.<br />
C. There are six classes of stakeholders, each with unique needs.<br />
1. Investors.<br />
2. Workers.<br />
3. Consumers.<br />
4. Suppliers.<br />
5. Host communities.<br />
6. Gre<strong>at</strong>er society and the world community.<br />
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D. Some stakeholders have taken gre<strong>at</strong>er risks and made longer-term investments than<br />
have stockholders and top-level managers; Deetz believes these stakeholders should<br />
have a say in corpor<strong>at</strong>e decisions.<br />
E. Managers should medi<strong>at</strong>e, r<strong>at</strong>her than persuade, coordin<strong>at</strong>ing the conflicting<br />
interests of all parties.<br />
VIII. Models of Stakeholder Particip<strong>at</strong>ion.<br />
A. Wall Street analyst and changes in management have cre<strong>at</strong>ed an environment, <strong>at</strong><br />
corpor<strong>at</strong>ions such as S<strong>at</strong>urn Corp. and AES Corp., th<strong>at</strong> is less friendly than it used to<br />
be for workers to have a voice in decisions th<strong>at</strong> affect them.<br />
B. George Cheney suggests th<strong>at</strong> “evidence weighs heavily against the long-term<br />
maintenance of the integrity of highly democr<strong>at</strong>ic organiz<strong>at</strong>ions.”<br />
C. Cheney and Deetz believe small highly adaptive process-oriented companies can<br />
lead the way in sustaining particip<strong>at</strong>ing democracy.<br />
D. As demonstr<strong>at</strong>ed by Springfield ReManufacturing Corpor<strong>at</strong>ion (SRC), stakeholder<br />
particip<strong>at</strong>ion can be a long-term success if employees, armed with knowledge, are<br />
active players r<strong>at</strong>her than passive spect<strong>at</strong>ors in determining the company’s future.<br />
IX.<br />
Critique: is workplace democracy just a dream?<br />
A. Deetz’s approach to corpor<strong>at</strong>e decision making is inherently <strong>at</strong>tractive, yet there are<br />
some difficulties as well.<br />
B. Deetz’s constructivist view of communic<strong>at</strong>ion does not necessarily support his reform<br />
agenda.<br />
C. Deetz’s campaign for stakeholder negoti<strong>at</strong>ion may not be realistic.<br />
D. Is it asking too much of one theory to reform both commonsense conceptions of<br />
communic<strong>at</strong>ion and priv<strong>at</strong>e business simultaneously?<br />
E. Deetz suggests critical scholars should be “filled with care, thought, and good<br />
humor.”<br />
Key Names and Terms<br />
Stanley Deetz<br />
University of Colorado communic<strong>at</strong>ion professor and proponent of a critical theory of<br />
organiz<strong>at</strong>ional communic<strong>at</strong>ion.<br />
Communic<strong>at</strong>ion Model<br />
A critical approach to communic<strong>at</strong>ion th<strong>at</strong> regards language as the principal medium<br />
through which social reality is produced and reproduced.<br />
Managerial Control<br />
Corpor<strong>at</strong>e decision processes th<strong>at</strong> system<strong>at</strong>ically exclude the voices of people who are<br />
affected by the decision.<br />
Codetermin<strong>at</strong>ion<br />
Corpor<strong>at</strong>e decision processes th<strong>at</strong> invite open dialogue among all stakeholders.<br />
Managerialism<br />
A discourse practice based on a system<strong>at</strong>ic logic, a set of routine practices, and an<br />
ideology th<strong>at</strong> privileges top-down control.<br />
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Str<strong>at</strong>egy<br />
The overt practice of managerial control.<br />
Consent<br />
The process by which an employee actively, though unknowingly, accomplishes the<br />
interests of management in the faulty <strong>at</strong>tempt to fulfill his or her own interests.<br />
System<strong>at</strong>ically Distorted Communic<strong>at</strong>ion<br />
Oper<strong>at</strong>ing without employees’ overt awareness, this form of discourse restricts wh<strong>at</strong><br />
can be openly expressed or even thought.<br />
Discursive Closure<br />
System<strong>at</strong>ically distorted communic<strong>at</strong>ion in which those with power suppress potential<br />
dissent.<br />
Involvement<br />
Organiz<strong>at</strong>ional stakeholders’ free expression of ideas th<strong>at</strong> may or may not affect<br />
managerial decisions.<br />
Particip<strong>at</strong>ion<br />
The process by which all stakeholders in an organiz<strong>at</strong>ion negoti<strong>at</strong>e power and openly<br />
reach collabor<strong>at</strong>ive decisions.<br />
Principal Changes<br />
Previously Chapter 20, this m<strong>at</strong>erial has been reorganized and edited. Careful readers<br />
will notice the revision to Figure 21.1 with inform<strong>at</strong>ion/communic<strong>at</strong>ion models now along the<br />
horizontal axis and managerial control/co-determin<strong>at</strong>ion along the vertical axis. In addition,<br />
Griffin has introduced a new example of a successful corpor<strong>at</strong>ion th<strong>at</strong> encourages democr<strong>at</strong>ic<br />
particip<strong>at</strong>ion of workers, and in the Critique section, he has incorpor<strong>at</strong>ed Deetz’s view<br />
regarding the role of humor for critical theorists.<br />
Suggestions for Discussion<br />
Contrasting Pacanowsky and Deetz<br />
One good way to begin your discussion of Deetz’s critical theory of organiz<strong>at</strong>ional<br />
communic<strong>at</strong>ion is through comparisons to Pacanowsky’s approach as fe<strong>at</strong>ured in the previous<br />
chapter. Both theorists are intrigued by corpor<strong>at</strong>e culture; and, as Griffin notes, both study<br />
workplace language, inform<strong>at</strong>ion, forms, rituals, and stories. It’s significant, however, th<strong>at</strong><br />
although the tradition from which Pacanowsky stems is wary of influencing the culture one<br />
studies, Deetz demonstr<strong>at</strong>es a strong desire to apply codetermin<strong>at</strong>ion to reform corpor<strong>at</strong>e<br />
culture. Pacanowsky is certainly mindful of economic issues, but Deetz keys on aspects of<br />
power and domin<strong>at</strong>ion and highlights ways to increase authentic particip<strong>at</strong>ion. (Integr<strong>at</strong>ive<br />
Essay Question #29 seeks to address these differing emphases.)<br />
Deetz: <strong>at</strong> the intersection of Marx and Habermas<br />
At the heart of Deetz’s theory, it seems to us, is a paradox or tension th<strong>at</strong> is important<br />
to communic<strong>at</strong>e to your students. On the one hand, Deetz is a skeptic who <strong>at</strong>tacks<br />
conventional manifest<strong>at</strong>ions of corpor<strong>at</strong>e power and “business as usual” in American<br />
business. On the other hand, he is an eternal optimist when it comes to the power of<br />
communic<strong>at</strong>ion to bring about positive change in organiz<strong>at</strong>ions and to enhance the roles of all<br />
270
stakeholders. This dichotomous stance can be traced directly to two significant influences on<br />
Deetz’s work: Karl Marx, who is fe<strong>at</strong>ured in Griffin’s analysis of Hall in Chapter 26; and Jurgen<br />
Habermas, whom Griffin fe<strong>at</strong>ures in the Ethical Reflections following the mass communic<strong>at</strong>ion<br />
unit. Marx’s economic views are manifested in Deetz’s pessimism about unrestrained<br />
capitalism, and Habermas’s “ideal speech situ<strong>at</strong>ion” (ISS) shapes Deetz’s idealistic goal of<br />
codetermin<strong>at</strong>ion. Although each thinker is presented a bit l<strong>at</strong>er in the book, you might find it<br />
useful to present a selection on each <strong>at</strong> this time. We have found th<strong>at</strong> a bit of knowledge<br />
regarding Marx (particularly his focus on class struggle and economic determinism) and<br />
Habermas (especially the ISS’s requirement of open access and emphasis on the freedom to<br />
make an unrestricted decision) gives students a leg-up in a their comprehension of Deetz’s<br />
ideas.<br />
The power of communic<strong>at</strong>ion to bring about change<br />
Students may have interesting reactions to Deetz’s position. Those who see themselves<br />
as future captains of corpor<strong>at</strong>e America and who imagine experiencing all the benefits—but<br />
none of the sacrifices and shortcomings—of the lifestyle of Lynn’s f<strong>at</strong>her may resist Deetz’s<br />
message by denying the unsavory aspects of worker consent. Those students whose parents<br />
may represent the organiz<strong>at</strong>ional elite may resent Deetz’s critical stance and his highly<br />
neg<strong>at</strong>ive portrayal of managerialism. They may question his claim th<strong>at</strong> “most corpor<strong>at</strong>e<br />
successes (or failures) are the results of factors beyond managerial control” (305). In addition,<br />
several of your students may echo Griffin’s criticism th<strong>at</strong> Deetz’s faith in particip<strong>at</strong>ion may be<br />
overly optimistic (313). Communic<strong>at</strong>ion majors want to believe in the power of their discipline,<br />
yet nonetheless those with some experience in the corpor<strong>at</strong>e world may suggest th<strong>at</strong> even the<br />
best intended communic<strong>at</strong>ive str<strong>at</strong>egies may fail to bring together diverse parties with widely<br />
dispar<strong>at</strong>e interests. These issues should stimul<strong>at</strong>e lively discussion. (Essay Question #22 may<br />
be a way of addressing some of these concerns.)<br />
Stakeholders<br />
If your department has a well-integr<strong>at</strong>ed public rel<strong>at</strong>ions component, your students<br />
might be very familiar with the concept of a stakeholder. If not, you may want to pause for a<br />
moment to discuss this critical idea regarding a corpor<strong>at</strong>ion’s various constituencies. While a<br />
stockholder has an obvious—and literal—interest in the business, other groups with a vested<br />
interest may include employees, consumers, raw m<strong>at</strong>erials suppliers, host communities, and<br />
local, st<strong>at</strong>e, and federal governmental agencies. To engage students in a dialogue, ask your<br />
class to specul<strong>at</strong>e on who might be affected by changes in a local business establishment.<br />
Then, to move into Deetz’s territory, continue the discussion by asking who they think has a<br />
say in those business m<strong>at</strong>ters <strong>at</strong> present and finally, if Deetz went into the establishment, wh<strong>at</strong><br />
reforms would he suggest? Students who have completed internships might also be able to<br />
draw upon their experiences to compliment the discussion.<br />
Frederick Taylor’s str<strong>at</strong>egy and consent<br />
If you are in search of additional examples of the corpor<strong>at</strong>e practices of str<strong>at</strong>egy and<br />
consent, we recommend investig<strong>at</strong>ing Frederick Taylor’s Principles of Scientific Management.<br />
(See our tre<strong>at</strong>ment of the introduction to the Organiz<strong>at</strong>ional Communic<strong>at</strong>ion section, above.)<br />
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Contradicting the postmodern core<br />
In the Critique section of this chapter, Griffin makes the provoc<strong>at</strong>ive and controversial<br />
argument th<strong>at</strong> Deetz’s “advocacy of stakeholder rights and particip<strong>at</strong>ory democracy isn’t<br />
necessarily furthered by his constructionist view of communic<strong>at</strong>ion” (311), an argument th<strong>at</strong><br />
Deetz and others do not accept. This assertion, which is based on Deetz’s antifound<strong>at</strong>ionalist,<br />
postmodern approach to knowledge and discursive practice (“the grand narr<strong>at</strong>ives are dead”<br />
[313]) may require unpacking for your students. Be sure they understand the apparent<br />
contradiction th<strong>at</strong> comes when one claims th<strong>at</strong> all truths are rel<strong>at</strong>ive and th<strong>at</strong> reality is socially<br />
constructed, then seeks to promote a particular truth about workers’ rights. It’s possible th<strong>at</strong><br />
one could raise a similar concern about a potential clash between CMM’s overt social agenda<br />
and its postmodern, antifound<strong>at</strong>ionalist found<strong>at</strong>ion.<br />
Sample Applic<strong>at</strong>ion Log<br />
Laura<br />
This theory was a bit difficult to apply to my life; I’ve never worked for a corpor<strong>at</strong>ion (and I’ve<br />
made it somewh<strong>at</strong> of a goal never to either. But perhaps this is because I’ve come to view<br />
corpor<strong>at</strong>ions as Deetz has, and also view them as needing change.)<br />
My aunt has worked for AT&T most of her working life (she’s 45). She moved r<strong>at</strong>her high up the<br />
ladder and had a pretty good, high-ranking job. She was laid off a couple of months ago. As I<br />
understand it, AT&T has been gradually downsizing for a while now. For over a year, she has<br />
had no job security; she would go into work every day not knowing if this was to be the day she<br />
would “find out” th<strong>at</strong> her job was no longer essential. In the meantime, much younger,<br />
inexperienced people have been promoted to new positions within her department, right<br />
before her very eyes. This just seems like a medieval king, or an evil dict<strong>at</strong>orship to me—not<br />
knowing whether the king is going to summon you in and call for your head on a pl<strong>at</strong>ter. But<br />
you know he’s a hungry king, so your end is probably coming pretty soon. How does one plan<br />
one’s life with outlooks like th<strong>at</strong>? I know it’s made my aunt a less happy person. (Although<br />
she’s more happy now th<strong>at</strong> she has the prospect of teaching <strong>at</strong> a university instead. It’s more<br />
her style anyway.)<br />
So, how do these authoritarian companies command such loyalty? Corpor<strong>at</strong>e coloniz<strong>at</strong>ion of<br />
everyday life. They offer goodies. My aunt obviously got good telephone r<strong>at</strong>es, as well as all the<br />
l<strong>at</strong>est technologies AT&T had to offer. My grandpa worked for them all his life and has a nice<br />
pension or retirement account (whichever) now. I’m sure my aunt was looking forward to th<strong>at</strong><br />
(but those were the good old days). Everything having to do with phones in my life has always<br />
been AT&T, and since my uncle works for Sony, the same is the case—anything technological<br />
or mechanical (down to my audio tapes even), if Sony makes it, we have a Sony. It went<br />
without saying in my family.<br />
This is not the case anymore, now th<strong>at</strong> my family’s eyes have been opened to wh<strong>at</strong> these<br />
corpor<strong>at</strong>ions are capable of doing with one fell swoop. Maybe this disillusionment will be the<br />
case with gre<strong>at</strong>er society eventually, if corpor<strong>at</strong>e <strong>at</strong>rocities keep happening.<br />
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Exercises and Activities<br />
When corpor<strong>at</strong>e practices fly below the conscious radar<br />
One of Deetz’s most thoughtful, provoc<strong>at</strong>ive claims is th<strong>at</strong> the force of organiz<strong>at</strong>ional<br />
practice is strongest when it is unrecognized or associ<strong>at</strong>ed with common sense (308).<br />
Encourage your students to test the veracity of this assertion with examples from their own<br />
lives. Aspects of your college or university’s culture such as the importance placed on letter<br />
grades, the manner in which admission standards are determined, the use of gradu<strong>at</strong>e<br />
student TAs or teachers, the emphasis on winning <strong>at</strong>hletic teams, the presence of Greek<br />
organiz<strong>at</strong>ions, the hierarchy built into the professor<strong>at</strong>e, guidelines for tenure, rules about<br />
parking, and the role of students in decision making may provide useful illustr<strong>at</strong>ions. Have<br />
them consider also whether or not forms of discursive closure lead to system<strong>at</strong>ically distorted<br />
communic<strong>at</strong>ion <strong>at</strong> your college or university. (Essay Questions #24 and #25, below, may<br />
address some of these concerns.)<br />
The interactive cereal box<br />
We are quite taken by the cereal box discussion (Figure 21.2) and its potential for<br />
gener<strong>at</strong>ing new exercises. Have students cre<strong>at</strong>e their own altern<strong>at</strong>ive texts for the product<br />
boxes containing other foods, toys, cosmetics, birth control, and alcoholic beverages. Real<br />
est<strong>at</strong>e fliers, college admission brochures, and automobile ads are also fair game.<br />
Roger and Me<br />
When Em Griffin teaches this chapter, he shows the last fifteen minutes of so of Roger<br />
and Me. Although Deetz argues vehemently th<strong>at</strong> the film unfairly stacks the deck against<br />
corpor<strong>at</strong>e America, it is a tour de force, nonetheless, th<strong>at</strong> vividly drives home—if by hyperbole—<br />
the potential harm a corpor<strong>at</strong>ion can do to less-powerful stakeholders. Griffin also makes a<br />
specific point of reiter<strong>at</strong>ing in class the key distinctions between inform<strong>at</strong>ion and<br />
communic<strong>at</strong>ion (see Integr<strong>at</strong>ive Essay Question #30, below), as well as the rel<strong>at</strong>ionships<br />
between CMM and this critical approach (see Integr<strong>at</strong>ive Essay Question #31, below).<br />
Office Space<br />
This very amusing film is a tribute to all workers unhappy with their jobs. The<br />
protagonist Peter Gibbons (portrayed by Ron Livingston), diss<strong>at</strong>isfied with his job and his<br />
employer, decides not to go to work despite widespread organiz<strong>at</strong>ional lay-offs. In an ironic<br />
twist, his carefree <strong>at</strong>titude makes him more valuable to his employers and the comedy<br />
progresses until his situ<strong>at</strong>ion is eventually rectified. Based on this movie’s cult st<strong>at</strong>us, many<br />
students may be very familiar with it and as such, may become engaged in a lively discussion<br />
about Peter’s move through Deetz’s model of organiz<strong>at</strong>ional decision-making. A strong<br />
argument could be made th<strong>at</strong> the film illustr<strong>at</strong>es each of the four styles—str<strong>at</strong>egy, consent,<br />
particip<strong>at</strong>ion, and ultim<strong>at</strong>ely a form of involvement.<br />
Contemporary corpor<strong>at</strong>e America<br />
If students have little to say about the m<strong>at</strong>erial presented in this chapter, Em Griffin<br />
suggests th<strong>at</strong> an instructor may be able to open discussion of the issues by asking them to talk<br />
about their parents’ experiences in the working world. This practical suggestion may be just<br />
wh<strong>at</strong> they need to get their theoretical wheels turning. Ed McDaniel asserts th<strong>at</strong> contemporary<br />
events in the corpor<strong>at</strong>e world (e.g., Enron, Xerox, WorldCom, etc.) have provided a rich medium<br />
273
to help illustr<strong>at</strong>e the neg<strong>at</strong>ive aspect of Deetz’s theory. He finds th<strong>at</strong> the comic strip “Dilbert”<br />
also offers a source of comic illustr<strong>at</strong>ion of corpor<strong>at</strong>e excesses, but, unfortun<strong>at</strong>ely, positive<br />
examples to support Deetz’s theory are rarer.<br />
McDaniel introduces his class to Eric Schlosser’s Fast Food N<strong>at</strong>ion: The Dark Side of<br />
the All-American Meal (Boston: Houghton Mifflin, 2001). McDaniel writes,<br />
I have enjoyed a degree of success by employing examples of common corpor<strong>at</strong>e<br />
practices, which support the basic assumptions of Deetz’s critical theory of<br />
communic<strong>at</strong>ion approach to organiz<strong>at</strong>ions. To begin the class, I ask everyone who is or<br />
has worked in a fast food restaurant, or has a friend who is or has, to raise their hand.<br />
This will normally involve a significant number of the class. Then I produce a copy of Eric<br />
Schlosser’s Fast Food N<strong>at</strong>ion. Schlosser’s recent work does for the contemporary fast<br />
food industry wh<strong>at</strong> Upton Sinclair’s The Jungle did for the Chicago me<strong>at</strong> packing<br />
industry <strong>at</strong> the beginning of the twentieth century.<br />
He fe<strong>at</strong>ures m<strong>at</strong>erial from pages 70-72. Here is a taste, so to speak:<br />
The strict regiment<strong>at</strong>ion <strong>at</strong> fast food restaurants cre<strong>at</strong>es standardized products. It<br />
increases the throughput. And it gives fast food companies an enormous amount of<br />
power over their employees. “When management determines exactly how every task is<br />
to be done… and can impose its own rules about pace, output, quality, and technique,”<br />
the sociologist Robin Leidner has noted, “[it] makes workers increasingly<br />
interchangeable.” The management no longer depends upon the talents or skills of its<br />
workers—those things are built into the oper<strong>at</strong>ing system and machines. Jobs th<strong>at</strong> have<br />
been “de-skilled” can be filed cheaply. The need to retain any individual worker is<br />
gre<strong>at</strong>ly reduced by the ease with which he or she can be replaced. (70)<br />
He concludes this activity by asking students to provide examples of wh<strong>at</strong> lasting skills they<br />
think were gained from employment <strong>at</strong> a fast food enterprise.<br />
To vivify the “Corpor<strong>at</strong>e Coloniz<strong>at</strong>ion” section of the chapter, McDaniel employs the<br />
following str<strong>at</strong>egy:<br />
I show a graphic th<strong>at</strong> depicts the salaries of CEOs of several companies (these figures<br />
are normally available in corpor<strong>at</strong>e annual reports, business magazines, the Wall Street<br />
Journal, etc.). This is followed by a graphic illustr<strong>at</strong>ing the disparity in annual growth of<br />
executive-worker compens<strong>at</strong>ion. These illustr<strong>at</strong>ions are a very effective way of<br />
maintaining students’ <strong>at</strong>tention, especially when you use companies (e.g., airlines) th<strong>at</strong><br />
are in some way associ<strong>at</strong>ed with the student’s lives (i.e., airfare for th<strong>at</strong> spring break<br />
jaunt to Cancun).<br />
Firing Shannon and Weaver<br />
A final challenge for your students. Rel<strong>at</strong>ively early in the chapter, Griffin st<strong>at</strong>es th<strong>at</strong> “a<br />
majority of human communic<strong>at</strong>ion scholars now dismiss Shannon and Weaver’s inform<strong>at</strong>ion<br />
theory” (302). Ask students why, if this is true, did Griffin include a discussion of this theory in<br />
Chapter 2? This ought to set their wheels turning.<br />
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Further Resources<br />
• To give yourself a better sense of the source of Deetz’s optimism about group<br />
deliber<strong>at</strong>ion, skip ahead to the Ethical Reflection fe<strong>at</strong>uring Habermas.<br />
• On his website (http://comm.colorado.edu/deetz), Deetz provides an autobiographical<br />
sketch of his journey as a critical theorist.<br />
Recent writings by Deetz<br />
• Deetz, S. and McPherson, J., “The Role of Communic<strong>at</strong>ion Scholars in Facilit<strong>at</strong>ing<br />
Organiz<strong>at</strong>ional Change,” in P. Shockley and J. Simpson, eds., Engaging Communic<strong>at</strong>ion:<br />
Informing Work and Transforming Organiz<strong>at</strong>ions (Cresskill, NJ: Hampton Press, 2005).<br />
• Deetz, S., “Critical <strong>Theory</strong>,” in S. May and D. Mumby, eds., Engaging Organiz<strong>at</strong>ional<br />
Communic<strong>at</strong>ion <strong>Theory</strong>: Multiple Perspectives (Thousand Oaks, CA: Sage, 2004), 85-<br />
112.<br />
• Deetz, S. and Simpson. J., “Critical Organiz<strong>at</strong>ional Dialogue: Open Form<strong>at</strong>ion and the<br />
Demand of ‘Otherness,’” in R. Anderson, L. Baxter, and K. Cissna, eds., Dialogic<br />
Approaches to Communic<strong>at</strong>ion (New York: Lawrence Erlbaum, 2004), 141-58.<br />
• Deetz, S. and Brown, D., “Conceptualising Involvement, Particip<strong>at</strong>ion and Workplace<br />
Decision Processes: A Communic<strong>at</strong>ion <strong>Theory</strong> Perspective,” in D. Tourish and O. Hargie,<br />
eds., Key Issues in Organiz<strong>at</strong>ional Communic<strong>at</strong>ion (London: Routledge, 2004), 172-87.<br />
• Haas, T. and Deetz, S., “The Politics and Ethics of Knowledge Construction in<br />
Corpor<strong>at</strong>ions: Dialogic Interaction and Self-Other Rel<strong>at</strong>ions,” in P. Jeffcutt, ed., The<br />
Found<strong>at</strong>ions of Management Knowledge (London: Routledge, 2004), 208-30.<br />
• Deetz, S., “Corpor<strong>at</strong>e Governance, Communic<strong>at</strong>ion, and Getting Social Values into the<br />
Decisional Chain,” Management Communic<strong>at</strong>ion Quarterly 16 (2003): 606-11.<br />
• Deetz, S., “Taking the ‘Linguistic Turn’ Seriously,” Organiz<strong>at</strong>ion: The Interdisciplinary<br />
Journal of Organiz<strong>at</strong>ion, <strong>Theory</strong>, and Society 10 (2003): 421-29.<br />
• Deetz, S., “Disciplinary Power, Conflict Suppression and Human Resource<br />
Management,” in M. Alvesson and H. Willmott, eds., Studying Management Critically<br />
(London: Sage, 2003), 23-45.<br />
• Deetz, S., Tracy, S., and Simpson, J. Leading Organiz<strong>at</strong>ions through Transitions:<br />
Communic<strong>at</strong>ion and Cultural Change (Thousand Oaks, CA: Sage, 2000).<br />
• Alvesson, M. and Deetz, S., Doing Critical Management Research (London: Sage,<br />
2000).<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
276
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
277
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
278
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
279
Key Names and Terms<br />
PUBLIC RHETORIC<br />
Rhetoric<br />
Defined by Aristotle as the art of seeing, in each particular case, all the available<br />
means of persuasion.<br />
Public Rhetoric<br />
A speaking context in which the speaker has an opportunity to monitor and adjust to<br />
the response of his or her immedi<strong>at</strong>e audience.<br />
Invention<br />
The aspect of rhetoric concerned with discovering convincing arguments.<br />
Arrangement<br />
The aspect of rhetoric concerned with organizing m<strong>at</strong>erial for best impact.<br />
Style<br />
The aspect of rhetoric concerned with selecting appropri<strong>at</strong>e language.<br />
Delivery<br />
The aspect of rhetoric concerned with coordin<strong>at</strong>ing voice and gesture.<br />
Memory<br />
The aspect of rhetoric concerned with mastering and rehearsing content.<br />
Pl<strong>at</strong>o<br />
An ancient Greek philosopher who favored a philosophic mode of discourse known as<br />
dialectic over the public rhetoric of his day.<br />
Paul<br />
An apostle who characterizes both Pl<strong>at</strong>o’s and Aristotle’s view of discourse, thus<br />
exemplifying the paradox with which religious rhetors live.<br />
Augustine<br />
Previously introduced in an Ethical Reflection, this C<strong>at</strong>holic bishop justified the<br />
conscious use of rhetoric in the service of saving souls.<br />
Francis Bacon<br />
A British philosopher who sought to integr<strong>at</strong>e the logic of a message and the appeal it<br />
has for an audience by suggesting th<strong>at</strong> the duty of rhetoric is to apply reason to<br />
imagin<strong>at</strong>ion for the better moving of the will.<br />
Peter Ramus<br />
A French scholar who releg<strong>at</strong>ed the canons of invention, arrangement, and memory to<br />
the province of logic, leaving rhetoricians only style and delivery to consider.<br />
Further Resources<br />
• Wayne Booth, one of the leading figures in American rhetorical scholarship in the last<br />
fifty years, has just published a highly readable manifesto on the importance of<br />
rhetorical educ<strong>at</strong>ion entitled The Rhetoric of Rhetoric: The Quest for Effective<br />
Communic<strong>at</strong>ion (Oxford: Blackwell Publishing, 2004).<br />
• A gre<strong>at</strong> new source for public rhetoric is the Encyclopedia of Rhetoric, edited by<br />
Thomas O. Sloane (New York: Oxford University Press, 2001).<br />
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• In the Encyclopedia of Rhetoric and Composition (New York: Garland, 1996), see<br />
Barbara A. Biesecker, et al., “Or<strong>at</strong>ory,” 484-88.<br />
• Garry Wills’s Lincoln <strong>at</strong> Gettysburg: The Words th<strong>at</strong> Remade America (New York:<br />
Simon and Schuster, 1992) demonstr<strong>at</strong>es both the power of public rhetoric and the<br />
relevance of its ancient Greek roots to American culture.<br />
• George Kennedy explores rhetoric across cultures in Compar<strong>at</strong>ive Rhetoric: An<br />
Historical and Cross-Cultural Introduction (Oxford: Oxford University Press, 1998).<br />
• Barry Brummett’s book, Rhetoric in Popular Culture (New York: St. Martin’s Press,<br />
1994), is an excellent introduction for students with rhetorical anxieties.<br />
• For a rhetorical reading of the discipline of economics, see Deidre McCloskey, The<br />
Rhetoric of Economics (Madison: University of Wisconsin Press, 1985), which<br />
demonstr<strong>at</strong>es th<strong>at</strong> rhetoric can be a model for understanding a wide variety of<br />
discursive practices.<br />
Classical rhetoric<br />
• For historical issues, we recommend The Rhetorical Tradition: Readings from Classical<br />
Times to the Present, 2 nd ed., edited by P<strong>at</strong>ricia Bizzell and Bruce Herzberg (Boston:<br />
Bedford/St. Martin’s, 2000).<br />
• For the classical tradition, two good first sources are<br />
o Sharon Crowley and Debra Hawhee’s Ancient Rhetorics for Contemporary<br />
Students, 2 nd ed. (Boston: Allyn and Bacon, 1999), and<br />
o John Poulakos and Takis Poulakos’s Classical Rhetorical <strong>Theory</strong> (Boston:<br />
Houghton Mifflin, 1999).<br />
Women’s rhetoric and feminist approaches to rhetoric<br />
• In recent times, many communic<strong>at</strong>ion scholars have criticized the male bias in the<br />
study of public rhetoric and have called for increased study of women’s rhetoric. For<br />
more discussion of women’s rhetoric and feminist approaches to rhetoric, see:<br />
o Karlyn Kohrs Campbell, ed., Man Cannot Speak for Her, 2 vols. (Westport, CT:<br />
Greenwood Press, 1989).<br />
o Campbell, ed., Women Public Speakers in the United St<strong>at</strong>es, 1925-1993: A<br />
Bio-Critical Sourcebook (Westport, CT: Greenwood, 1994).<br />
o Andrea A. Lunsford, ed., Reclaiming Rhetorica: Women in the Rhetorical<br />
Tradition (Pittsburgh: University of Pittsburgh Press, 1995).<br />
o Cheryl Glenn, Rhetoric Retold: Regendering the Tradition from Antiquity<br />
through the Renaissance (Carbondale: Southern Illinois University Press,<br />
1998).<br />
o Molly Meijer Wertheimer, Listening to Their Voices: The Rhetorical Activities of<br />
Historical Women (Columbia: University of South Carolina Press, 1997).<br />
o Karen A. Foss, Sonja K. Foss, and Cindy L. Griffin, Feminist Rhetorical Theories<br />
(Thousand Oaks: Sage, 1999).<br />
o Barbara Biesecker, “Coming to Terms with Recent Attempts to Write Women<br />
into the History of Rhetoric,” Philosophy and Rhetoric 25 (1992): 140-61.<br />
281
o A.T. Nuyen, “The Rhetoric of Feminist Writings,” Philosophy and Rhetoric 28<br />
(1995): 69-82.<br />
o Sonja K. Foss and Karen A. Foss, “The Construction of Feminine Spect<strong>at</strong>orship<br />
in Garrison Keillor’s Radio Monologues,” Quarterly Journal of Speech 80<br />
(1994): 410-26.<br />
o Celeste Condit, “Opposites in an Oppositional Practice: Rhetorical Criticism<br />
and Feminism,” in Transforming Visions: Feminist Critiques in Communic<strong>at</strong>ion<br />
Studies, 205-30; Richard Fulkerson, “Transcending Our Conception of<br />
Argument<strong>at</strong>ion in Light of Feminist Critiques,” Argument<strong>at</strong>ion and Advocacy 32<br />
(1996): 199-217.<br />
o Shirley Logan, “We Are Coming”: The Persuasive Discourse of Nineteenth-<br />
Century Black Women (Carbondale: Southern Illinois University Press, 1999).<br />
o In the Encyclopedia of Rhetoric and Composition, see P<strong>at</strong>ricia Bizzell, “Women<br />
Rhetoricians,” 770-72, and Karlyn Kohrs Campbell, “Feminist Rhetoric,” 262-<br />
65. These texts may also be relevant to the chapter on muted group theory.<br />
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CHAPTER 22<br />
THE RHETORIC<br />
Outline<br />
I. Introduction.<br />
A. Aristotle was a student of Pl<strong>at</strong>o’s who disagreed with his mentor over the place of<br />
public speaking in Athenian life.<br />
B. Pl<strong>at</strong>o’s neg<strong>at</strong>ive view of public speaking was based on his assessment of the<br />
Sophists.<br />
C. Aristotle saw rhetoric as a neutral tool with which one could accomplish either noble<br />
or fraudulent ends.<br />
1. Truth is inherently more acceptable than falsehood.<br />
2. Nonetheless, unscrupulous persuaders may fool an audience unless an ethical<br />
speaker uses all possible means of persuasion to counter the error.<br />
3. Speakers who neglect the art of rhetoric have only themselves to blame for<br />
failure.<br />
D. Although Aristotle’s Politics and Ethics are polished, well-organized texts, the<br />
Rhetoric is a collection of lecture notes.<br />
E. Aristotle raised rhetoric to a science by system<strong>at</strong>ically exploring the effects of the<br />
speaker, the speech, and the audience.<br />
II.<br />
III.<br />
Rhetoric: making persuasion possible.<br />
A. For Aristotle, rhetoric was the discovery in each case of the available means of<br />
persuasion.<br />
B. In terms of speech situ<strong>at</strong>ions, he focused on civic affairs.<br />
1. Forensic speaking considers guilt or innocence.<br />
2. Deliber<strong>at</strong>ive speaking considers future policy.<br />
3. Epideictic speaking considers praise and blame.<br />
C. Aristotle classified rhetoric as the counterpart of dialectic.<br />
1. Dialectic is one-on-one convers<strong>at</strong>ion; rhetoric is one person addressing the<br />
many.<br />
2. Dialectic searches for truth; rhetoric demonstr<strong>at</strong>es existing truth.<br />
3. Dialectic answers general philosophical questions; rhetoric addresses specific,<br />
practical ones.<br />
4. Dialectic deals with certainty; rhetoric considers probability.<br />
Rhetorical proof: logos, ethos, and p<strong>at</strong>hos.<br />
A. The available means of persuasion are based on three kinds of proof.<br />
1. Logical proof (logos) comes from the line of argument in the speech.<br />
2. Ethical proof (ethos) is the way the speaker’s character is revealed through the<br />
message.<br />
3. Emotional proof (p<strong>at</strong>hos) is the feeling the speech draws from the hearers.<br />
B. Aristotle focused on two forms of logical proof—enthymeme and example.<br />
1. Enthymeme is the strongest of the proofs.<br />
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a. An enthymeme is an incomplete syllogism.<br />
b. Typical enthymemes leave out the premise th<strong>at</strong> is already accepted by the<br />
audience.<br />
c. Lloyd Bitzer notes th<strong>at</strong> the audience helps construct the proof by supplying<br />
the missing premise.<br />
d. The enthymeme uses deductive logic—moving from global principle to<br />
specific truth.<br />
2. The example uses inductive reasoning—drawing a final conclusion from specific<br />
examples.<br />
C. Ethos emphasizes the speaker’s credibility, which is manifested in intelligence,<br />
character, and goodwill.<br />
1. Aristotle was primarily interested in how the speaker’s ethos is cre<strong>at</strong>ed in a<br />
speech.<br />
2. The assessment of intelligence is based on practical wisdom and shared values.<br />
3. Virtuous character has to do with the speaker’s image as a good and honest<br />
person.<br />
4. Goodwill is a positive judgment of the speaker’s intention toward the audience.<br />
5. Aristotle’s explic<strong>at</strong>ion of ethos has held up well under scientific scrutiny.<br />
D. Although skeptical of the emotion-laden public or<strong>at</strong>ory typical of his era, Aristotle<br />
<strong>at</strong>tempted to help speakers use p<strong>at</strong>hos ethically.<br />
E. Aristotle c<strong>at</strong>alogued a series of opposite feelings, then explained the conditions<br />
under which each mood is experienced.<br />
1. Anger vs. mildness.<br />
2. Love or friendship vs. h<strong>at</strong>red.<br />
3. Fear vs. confidence.<br />
4. Shame vs. shamelessness.<br />
5. Indign<strong>at</strong>ion vs. pity.<br />
6. Admir<strong>at</strong>ion vs. envy.<br />
IV.<br />
The five canons of rhetoric.<br />
A. Invention—in order to gener<strong>at</strong>e effective enthymemes and examples, speakers draw<br />
upon both specialized and general knowledge known as topics or topoi.<br />
B. Arrangement—Aristotle recommended a basic structure.<br />
C. Style—Aristotle emphasized the pedagogical effectiveness of metaphor.<br />
D. Memory—this component was emphasized by Roman teachers.<br />
E. Delivery—n<strong>at</strong>uralness is persuasive.<br />
V. Critique: standing the test of time.<br />
A. The Rhetoric is revered by many public-speaking teachers.<br />
B. Nonetheless, clarity is often a problem with Aristotle’s theory.<br />
1. The enthymeme is not defined precisely.<br />
2. The classific<strong>at</strong>ion of metaphor is confusing.<br />
3. The distinctions between deliber<strong>at</strong>ive and epideictic or<strong>at</strong>ory are blurred.<br />
4. The promised organiz<strong>at</strong>ional structure is abandoned.<br />
C. Some critics are bothered by Aristotle’s characteriz<strong>at</strong>ion of the audience as passive.<br />
D. Others desire more discussion of the rhetorical situ<strong>at</strong>ion.<br />
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Key Names and Terms<br />
Aristotle<br />
An ancient Greek teacher and scholar whose Rhetoric represents the first system<strong>at</strong>ic<br />
study of public speaking.<br />
Sophists<br />
Early Greek speakers and teachers of public speaking whose training was practically<br />
useful yet underdeveloped theoretically.<br />
Forensic Rhetoric<br />
Judicial speech centering on accus<strong>at</strong>ion and defense.<br />
Deliber<strong>at</strong>ive Rhetoric<br />
Political speech centering on future policy.<br />
Epideictic Rhetoric<br />
Ceremonial speech centering on praise and blame.<br />
Logos<br />
Logical proof, which comes from the line of argument in the speech.<br />
Ethos<br />
Ethical proof, which comes from the speaker’s intelligence, character, and goodwill<br />
toward the audience as these personal characteristics are revealed through the<br />
message.<br />
Topoi<br />
The general and specific stock arguments marshaled by speakers to persuade an<br />
audience.<br />
Enthymeme<br />
An incomplete version of a formal deductive syllogism th<strong>at</strong> is cre<strong>at</strong>ed by leaving out a<br />
premise th<strong>at</strong> is already accepted by the audience or omitting an obvious conclusion.<br />
P<strong>at</strong>hos<br />
Emotional proof, which comes from the feeling the speech draws from the hearers.<br />
Lloyd Bitzer<br />
A retired rhetorician from the University of Wisconsin who argued th<strong>at</strong> the audience<br />
helps construct an enthymem<strong>at</strong>ic proof by supplying the missing premise.<br />
Canons of Rhetoric<br />
Previously defined in the public rhetoric introduction, they are the principal divisions of<br />
the art of persuasion established by ancient rhetoricians: invention, arrangement, style,<br />
delivery, and memory.<br />
Invention<br />
The speaker’s “hunt” for arguments th<strong>at</strong> will be effective in a particular speech.<br />
Principal Changes<br />
This chapter was previously Chapter 21. In this <strong>edition</strong>, Griffin has upd<strong>at</strong>ed the Second<br />
<strong>Look</strong> section. Otherwise, with the exception of minor changes, this chapter remains the same.<br />
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Suggestions for Discussion<br />
This chapter is crucial to students’ understanding of public discourse, and—through<br />
retrospective sensemaking, as it were—it may shed additional light on theories of influence<br />
such as the elabor<strong>at</strong>ion likelihood model.<br />
In discussion, we believe is it important to emphasize the stunning comprehensiveness<br />
of Aristotle’s tre<strong>at</strong>ise. Of course Aristotle does not cover it all. Emphasizing production, he tells<br />
us little about prediction, and his passive construction of the audience is theoretically limited.<br />
Nonetheless, he integr<strong>at</strong>es st<strong>at</strong>e-of-the-art knowledge of logic, psychology, politics, law,<br />
liter<strong>at</strong>ure, and (arguably) ethics to cre<strong>at</strong>e his theory of persuasive communic<strong>at</strong>ion. Who else—in<br />
his era or any other—can say the same?<br />
Examples of discrimin<strong>at</strong>ion<br />
Griffin’s discussion of “I Have a Dream” effectively illustr<strong>at</strong>es most of the Aristotelian<br />
principles he sets forth in the chapter. We respectfully disagree, though, with his suggestion<br />
th<strong>at</strong> King mentioned few examples of discrimin<strong>at</strong>ion” (322). When King declares, “We can<br />
never be s<strong>at</strong>isfied as long as our bodies, heavy with the f<strong>at</strong>igue of travel, cannot gain lodging in<br />
the motels of the highways and the hotels of the cities. We cannot be s<strong>at</strong>isfied as long as the<br />
Negro’s basic mobility is from a smaller ghetto to a larger one,” he is inductively supporting his<br />
claim th<strong>at</strong> further protest is necessary by providing specific examples of discrimin<strong>at</strong>ory<br />
practices currently endured by African Americans. Similarly, he refers to “for whites only” signs<br />
and the lack of voting rights. King’s dream fe<strong>at</strong>ures examples illustr<strong>at</strong>ing the ideal toward<br />
which we should strive, such as the image of children holding hands.<br />
Aristotle’s style<br />
Because of space consider<strong>at</strong>ions, Griffin was compelled to limit his discussion of style<br />
to an explic<strong>at</strong>ion of metaphor. Nonetheless, Aristotle’s advice on other stylistic m<strong>at</strong>ters is<br />
noteworthy, particularly with respect to the upcoming Ethical Reflections. In general, Aristotle<br />
recommends clarity achieved through a middle style: “let the virtue of style be defined as ‘to<br />
be clear’ . . . neither fl<strong>at</strong> nor above the dignity of the subject, but appropri<strong>at</strong>e” (221). This<br />
middle stylistic p<strong>at</strong>h clearly corresponds with his ethical “golden mean,” thus demonstr<strong>at</strong>ing<br />
broad coherence in Aristotle’s thought.<br />
Ethos and p<strong>at</strong>hos<br />
For upper-level undergradu<strong>at</strong>e students, this chapter on Aristotle may be a refresher<br />
th<strong>at</strong> draws on m<strong>at</strong>erial studied in public speaking, analysis of argument, or rhetorical criticism<br />
classes. For students less schooled in the rhetorical tradition, you may need to spend some<br />
time clarifying ethos and p<strong>at</strong>hos as well as debunking some popularly held beliefs. One<br />
common misconception is th<strong>at</strong> ethos simply implies an ethical communic<strong>at</strong>or. In Aristotelian<br />
parlance, being ethical or virtuous is only one component of a speaker’s ethos, which spans to<br />
also include perceptions of intelligence and charity towards the audience. Another point to<br />
discuss is th<strong>at</strong> Aristotle’s discussion of ethos does not fully account for the power of speakers<br />
who rely on shock, charisma, or dynamism. We return to this point in the “Exercises and<br />
Activities” section of the next chapter, but it may be useful to discuss this issue with students<br />
when considering Aristotle. Have them supply examples of speakers whose ethe (plural for<br />
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ethos) are powerful, yet non-Aristotelian (various politicians, preachers, military figures, and so<br />
forth).<br />
For Aristotle, responsible p<strong>at</strong>hos did not include str<strong>at</strong>egies such as pulling <strong>at</strong> an<br />
audience’s heartstrings with tear-jerking monologues or inciting fear through menacing<br />
speech. Instead, he advoc<strong>at</strong>ed an ethical use of affect induction upon which reason could be<br />
drawn. You might want to spend some time with your students discussing how speakers might<br />
use this means of persuasion appropri<strong>at</strong>ely and effectively without going overboard.<br />
Aristotle as anti-democr<strong>at</strong>ic<br />
It may be worth discussing the implic<strong>at</strong>ions of Aristotle’s ambivalence about p<strong>at</strong>hos,<br />
which suggests his concerns about the emotions of the crowd, the demos. (See also Essay<br />
Question #27 below.) The potential “bad” news here is th<strong>at</strong> our gre<strong>at</strong> Greek predecessor may<br />
have been less democr<strong>at</strong>ically inclined than we’ve liked to imagine him. His advice about<br />
deliber<strong>at</strong>ion may have been aimed more <strong>at</strong> the ancient equivalent of the boardroom or<br />
advisory council than the mass of rank-and-file voters. Not entirely unlike his teacher Pl<strong>at</strong>o,<br />
Aristotle may have had considerable disdain for the kind of decision-making th<strong>at</strong> included<br />
average people, as well as the discourse th<strong>at</strong> is designed for them.<br />
Rhetoric’s first webmaster<br />
One historian of ancient rhetoric has suggested th<strong>at</strong> a good way to conceptualize<br />
Aristotle’s Rhetoric is as the first rhetoric website, an elabor<strong>at</strong>e, eclectic site designed to<br />
describe public discourse with hundreds of links to other works written by Aristotle, other<br />
tre<strong>at</strong>ises on rhetoric, contemporary or<strong>at</strong>ory, drama, poetry, and other subjects. By logging on to<br />
the Rhetoric, a student of rhetoric becomes connected to a multitude of cultural artifacts<br />
rel<strong>at</strong>ed the art of or<strong>at</strong>ory in ancient Greece. In this sense, Aristotle can be seen not only as a<br />
gre<strong>at</strong> thinker, but as rhetoric’s first webmaster.<br />
The enthymeme<br />
You’ll note th<strong>at</strong> Griffin’s tre<strong>at</strong>ment of the enthymeme characterizes the ancient form as<br />
reason-based, “an incomplete version of a formal deductive syllogism” (321). On the other<br />
hand, recent work by Jeffrey Walker (whose article is fe<strong>at</strong>ured in “Further Resources,” below)<br />
and others suggests th<strong>at</strong> the enthymeme was in the eyes of the ancient Greeks a looser, more<br />
expansive construct th<strong>at</strong> could draw its power from emotional and stylistic sources as well as<br />
syllogistic logic. This discovery reminds us th<strong>at</strong> the reason/emotion split central to Western<br />
culture and our ways of conceptualizing rhetoric is often overemphasized. This point was also<br />
raised in our discussion of ELM.<br />
Sample Applic<strong>at</strong>ion Log<br />
Jill<br />
In my Fundamentals of Oral Communic<strong>at</strong>ion class we were taught these exact methods in<br />
giving speeches. To fully rel<strong>at</strong>e this to Aristotle’s tactics, I will tell of my persuasion speech. I<br />
gave a speech on e<strong>at</strong>ing disorders and how the media encourages e<strong>at</strong>ing disorders in women.<br />
In my invention or construction of my argument, I showed how st<strong>at</strong>istics of e<strong>at</strong>ing disorders<br />
had risen from the past to now. I also showed examples of advertisements with skinny models<br />
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which the youth of our day and women of our day expect themselves to look like. With these<br />
examples, I failed to show a contrast of advertisements of the past or possible advertisements<br />
of the future. I did show th<strong>at</strong> through using perfect bodies in advertisements, we had glorified<br />
this part of our n<strong>at</strong>ure over other more important things. In my arrangement, I gave an<br />
interesting story to c<strong>at</strong>ch the audience’s <strong>at</strong>tention, then I shared th<strong>at</strong> I had credibility because I<br />
had struggled with an e<strong>at</strong>ing disorder and so had my sister and best friend. I st<strong>at</strong>ed my<br />
purpose to make my audience aware of the effect of the media and to stop the glorific<strong>at</strong>ion of<br />
perfect bodies. I did not reveal my main point <strong>at</strong> the end, r<strong>at</strong>her I ended with examples of wh<strong>at</strong><br />
we could do. My style contained vivid examples with the actual advertisements and stories of<br />
those who had suffered. I spoke in everyday language, but failed to cre<strong>at</strong>e fresh metaphors. I<br />
spoke candidly, which was easier by not memorizing my speech—this contrasts with Aristotle’s<br />
encouragement of memory. It’s amazing th<strong>at</strong> Aristotle’s speech techniques are still being<br />
taught in classrooms today.<br />
Exercises and Activities<br />
Beyond King’s “I Have a Dream”<br />
Griffin ably condenses this theory, but we recommend vivifying his account with<br />
additional modern examples similar to “I Have a Dream,” thus demonstr<strong>at</strong>ing the enduring<br />
value of Aristotelian concepts. A wonderful illustr<strong>at</strong>ive example is Nixon’s “Checkers Speech,”<br />
one of the most successful political or<strong>at</strong>ions of the twentieth century. Nixon, then a candid<strong>at</strong>e<br />
for the vice presidency, marshals explicit appeals to ethos, p<strong>at</strong>hos, and logos as he defends<br />
his reput<strong>at</strong>ion and blasts the Democr<strong>at</strong>ic ticket. The speech, originally published in Vital<br />
Speeches of the Day (October 15, 1952), 11-15, is readily available on video and in print. (For<br />
an Aristotelian analysis of Malcolm X’s “The Ballot or the Bullet,” see our tre<strong>at</strong>ment in Chapter<br />
23.)<br />
For written and audio versions of King and Nixon’s speeches along with many others,<br />
we recommend the American Rhetoric website, http://www.americanrhetoric.com. In addition<br />
to an extensive speech bank of historical and contemporary, real and literary addresses, the<br />
site contains Stephen Lucas and Martin Medhurst’s top 100 American speeches th<strong>at</strong> Griffin<br />
references in the textbook (320). In our experience, students have less exposure to the gre<strong>at</strong><br />
speeches of the past and we welcome the opportunity to have our discussion serve the dual<br />
purposes of examining Aristotle’s rhetoric and presenting vital pieces of history. Other<br />
speeches th<strong>at</strong> work well include (numbers indic<strong>at</strong>e the speech’s ranking on the top 100 list):<br />
• John F. Kennedy: “Inaugural Address.” Delivered January 20, 1961 (2).<br />
• Barbara Jordan: “Who Then Will Speak for the Common Good?” 1976 Democr<strong>at</strong>ic<br />
N<strong>at</strong>ional Convention keynote address (5).<br />
• Hillary Rodham Clinton: “Women’s Rights Are Human Rights.” Remarks to the<br />
United N<strong>at</strong>ions Fourth World Conference on Women Plenary Session (35).<br />
• Sen. Edward Kennedy: “Chappaquiddick.” Delivered from Joseph Kennedy’s home,<br />
July 25, 1969 (62).<br />
• Elie Wiesel: “The Perils of Indifference.” Delivered in Washington, DC, April 12 1999<br />
(95).<br />
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The rhetoric of military leaders<br />
Some of the most famous examples of public rhetoric have been produced by military<br />
leaders preparing troops for b<strong>at</strong>tle. These speeches—both real and fictitious—usually<br />
demonstr<strong>at</strong>e the gre<strong>at</strong> motiv<strong>at</strong>ing power of p<strong>at</strong>hos. The opening scene of the movie P<strong>at</strong>ton<br />
provides such a speech, and two stirring or<strong>at</strong>ions are fe<strong>at</strong>ured in Shakespeare’s Henry V,<br />
which is readily available on video. Courtroom or<strong>at</strong>ory is also rich—some particularly good<br />
cinem<strong>at</strong>ic sources are Amistad, Judgment <strong>at</strong> Nuremberg, and Inherit the Wind. Shakespeare’s<br />
Merchant of Venice mixes legal rhetoric with themes of social justice, romance, and friendship.<br />
Julius Caesar and Malcolm X fe<strong>at</strong>ure issues of politics and political power.<br />
Aristotelian rhetoric is all around<br />
In addition to supplying further examples of speeches for analysis yourself, you can<br />
encourage or require your students to bring their own. Challenge them to find elements of<br />
Aristotelian rhetoric in a wide variety of genres of discourse, from rock lyrics to poetry to art.<br />
Students are particularly pleased when they rediscover popular culture through an Aristotelian<br />
lens.<br />
Other questions to stimul<strong>at</strong>e discussion<br />
To supplement the Questions to Sharpen Your Focus provided in the textbook, you may<br />
wish to consider posing the following queries to develop class discussion:<br />
1. Wh<strong>at</strong> are some modern examples of sophists and sophistical practice?<br />
2. In wh<strong>at</strong> ways does the textbook your department assigns for public speaking follow<br />
or diverge from Aristotle’s Rhetoric?<br />
3. Is the average college lecture rhetoric or dialectic? How about the average<br />
textbook? How about A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>?<br />
4. How does religious or<strong>at</strong>ory fit into Aristotle’s tripartite classific<strong>at</strong>ion of speeches?<br />
Enthymemes and syllogisms<br />
When Em Griffin teaches this chapter, he makes a point of working through specific<br />
enthymemes and syllogisms with his class. He maintains—and we agree—th<strong>at</strong> students cannot<br />
adequ<strong>at</strong>ely comprehend these structures by simply reading the chapter; they must be parties<br />
in the construction of specific examples. His advice—and again we agree—is to use an example<br />
or examples beyond those provided in the chapter. To vivify the global example he employs in<br />
the chapter, Griffin shows the video of King’s “I Have a Dream” speech to his class. We cannot<br />
but approve.<br />
Further Resources<br />
• Three general resources on Aristotle’s rhetoric and its context are:<br />
o George Kennedy, The Art of Persuasion in Ancient Greece (Princeton: Princeton<br />
University Press, 1963), 82-114.<br />
o Thomas Conley, Rhetoric in the European Tradition (Chicago: University of Chicago<br />
Press, 1990), 13-17.<br />
o Janet M. Atwill, “Aristotle,” Encyclopedia of Rhetoric and Composition, 26-30.<br />
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• Sonja Foss discusses and exemplifies “Neo-Aristotelian criticism” in the third chapter of<br />
Rhetorical Criticism: Explor<strong>at</strong>ion and Practice.<br />
• For a recent critique of Aristotle, see Jasper Neel, Aristotle’s Voice: Rhetoric, <strong>Theory</strong>,<br />
and Writing in America (Carbondale: Southern Illinois University Press, 1994).<br />
• Thomas Farrell’s study The Norms of Rhetorical Culture (New Haven: Yale University<br />
Press, 1993) demonstr<strong>at</strong>es the relevance of Aristotelian principles to contemporary<br />
culture.<br />
• Also in the Encyclopedia of Rhetoric and Composition, see:<br />
Enthymeme<br />
o Nan Johnson, “Ethos,” 243-45;<br />
o Joseph Colavito, “P<strong>at</strong>hos,” 492-94;<br />
o George E. Yoos, “Logos,” 410-14;<br />
o John T. Kirby, “Greek Rhetoric,” 299-306.<br />
• T. Gage, “Enthymeme,” Encyclopedia of Rhetoric and Composition, 223-25, and “The<br />
Reasoned Thesis: The E-word and Argument<strong>at</strong>ive Writing as a Process of Inquiry,”<br />
Argument Revisited; Argument Redefined: Negoti<strong>at</strong>ing Meaning in the Composition<br />
Classroom, eds. Barbara Emmel, Paula Resch, and Deborah Tenney (Thousand Oaks,<br />
CA: Sage, 1996), 3-18.<br />
• Jeffrey Walker, “The Body of Persuasion,” College English 56 (1994): 46-65. Walker’s<br />
essay is particularly relevant because it pulls examples from Barthes’s essay “The<br />
World of Wrestling,” which is fe<strong>at</strong>ured by Griffin in Chapter 25.<br />
Martin Luther King, Jr.<br />
• Keith D. Miller, Voice of Deliverance: The Language of Martin Luther King, Jr. and Its<br />
Sources (New York: The Free Press, 1992);<br />
• Richard Lischer, The Preacher King: Martin Luther King, Jr. and the Words th<strong>at</strong> Moved<br />
America (New York: Oxford University Press, 1995); and<br />
• Richard Fulkerson, “The Public Letter as a Rhetorical Form: Structure, Logic, and Style<br />
in King’s ‘Letter from Birmingham Jail,’” Quarterly Journal of Speech 65 (1979): 121-<br />
36.<br />
• In his thorough anthology, American Rhetorical Discourse, 2nd ed. (Prospect Heights,<br />
IL: Waveland, 1995), Ronald F. Reid provides an authorit<strong>at</strong>ive text of and useful<br />
commentary on King’s speech, “I Have a Dream” (777-83).<br />
• If you’re looking for other arguments by King for analysis, we heartily recommend two<br />
pieces written for white audiences representing formidable rhetorical challenges: “A<br />
Letter from Birmingham Jail”; and “Love, Law, and Civil Disobedience,” a speech<br />
delivered to the Fellowship of the Concerned in 1961, which is anthologized in<br />
Contemporary American Speeches: A Sourcebook of Speech Forms and Principles, 2nd<br />
ed., eds. Wil A. Linkugel, R.R. Allen, and Richard L. Johannesen (Belmont, CA:<br />
Wadsworth, 1969), 63-75.<br />
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Sophistic rhetoric<br />
• Edward Schiappa, “Sophistic Rhetoric,” and J. Clarke Roundtree, “Sophist,”<br />
Encyclopedia of Rhetoric and Composition, 682-86.<br />
• Edward Schiappa, “Gorgias’s Helen Revisited,” Quarterly Journal of Speech 81 (August<br />
1995): 310-24.<br />
• Edward Schiappa, The Beginnings of Rhetorical <strong>Theory</strong> in Classical Greece (New Haven:<br />
Yale University Press, 1999); Susan Jarr<strong>at</strong>t, Rereading the Sophists (Carbondale:<br />
Southern Illinois University Press, 1991).<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
292
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
293
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
294
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 23<br />
DRAMATISM<br />
Outline<br />
I. Introduction.<br />
A. Kenneth Burke believes th<strong>at</strong> language is a str<strong>at</strong>egic human response to a specific<br />
situ<strong>at</strong>ion.<br />
B. The task of the critic is to assess motives.<br />
C. For Burke, life is not like a drama; life is drama.<br />
D. In 1952, Marie Hochmuth Nichols brought Burke to the speech communic<strong>at</strong>ion field.<br />
II.<br />
III.<br />
Identific<strong>at</strong>ion: without it, there is no persuasion.<br />
A. Identific<strong>at</strong>ion is the common ground th<strong>at</strong> exists between speaker and audience.<br />
1. Substance encompasses a person’s physical characteristics, talents,<br />
occup<strong>at</strong>ion, background, personality, beliefs, and values.<br />
2. The more overlap between the substance of the speaker and the substance of<br />
the audience, the gre<strong>at</strong>er the identific<strong>at</strong>ion.<br />
3. Although social scientists use the term homophily to describe perceived<br />
similarity between speaker and listener, Burke preferred religious allusions—<br />
identific<strong>at</strong>ion is consubstanti<strong>at</strong>ion.<br />
B. Identific<strong>at</strong>ion is established through style and content.<br />
C. Identific<strong>at</strong>ion flows both ways between speaker and audience.<br />
D. Identific<strong>at</strong>ion is never complete; division is a part of human existence. But without<br />
some kind of division, there’s no need for identific<strong>at</strong>ion and, consequently, for<br />
persuasion.<br />
The dram<strong>at</strong>istic pentad.<br />
A. The dram<strong>at</strong>istic pentad is a tool to analyze how a speaker tries to persuade an<br />
audience to accept his or her view of reality as true.<br />
1. The act names wh<strong>at</strong> took place in thought or deed.<br />
2. The scene is the background of the act, the situ<strong>at</strong>ion in which it occurred.<br />
3. The agent is the person or kind of person who performed the act.<br />
4. The agency is the means or instruments used to perform the act.<br />
5. The purpose is the implied or st<strong>at</strong>ed goal of the act.<br />
B. Content analysis identifies key terms on the basis of frequency and use.<br />
1. The “god term” is the word to which all other positive words are subservient.<br />
2. The “devil term” sums up all th<strong>at</strong> the speaker regards as evil.<br />
3. Words are terministic screens th<strong>at</strong> dict<strong>at</strong>e interpret<strong>at</strong>ions of life’s drama.<br />
C. Burke contrasts the dram<strong>at</strong>istic pentad of intentional action with scientific terms th<strong>at</strong><br />
describe motion without purpose.<br />
D. The r<strong>at</strong>io of importance between individual pairs of terms in the dram<strong>at</strong>istic pentad<br />
indic<strong>at</strong>es which element provides the best clue to the speaker’s motiv<strong>at</strong>ion.<br />
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E. The speaker’s worldview is revealed when one element is stressed over the other<br />
four.<br />
1. An emphasis on act demonstr<strong>at</strong>es a commitment to realism.<br />
2. An emphasis on scene downplays free will and reflects an <strong>at</strong>titude of situ<strong>at</strong>ional<br />
determinism.<br />
3. An emphasis on agent is consistent with idealism.<br />
4. An emphasis on agency springs from the mind-set of pragm<strong>at</strong>ism.<br />
5. An emphasis on purpose suggests the concerns of mysticism.<br />
F. Burke’s use of purpose and motiv<strong>at</strong>ion is somewh<strong>at</strong> confusing.<br />
IV.<br />
Guilt-redemption cycle: the root of all rhetoric.<br />
A. The ultim<strong>at</strong>e motiv<strong>at</strong>ion of all public speaking is to purge ourselves of guilt.<br />
1. Guilt is cre<strong>at</strong>ed through symbolic interaction.<br />
2. Our problems are exacerb<strong>at</strong>ed by technology.<br />
3. Hierarchies and bureaucracies induce guilt.<br />
4. Perspective by incongruity calls <strong>at</strong>tention to truth by linking two incongruous<br />
words.<br />
5. Our drive for perfection hurts ourselves and others.<br />
6. At its root, rhetoric is the public search for a perfect scapego<strong>at</strong>.<br />
B. Redemption through victimage.<br />
1. Rhetoric is a continual p<strong>at</strong>tern of redemption through victimage.<br />
2. Since self-blame (or mortific<strong>at</strong>ion) is difficult to admit publicly, it’s easier to<br />
blame someone else.<br />
3. Victimage is the process of design<strong>at</strong>ing an external enemy as the source of all<br />
our ills.<br />
4. Burke was not an advoc<strong>at</strong>e of redemption through victimage, but he recognized<br />
its prevalence.<br />
V. Critique: evalu<strong>at</strong>ing the critic’s analysis.<br />
A. Burke may have been the foremost twentieth-century rhetorician.<br />
B. His present<strong>at</strong>ion is often confusing and obscure.<br />
1. He employed multiple vocabularies and copious literary allusions.<br />
2. Burke enthusiasts enjoy the challenge of reading his work because he<br />
celebr<strong>at</strong>es the life-giving quality of language.<br />
C. The dram<strong>at</strong>istic pentad is the most popular fe<strong>at</strong>ure of Burke’s approach.<br />
D. The concept of rhetoric as identific<strong>at</strong>ion is a major advance.<br />
E. Of Burke’s motiv<strong>at</strong>ional principles, his str<strong>at</strong>egies of redemption are the most<br />
controversial.<br />
1. Many find his religious imagery problem<strong>at</strong>ic.<br />
2. His assumption th<strong>at</strong> guilt underlies all public address is questionable.<br />
F. Burke’s commitment to an ethical stance is commendable.<br />
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Key Names and Terms<br />
Kenneth Burke<br />
Perhaps the most important twentieth-century rhetorician, this critic is the founder of<br />
dram<strong>at</strong>ism.<br />
Marie Hochmuth Nichols<br />
A University of Illinois rhetorician who popularized Burke’s dram<strong>at</strong>istic methodology<br />
within the speech communic<strong>at</strong>ion field.<br />
Identific<strong>at</strong>ion<br />
The common ground between speaker and audience, such as physical characteristics,<br />
talents, occup<strong>at</strong>ion, experiences, personality, beliefs, and values.<br />
Substance<br />
A term th<strong>at</strong> encompasses a person’s physical characteristics, talents, occup<strong>at</strong>ion,<br />
background, personality, beliefs, and values.<br />
Homophily<br />
The behavioral scientists’ term for perceived similarity between speaker and listener.<br />
God Term<br />
The word a speaker uses to which all other positive words are subservient.<br />
Devil Term<br />
The word a speaker uses th<strong>at</strong> sums up all th<strong>at</strong> is regarded as bad, wrong, or evil.<br />
Terministic Screen<br />
The framework for interpret<strong>at</strong>ion th<strong>at</strong> develops from one’s use of language.<br />
Dram<strong>at</strong>istic Pentad<br />
An analytical tool to analyze how a speaker <strong>at</strong>tempts to get an audience to accept his or<br />
her view of reality as true by using five crucial elements of the human drama—act,<br />
scene, agent, agency, and purpose.<br />
Act<br />
The dram<strong>at</strong>istic term for wh<strong>at</strong> was done. Texts th<strong>at</strong> emphasize act suggest realism.<br />
Scene<br />
The dram<strong>at</strong>istic term for the context for the act. Texts th<strong>at</strong> emphasize scene downplay<br />
free will and reflect an <strong>at</strong>titude of situ<strong>at</strong>ional determinism.<br />
Agent<br />
The dram<strong>at</strong>istic term for the person or kind of person who performs the act. Texts th<strong>at</strong><br />
emphasize agent fe<strong>at</strong>ure idealism.<br />
Agency<br />
The dram<strong>at</strong>istic term for the means the agent used to do the deed. Texts th<strong>at</strong><br />
emphasize agency demonstr<strong>at</strong>e pragm<strong>at</strong>ism.<br />
Purpose<br />
The dram<strong>at</strong>istic term for the st<strong>at</strong>ed or implied goal of an act. Texts th<strong>at</strong> emphasize<br />
purpose suggest the concerns of mysticism.<br />
Guilt-Redemption Cycle<br />
The way we ultim<strong>at</strong>ely purge ourselves of an omnipresent, all-inclusive sense of guilt in<br />
public discourse.<br />
Perspective by Incongruity<br />
A paradox or oxymoron th<strong>at</strong> calls <strong>at</strong>tention to truth by linking two incongruous words.<br />
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Mortific<strong>at</strong>ion<br />
The process of purging guilt through self-blame, requiring confession of sin and a<br />
request for forgiveness.<br />
Victimage<br />
Scapego<strong>at</strong>ing; the process of design<strong>at</strong>ing an external enemy as the source of personal<br />
ills.<br />
Scapego<strong>at</strong><br />
The target of victimage.<br />
Principal Changes<br />
This chapter was previously Chapter 22. Griffin has upd<strong>at</strong>ed the Second <strong>Look</strong> section<br />
and edited the chapter for clarity and precision.<br />
Suggestions for Discussion<br />
Burke’s influence<br />
To help your students understand wh<strong>at</strong> a towering figure Burke has been in the<br />
twentieth century, call <strong>at</strong>tention to Griffin’s remark th<strong>at</strong> there is an entire scholarly<br />
organiz<strong>at</strong>ion, the Kenneth Burke Society, dedic<strong>at</strong>ed to researching and applying his ideas<br />
(336). In 2005, they held their sixth triennial conference. There is also an Internet Kenneth<br />
Burke discussion list dedic<strong>at</strong>ed to his ideas.<br />
Teaching the pentad<br />
The board game “Clue” â may provide a useful comparison for students new to Burke’s<br />
pentad. The object of the game is to collect clues about a murder (act) including who<br />
committed the crime (agent), where it was done (scene), and with wh<strong>at</strong> instrument (agency).<br />
You may need to point out, however, th<strong>at</strong> the game does not speak to purpose or motive. Even<br />
when it is revealed th<strong>at</strong> Ms. Scarlett killed Col. Mustard in the observ<strong>at</strong>ory with the candlestick,<br />
we don’t know why or wh<strong>at</strong> her dominant ideology might be. While morose, you might follow up<br />
the analogy of the game with a newspaper or magazine account of a murder or crime and<br />
discuss how a Burkeian critic would read the motive based on two-term comparisons.<br />
Burke’s goal of liber<strong>at</strong>ion<br />
One of the most exciting—and frustr<strong>at</strong>ing—aspects about teaching Burke is th<strong>at</strong> he did<br />
not really see his work as theory per se, but as a method of motiv<strong>at</strong>ing people to shake the<br />
scales of intellectual lethargy and complacency from the mind’s eye. Ultim<strong>at</strong>ely, Burke’s goal<br />
was not to system<strong>at</strong>ize discourse with ne<strong>at</strong> and tidy theoretical distinctions, but to liber<strong>at</strong>e us<br />
from limiting mind-sets and c<strong>at</strong>egories. All his life, Burke fought against orthodoxies—anyone<br />
who claims th<strong>at</strong> guilt motiv<strong>at</strong>es all public speaking can hardly be said to embrace the st<strong>at</strong>us<br />
quo. Thus, it would be a disservice to his memory to teach his pentad as a st<strong>at</strong>ic,<br />
establishment device. Thus, as students struggle with the dram<strong>at</strong>istic pentad, they need to<br />
understand th<strong>at</strong> ultim<strong>at</strong>ely the concepts are simply tools for understanding, a way to begin<br />
textual analyses th<strong>at</strong> makes a difference in the world. When you discuss the Malcolm X<br />
example with them, challenge them to grasp the consequences of the understanding Burke’s<br />
appar<strong>at</strong>us brings them. If your students take only one lesson from this chapter, let it be th<strong>at</strong><br />
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Burke’s career exemplified the title of one of his early books, Counter-St<strong>at</strong>ement. Consistently,<br />
he showed us other ways to think.<br />
It is also useful to emphasize th<strong>at</strong> Burke’s main thrust was not to help us design<br />
rhetoric, but to debunk it and to resist its pernicious appeals. As a critic, Burke was not<br />
primarily concerned with teaching rhetorical practice—he wanted to enhance an understanding<br />
of it. The concept of victimage, for example, was not developed to assist rhetors in cre<strong>at</strong>ing<br />
scapego<strong>at</strong>s for future audiences to condemn—a mistake th<strong>at</strong> one of our former students made<br />
in a Burkeian analysis of a contemporary speech.<br />
“Rotten with perfection”<br />
Burke’s notion th<strong>at</strong> human beings are “rotten with perfection” (fe<strong>at</strong>ured in his definition<br />
of man) is a particularly perplexing component of a particularly perplexing body of theoretical<br />
m<strong>at</strong>erial. In glossing the phrase, Griffin emphasizes th<strong>at</strong> as we strive for perfection, we are<br />
destructive (333). In a sense, Burke is arguing th<strong>at</strong> our rottenness comes precisely because<br />
we <strong>at</strong>tain perfection—or completion—of the linguistic and conceptual forms we have cre<strong>at</strong>ed.<br />
Intellectually, industrially, bureaucr<strong>at</strong>ically, and spiritually, we have a tendency to sow the<br />
seeds of our own destruction. We are, in effect, prisoners of our own devices. For example, our<br />
culture is particularly fond of characterizing complex ethnic, social, and psychological<br />
phenomena with simple binary oppositions such as Black/white, masculine/feminine, and<br />
gay/straight. These binary pairs have ostensible clarity, balance, and explan<strong>at</strong>ory power. They<br />
give us ways to conceptualize reality quickly and efficiently. They are complete, perfect.<br />
Unfortun<strong>at</strong>ely, they also deny us the richness th<strong>at</strong> comprises reality. Ethnicity, after all, is<br />
seldom as simple as this or th<strong>at</strong>. Gender is multifaceted, and sexual orient<strong>at</strong>ion varies in many<br />
ways. Furthermore, with such binary oppositions comes the inevitable tendency to devalue<br />
(perhaps victimize) one element of each pair, a tendency th<strong>at</strong> surely contributes heavily to our<br />
rottenness.<br />
For example, historically to be called Black or Negro (r<strong>at</strong>her than white) in the United<br />
St<strong>at</strong>es was to be deemed second class. Those in power used the ne<strong>at</strong>-and-tidy Black/white<br />
binary opposition to c<strong>at</strong>egorize anyone with African ancestry as less than fully human and<br />
therefore exploitable. Whether a person was entirely of African ancestry or had one African<br />
grandparent and three European grandparents, he or she was labeled Black or Negro and,<br />
correspondingly, discrimin<strong>at</strong>ed against. Such c<strong>at</strong>egoriz<strong>at</strong>ion allowed our society to perpetu<strong>at</strong>e<br />
slavery (even in the case of the children of male slave owners and female slaves), Jim Crow<br />
laws, and so forth. In contemporary America, which has elimin<strong>at</strong>ed officially sanctioned racial<br />
discrimin<strong>at</strong>ion, we persist in using Black or African American as a c<strong>at</strong>egory for all people with<br />
discernible African ancestry, a practice th<strong>at</strong> inaccur<strong>at</strong>ely characterizes the complexity of<br />
ethnicity and th<strong>at</strong> perpetu<strong>at</strong>es subtle inequities. Even our efforts to establish middle terms<br />
such as mul<strong>at</strong>to, androgynous, or bisexual can pigeon-hole people in ways th<strong>at</strong> are demeaning<br />
or limiting. Such discussion may be slow going for your students, but nonetheless such<br />
connections between linguistic perfection and unsavory social realities are provoc<strong>at</strong>ive.<br />
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Sample Applic<strong>at</strong>ion Log<br />
Jill<br />
Burke would say th<strong>at</strong> the persuasion speech on e<strong>at</strong>ing disorders (which I gave as an example<br />
for Aristotle’s Art of Rhetoric), was an <strong>at</strong>tempt for me to purge my guilt, and th<strong>at</strong> I gave th<strong>at</strong><br />
speech because I felt guilty about my past actions in being involved in an e<strong>at</strong>ing disorder and<br />
for having a sister who was also involved in one. Since I concentr<strong>at</strong>ed on the media and its<br />
obsession with beauty and thinness, Burke would say I was concentr<strong>at</strong>ing on the scene or<br />
situ<strong>at</strong>ion and was therefore one who believed I was a victim of outside forces. He would say I<br />
blamed society for the flaws in my behavior. He would probably label the word “obsession” as<br />
my devil term and the word “refocus” or the word “inner beauty” as my god-term. He would say<br />
th<strong>at</strong> I felt guilty for not having done better, and th<strong>at</strong> I needed to give this speech in order to<br />
relieve myself or <strong>at</strong> least to express my neg<strong>at</strong>ive emotions. He would say I chose the second<br />
choice of victimiz<strong>at</strong>ion r<strong>at</strong>her than self-blame.<br />
Exercises and Activities<br />
Aristotle and Burke<br />
If you have already covered Chapter 21, then comparisons between Aristotle’s and<br />
Burke’s approaches to public rhetoric may serve to strengthen your students’ grasp of these<br />
vital theories. One way to facilit<strong>at</strong>e the comparison is to reverse Griffin’s fe<strong>at</strong>ured examples:<br />
ask students to specul<strong>at</strong>e about how Aristotle would characterize “The Ballot or the Bullet” and<br />
how Burke might read “I Have a Dream.” If you want to make this a substantial assignment, be<br />
sure to make the texts available to your students.<br />
An Aristotelian analysis of Malcolm X’s speech would fe<strong>at</strong>ure the emotional<br />
components of the argument. By emphasizing anger and fear, this dynamic speaker employs<br />
appeals to p<strong>at</strong>hos to inspire his audience to action. In addition, Malcolm X’s effort to align<br />
himself with other civil rights leaders such as King and Powell demonstr<strong>at</strong>es an effort to<br />
develop the “goodwill” fe<strong>at</strong>ure of his ethos emphasized by Aristotle. (Goodwill, your students<br />
may notice, has some theoretical affinity with Burke’s concept of “identific<strong>at</strong>ion.”) Students<br />
may identify this African-American leader’s pragm<strong>at</strong>ism with Aristotle’s notion of “practical<br />
wisdom.”<br />
Aristotelian analysis, though, may only take us so far with this speech. Analyzing the<br />
logos of Malcolm X’s speech will provide an intriguing challenge, particularly since his response<br />
to 1960s race rel<strong>at</strong>ions is no doubt less enthymem<strong>at</strong>ic than other arguments students have<br />
studied. Ultim<strong>at</strong>ely, Malcolm X’s ethos—which emphasizes shock, charisma, and irony more<br />
than goodwill, virtue, and practical wisdom—fits less snugly into the Aristotelian mold than the<br />
characters of most speakers our students have studied. Students may sense th<strong>at</strong> the persona<br />
Malcolm X projects is more closely aligned with a prophet or fiery preacher than with Aristotle’s<br />
concept of the model Greek rhetor. This jeremiadic tradition of speaking—which has been<br />
marshaled by public figures from the ancient Hebrew prophets of the Old Testament to African-<br />
American feminists such as Audre Lorde and Alice Walker—falls largely outside Aristotle’s<br />
theory.<br />
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A Burkeian analysis of King’s speech is similarly instructive. One could argue th<strong>at</strong> King’s<br />
emphasis on personal responsibility, right action, and willpower indic<strong>at</strong>es th<strong>at</strong> the agent is his<br />
key concern. The high character of the agent (members of the civil rights movement) dict<strong>at</strong>es<br />
nonviolent protest, the agency (or proper means) for achieving the goal of racial equality.<br />
Unlike Malcolm X, thus, whose primary interest in agency dict<strong>at</strong>es a pragm<strong>at</strong>ic orient<strong>at</strong>ion,<br />
King’s spotlight on the agent suggests th<strong>at</strong> idealism is central to his message.<br />
Although King labors to cre<strong>at</strong>e a strong sense of identific<strong>at</strong>ion, continually using “we” to<br />
connect with the audience of demonstr<strong>at</strong>ors, he de-emphasizes the str<strong>at</strong>egy of victimage.<br />
Unlike Malcolm X, he avoids vilifying Anglo-Americans as a whole, many of whom, he declares,<br />
“have come to realize th<strong>at</strong> their destiny is tied up with our destiny.” He borders on establishing<br />
scapego<strong>at</strong>s and guilt when referring to Alabama’s “vicious racists” and “its governor having his<br />
lips dripping with the words of interposition and nullific<strong>at</strong>ion,” but ultim<strong>at</strong>ely it is agape, r<strong>at</strong>her<br />
than vengeance and retribution, th<strong>at</strong> domin<strong>at</strong>e this speech. His admonition “Let us not seek to<br />
s<strong>at</strong>isfy our thirst for freedom by drinking from the cup of bitterness and h<strong>at</strong>red” works directly<br />
against the them-versus-us mentality th<strong>at</strong> Burke describes. It should be no surprise th<strong>at</strong>, in<br />
contrast with Malcolm X’s, King’s “god terms” and “devil terms”—”justice” and “freedom” on<br />
the one hand and “injustice,” “segreg<strong>at</strong>ion,” and “discrimin<strong>at</strong>ion” on the other—are inanim<strong>at</strong>e<br />
concepts and policies, r<strong>at</strong>her than racial groups. For a Burkeian analysis of King’s public<br />
communic<strong>at</strong>ion, see Edward C. Appel, “The Rhetoric of Dr. Martin Luther King, Jr.: Comedy and<br />
Context in Tragic Collision,” Western Journal of Communic<strong>at</strong>ion 61 (Fall 1997): 376-402.<br />
An altern<strong>at</strong>e reading of “The Ballot or the Bullet”<br />
Incidentally, if you want to shake up your students’ reading of the Burkeian analysis of<br />
“The Ballot or the Bullet” fe<strong>at</strong>ured in the text, suggest th<strong>at</strong> perhaps an emphasis on scene-—<br />
r<strong>at</strong>her than on agency—best characterizes the central drama of the speech. Then ask them<br />
how this could be true. If this were the case, of course, Malcolm X’s rhetoric would place<br />
gre<strong>at</strong>est emphasis on the social context of the African-American experience. Furthermore, the<br />
speech would need to cre<strong>at</strong>e a sense of situ<strong>at</strong>ional determinism. There would be little or no<br />
choice about agency; African Americans would simply be compelled by the circumstances to<br />
wield the ballot or the bullet. In effect, the speech would be more of an explan<strong>at</strong>ion or<br />
prediction of the imminence of increased voting and armed struggle than a call to action.<br />
Challenge your students to consider both readings and decide which is more compelling.<br />
Suggestions of other texts<br />
If you wish to move beyond the examples fe<strong>at</strong>ured in the text, consider represent<strong>at</strong>ive<br />
speeches of Adolf Hitler, Franklin Roosevelt’s <strong>First</strong> Inaugural Address, John F. Kennedy’s<br />
Inaugural Address, Edward Kennedy’s Address to the People of Massachusetts, Ronald<br />
Reagan’s speech to the N<strong>at</strong>ional Associ<strong>at</strong>ion of Evangelicals (the “Evil Empire” speech), Ann<br />
Richards’s Keynote Address to the 1988 Democr<strong>at</strong>ic Convention, George W. Bush’s Iraq War<br />
speeches and his “axis of evil” declar<strong>at</strong>ion, or Bill Clinton’s public apologies for the affair with<br />
Monica Lewinsky. Also, we encourage you to consider using less discrete texts for analysis in<br />
the classroom. Texts, such as Jesus’ “Sermon on the Mount,” Gone with the Wind (book or<br />
movie), the Star Wars series and Halle Berry’s Academy Awards acceptance speech (available<br />
<strong>at</strong> http://www.americanrhetoric.com), may vary in form, but each are fertile ground for a<br />
Burkeian reading.<br />
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Burke’s “god” and “devil” terms<br />
Because he was a self-conscious writer who was very aware of the consequences of<br />
prose, Burke would be particularly fond of Exercise #2 under Questions to Sharpen Your Focus<br />
in the textbook. This exercise provides a good opportunity to fe<strong>at</strong>ure Burke’s anti-orthodox<br />
mentality, which we emphasize above. Burke’s fondness for dram<strong>at</strong>ic and religious metaphors<br />
is also particularly relevant here. If students have difficulty knowing where to begin with this<br />
question, point them to Burke’s “Definition of Man.” If you wish to broaden the scope of<br />
Exercise #3 under Questions to Sharpen Your Focus from the text, consider both verbal and<br />
nonverbal rhetoric. You may also wish to expand the discussion by substituting “an important<br />
public event” for “a Friday night party.”<br />
Writing Aristotelian or Burkeian analyses<br />
When Em Griffin teaches this chapter, he breaks his class into small groups and has<br />
them write Aristotelian or Burkeian analyses of the same text. He finds the group environment<br />
very fertile for these kinds of textual responses. He also gives students an argument designed<br />
not so much to persuade but to cre<strong>at</strong>e victimage, then asks them to rewrite the text—using<br />
principles such as identific<strong>at</strong>ion—as a genuine effort to change minds. Griffin has used George<br />
H.W. Bush’s January 5, 1991 letter to Saddam Hussein for this assignment, but many other<br />
texts would also be appropri<strong>at</strong>e.<br />
Further Resources<br />
There seems to be an entire industry of Burke scholarship, and comprehensive<br />
bibliographies are daunting. Here, we’ll offer a “short list” of selections.<br />
• For a little inspir<strong>at</strong>ion and sensible advice about the “overwhelming” n<strong>at</strong>ure of Burke’s<br />
theory, we offer Arthur Quinn’s brief piece, “Teaching Burke: Kenneth Burke and the<br />
Rhetoric of Assent,” Rhetoric Society Quarterly 25 (1995): 231-36. Those with an<br />
interest in intellectual history will appreci<strong>at</strong>e Quinn’s effort to place Burke within the<br />
larger tradition of Western thought.<br />
• Joseph R. Gusfield’s “Introduction” to his collection of essays entitled Kenneth Burke<br />
on Symbols and Society (Chicago: University of Chicago Press, 1989), 1-49, is a solid<br />
reference.<br />
• Thomas M. Conley provides an insightful survey of Burke’s work in Rhetoric in the<br />
European Tradition (Chicago: University of Chicago Press, 1994), 268-77.<br />
• Sonja Foss presents examples of pentadic criticism in the eleventh chapter of<br />
Rhetorical Criticism: Explor<strong>at</strong>ion and Practice (Long Grove, IL: Waveland, 2004).<br />
• A classic book-length study of Burke’s theory is William Rueckert, Kenneth Burke and<br />
the Drama of Human Rel<strong>at</strong>ions, 2 nd ed. (Berkeley: University of California Press, 1982).<br />
• Other tre<strong>at</strong>ments include Wendell Harris, “The Critics Who Made Us: Kenneth Burke,”<br />
Sewanee Review 96 (1988): 452-63.<br />
• Paul Jay, “Kenneth Burke,” Dictionary of Literary Biography, Vol. 63: Modern American<br />
Critics, 1920-1955, ed. Gregory S. Jay (Detroit: Gale, 1988), 67-86.<br />
303
• John F. Cragan and Donald C. Shields apply dram<strong>at</strong>ism in Symbolic Theories in Applied<br />
Communic<strong>at</strong>ion Research: Bormann, Burke, and Fisher (Cresskill, NJ: Hampton Press,<br />
1995), 61-89, 199-233.<br />
• For discussion of the pedagogical implic<strong>at</strong>ions of Burke’s dark side, see Ellen<br />
Quandahl’s “‘It’s Essentially as Though This Were Killing Us’: Kenneth Burke on<br />
Mortific<strong>at</strong>ion and Pedagogy,” Rhetoric Society Quarterly 27 (Winter 1999): 5-22.<br />
• For Burke’s legendary analysis of Hitler’s rhetoric, see “The Rhetoric of Hitler’s ‘B<strong>at</strong>tle,’”<br />
The Philosophy of Literary Form (B<strong>at</strong>on Rouge: Louisiana St<strong>at</strong>e University Press, 1941),<br />
191-220.<br />
• For a good analysis of Burke’s comic mode th<strong>at</strong> sheds additional light on the issues<br />
raised in his enigm<strong>at</strong>ic definition of man, see James L. Kasterly, “Kenneth Burke’s<br />
Comic Rejoinder to the Cult of Empire,” College English 58 (March 1996): 307-26.<br />
Edited Collections<br />
• Bernard L. Brock has edited a recent collection of essays on Burke entitled Kenneth<br />
Burke and the 21 st Century (Albany: St<strong>at</strong>ue University of New York Press, 1999) th<strong>at</strong><br />
considers topics such as feminism, postmodernism, and multiculturalism.<br />
• In the Encyclopedia of Rhetoric and Composition, see Tilly Warnock, “Burke,” 90-92; Bill<br />
Bridges, “Terministic Screens,” 722-23, and “Pentad,” 499-501; James W. Chesebro,<br />
“Dram<strong>at</strong>ism,” 200-01; P<strong>at</strong> Youngdahl and Tilly Warnock, “Identific<strong>at</strong>ion,” 337-40; H.L.<br />
Ewbank, “Symbolic Action,” 710-11.<br />
• For a special issue on Burke, see Southern Communic<strong>at</strong>ion Journal 61, 1 (1995).<br />
• James W. Chesebro has edited a recent collection of essays entitled Extensions of the<br />
Burkeian System (Tuscaloosa: University of Alabama Press, 1993).<br />
Applic<strong>at</strong>ions of Burke’s theory<br />
• For intriguing applic<strong>at</strong>ions of Burke’s theory, see:<br />
o David Ling, “A Pentadic Analysis of Sen<strong>at</strong>or Edward Kennedy’s Address to the<br />
People of Massachusetts,” Central St<strong>at</strong>es Speech Journal 21 (1970): 81-86.<br />
o Dean Scheibel, “‘Making Waves’ with Burke: Surf Nazi Culture and the Rhetoric<br />
of Localism,” Western Journal of Communic<strong>at</strong>ion 59 (1995): 253-69.<br />
o Richard Bello, “A Burkeian Analysis of the ‘Political Correctness’ Confront<strong>at</strong>ion in<br />
Higher Educ<strong>at</strong>ion,” Southern Communic<strong>at</strong>ion Journal 61 (1996): 243-52.<br />
o For a recent study th<strong>at</strong> applies the Burkeian concept of “identific<strong>at</strong>ion” to<br />
American tourism, see Gregory Clark’s Rhetorical Landscapes in America:<br />
Vari<strong>at</strong>ions on a Theme from Kenneth Burke (Columbia: University of South<br />
Carolina Press, 2004).<br />
Malcolm X and prophetic rhetoric<br />
• For additional analysis of Malcolm X’s rhetorical practice, see Michael Eric Dyson,<br />
Making Malcolm: The Myth and the Meaning of Malcolm X (New York: Oxford University<br />
Press, 1995).<br />
304
• For a general discussion of prophetic rhetoric and the jeremiadic persona, see:<br />
o James Darsey, The Prophetic Tradition and Radical Rhetoric in America (New<br />
York: New York University Press, 1997).<br />
o Margaret Zulick, “The Agon of Jeremiah: On the Dialogic Invention of Prophetic<br />
Ethos,” Quarterly Journal of Speech 78 (1992): 125-48.<br />
o On the importance of the jeremiadic persona to American rhetoric, see Sacvan<br />
Berkcovitch, The American Jeremiad (Madison: University of Wisconsin Press,<br />
1978).<br />
o Building on Berkcovitch’s work, David Howard-Pitney’s The Afro-American<br />
Jeremiad: Appeals for Justice in America (Philadelphia: Temple University Press,<br />
1990) demonstr<strong>at</strong>es specific cultural fe<strong>at</strong>ures of African-American rhetoric.<br />
Notably, Howard-Pitney examines Martin Luther King, Jr.’s use of radical<br />
jeremiadic rhetoric, which can help emphasize elements of King’s ethos th<strong>at</strong><br />
challenge a strictly Aristotelian reading of his discourse.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 24<br />
NARRATIVE PARADIGM<br />
Error Alert!<br />
Before a textbook arrives in your hands or those of your students, the text has been<br />
reviewed by many eyes. In the case of A <strong>First</strong> <strong>Look</strong>, Em, Glen, Emily, and Robin (the copy editor<br />
<strong>at</strong> McGraw-Hill) have all reviewed the words many times. But, as evidence of our fallibility, the<br />
text contains a small, but very significant error in this chapter on page 343. Under the five<br />
assumptions of the r<strong>at</strong>ional-world paradigm, the second item currently st<strong>at</strong>es:<br />
2. We make decisions on the basis of good reasons, which vary depending on<br />
the communic<strong>at</strong>ion situ<strong>at</strong>ion, media, and genre (philosophical, technical,<br />
rhetorical or artistic).<br />
While this is true of the narr<strong>at</strong>ive paradigm (the second set of 5 assumptions), it does not hold<br />
for the r<strong>at</strong>ional-world, but instead it should read:<br />
2. We make decisions on the basis of arguments.<br />
This typographical error will be corrected in future printings, but if you are using a book from<br />
the initial b<strong>at</strong>ch, you’ll want to inform your students of the amended m<strong>at</strong>erial.<br />
Outline<br />
I. Introduction.<br />
A. For Walter Fisher, storytelling epitomizes human n<strong>at</strong>ure.<br />
B. All forms of human communic<strong>at</strong>ion th<strong>at</strong> appeal to our reason are stories.<br />
C. Offering good reasons has more to do with telling a compelling story than it does with<br />
piling up evidence or constructing a tight argument.<br />
D. Fisher’s narr<strong>at</strong>ive paradigm emphasizes th<strong>at</strong> no communic<strong>at</strong>ion is purely descriptive<br />
or didactic.<br />
II.<br />
Narr<strong>at</strong>ion and paradigm: defining the terms.<br />
A. Fisher defines narr<strong>at</strong>ion as symbolic actions—words and/or deeds—th<strong>at</strong> have<br />
sequence and meaning for those who live, cre<strong>at</strong>e, and interpret them.<br />
B. Fisher’s definition is broad.<br />
1. Narr<strong>at</strong>ion is rooted in time and space.<br />
2. It covers every aspect of life with regard to character, motive, and action.<br />
3. It refers to verbal and nonverbal messages.<br />
4. Even abstract communic<strong>at</strong>ion is included.<br />
C. A paradigm is a conceptual framework.<br />
D. Fisher’s narr<strong>at</strong>ive paradigm is offered as the found<strong>at</strong>ion on which a complete<br />
rhetoric needs to be built.<br />
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III.<br />
IV.<br />
Paradigm shift: from a r<strong>at</strong>ional-world paradigm to a narr<strong>at</strong>ive one.<br />
A. The mind-set of the reigning technical experts is the r<strong>at</strong>ional-world paradigm.<br />
1. People are essentially r<strong>at</strong>ional.<br />
2. We make decisions on the basis of arguments.<br />
3. The type of speaking situ<strong>at</strong>ion (legal, scientific, legisl<strong>at</strong>ive) determines the<br />
course of our argument.<br />
4. R<strong>at</strong>ionality is determined by how much we know and how well we argue.<br />
5. The world is a set of logical puzzles th<strong>at</strong> we can solve through r<strong>at</strong>ional analysis.<br />
B. The narr<strong>at</strong>ive paradigm is built on parallel, yet contrasting, premises.<br />
1. People are essentially storytellers.<br />
2. We make decisions on the basis of good reason, which vary depending on the<br />
communic<strong>at</strong>ion situ<strong>at</strong>ion, media, and genre (philosophical, technical, rhetorical,<br />
or artistic).<br />
3. History, biography, culture, and character determine wh<strong>at</strong> we consider good<br />
reasons.<br />
4. Narr<strong>at</strong>ive r<strong>at</strong>ionality is determined by the coherence and fidelity of our stories.<br />
5. The world is a set of stories from which we choose, and thus constantly recre<strong>at</strong>e,<br />
our lives.<br />
C. Unlike the r<strong>at</strong>ional-world paradigm, the narr<strong>at</strong>ive paradigm privileges values,<br />
aesthetic criteria, and commonsense interpret<strong>at</strong>ion.<br />
D. We judge stories based on narr<strong>at</strong>ive r<strong>at</strong>ionality.<br />
Narr<strong>at</strong>ive r<strong>at</strong>ionality: coherence and fidelity.<br />
A. Fisher believes th<strong>at</strong> everyone applies the same standards of narr<strong>at</strong>ive r<strong>at</strong>ionality to<br />
stories.<br />
B. The twin tests of a story are narr<strong>at</strong>ive coherence and narr<strong>at</strong>ive fidelity.<br />
C. Narr<strong>at</strong>ive coherence: does the story hang together?<br />
1. How probable is the story to the hearer?<br />
2. Narr<strong>at</strong>ive consistency parallels lines of argument in the r<strong>at</strong>ional-world paradigm.<br />
3. The test of reason, however, is only one factor affecting narr<strong>at</strong>ive coherence.<br />
4. Coherence can be assessed by comparing a story to others with a similar theme.<br />
5. The ultim<strong>at</strong>e test of narr<strong>at</strong>ive coherence is whether or not we can count on the<br />
characters to act in a reliable manner.<br />
D. Narr<strong>at</strong>ive fidelity: does the story ring true and humane?<br />
1. Does the story square with the hearer’s experiences?<br />
2. A story has fidelity when it provides good reasons to guide our future actions.<br />
3. Values set the narr<strong>at</strong>ive paradigm’s logic of good reasons apart from the<br />
r<strong>at</strong>ional-world paradigm’s logic of reasons.<br />
4. The logic of good reasons centers on five value-rel<strong>at</strong>ed issues.<br />
a. The values embedded in the message.<br />
b. The relevance of those values to decisions made.<br />
c. The consequence of adhering to those values.<br />
d. The overlap with the worldview of the audience.<br />
e. Conformity with wh<strong>at</strong> audience members believe is an ideal basis of conduct.<br />
5. People tend to prefer accounts th<strong>at</strong> fit with wh<strong>at</strong> they view as truthful and<br />
humane.<br />
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6. There is an ideal audience th<strong>at</strong> identifies the humane values th<strong>at</strong> a good story<br />
embodies.<br />
7. These stories include the timeless values of truth, the good, beauty, health,<br />
wisdom, courage, temperance, justice, harmony, order, communion, friendship,<br />
and oneness with the Cosmos.<br />
8. Communities not based on humane virtues are possible, but Fisher believes<br />
these less idealistic value systems lack true coherence.<br />
9. Judging a story to have fidelity means we believe shared values can influence<br />
belief and action.<br />
V. Critique: does Fisher’s story have coherence and fidelity?<br />
A. Fisher’s narr<strong>at</strong>ive paradigm offers a fresh reworking to Aristotelian analysis.<br />
B. Fisher’s principles of narr<strong>at</strong>ive coherence and fidelity can be used to analyze various<br />
types of communic<strong>at</strong>ion, which provides strong evidence of their validity.<br />
C. Critics charge th<strong>at</strong> Fisher is overly optimistic.<br />
D. Stories promoting the st<strong>at</strong>us quo may have undue influence and oppressive power.<br />
Key Names and Terms<br />
Walter Fisher<br />
A professor in the Annenberg School of Communic<strong>at</strong>ion <strong>at</strong> the University of Southern<br />
California who developed the narr<strong>at</strong>ive paradigm of communic<strong>at</strong>ion.<br />
Narr<strong>at</strong>ion<br />
Story; symbolic actions—words and/or deeds—th<strong>at</strong> have sequence and meaning for<br />
those who live, cre<strong>at</strong>e, and interpret them.<br />
Mythos<br />
Ideas th<strong>at</strong> cannot be verified or proved in an absolute way; story consists of both logos<br />
and mythos.<br />
Paradigm<br />
A conceptual framework or worldview.<br />
R<strong>at</strong>ional-World Paradigm<br />
A scientific approach to knowledge th<strong>at</strong> assumes people are logical, making decisions<br />
on the basis of evidence and lines of argument.<br />
Narr<strong>at</strong>ive Paradigm<br />
A theoretical framework th<strong>at</strong> views narr<strong>at</strong>ive as the basis of all human communic<strong>at</strong>ion.<br />
Narr<strong>at</strong>ive R<strong>at</strong>ionality<br />
A mode of evalu<strong>at</strong>ing the worth of stories based on the twin standards of narr<strong>at</strong>ive<br />
coherence and narr<strong>at</strong>ive fidelity.<br />
Narr<strong>at</strong>ive Coherence<br />
Internal consistency with characters acting in a reliable fashion.<br />
Narr<strong>at</strong>ive Fidelity<br />
Congruency between values embedded in a message and wh<strong>at</strong> listeners regard as<br />
truthful and humane.<br />
Ideal Audience<br />
A permanent public th<strong>at</strong> identifies the humane values a good story embodies.<br />
Barbara Warnick<br />
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A rhetorical critic <strong>at</strong> the University of Washington who argues th<strong>at</strong>, contrary to Fisher’s<br />
assumptions, evil or wrongheaded stories can have gre<strong>at</strong> power.<br />
Principal Changes<br />
This chapter was previously Chapter 23. Griffin has placed a new emphasis on humane<br />
values and clarifies the discussion of the paradigm’s democr<strong>at</strong>ic strength and Fisher’s position<br />
on good discourse. In addition, he has revised the Critique section and upd<strong>at</strong>ed the Second<br />
<strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Wh<strong>at</strong> is a paradigm?<br />
Before jumping headlong into Fisher’s theory, you might want to spend some time<br />
shoring up the concept of a paradigm. Without understanding this philosophical notion, the<br />
idea of a paradigm shift (away from r<strong>at</strong>ionalism) loses its strength. If a paradigm is one’s view<br />
of the world, a shift in paradigm means seeing the world an entirely different way and it may be<br />
of some value to your students to discuss other historic paradigm shifts (i.e., from a Ptolemaic<br />
view of the Earth as the center of the university to a Copernican system with the sun as<br />
central; the metamorphosis from an agrarian to industrialized society) in order to grasp the<br />
radical change Fisher is advoc<strong>at</strong>ing.<br />
The elegance of Fisher’s narr<strong>at</strong>ive paradigm<br />
The broad scope and theoretical elegance of Fisher’s narr<strong>at</strong>ive paradigm render it<br />
particularly exciting. Although Human Communic<strong>at</strong>ion as Narr<strong>at</strong>ion is a sophistic<strong>at</strong>ed, complex<br />
book th<strong>at</strong> engages a wide range of philosophical positions and communic<strong>at</strong>ion theories,<br />
Fisher’s essential theoretical concepts are refreshingly simple. There are no intric<strong>at</strong>e<br />
Aristotelian syllogisms or Burkeian r<strong>at</strong>ios to untangle; only basic criteria by which all narr<strong>at</strong>ives<br />
can be evalu<strong>at</strong>ed. Of course any effort to reduce all of human communic<strong>at</strong>ion to a few key<br />
concepts will contain certain weaknesses and limit<strong>at</strong>ions.<br />
Wh<strong>at</strong> is a story?<br />
As Griffin points out, Fisher defines narr<strong>at</strong>ion very broadly as “symbolic actions—words<br />
and/or deeds—th<strong>at</strong> have sequence and meaning for those who live, cre<strong>at</strong>e, or interpret them”<br />
(341). A good place to begin discussion is to ask students to scrutinize this definition of<br />
narr<strong>at</strong>ion or story and to compare it to their own perceptions. Is there a difference between a<br />
story and a simple sequence or chain of events? Does a story require a specific beginning,<br />
middle, and end, and wh<strong>at</strong> is meant by each of these terms? Does a story require a storyteller,<br />
or do mere actions and interpret<strong>at</strong>ion qualify? Can there be a story if there is no audience?<br />
Must a story mean anything? Who assigns meaning to a story, the storyteller or the audience?<br />
Answers to these questions may affect the way students come to understand and evalu<strong>at</strong>e<br />
Fisher’s approach. (Essay Questions #22 and #26 address some of these issues, below.)<br />
A story’s coherence<br />
Be sure th<strong>at</strong> your students are clear about Fisher’s and Griffin’s use of the word<br />
“probable” to describe narr<strong>at</strong>ive coherence (344). It seems th<strong>at</strong> they are not referring to a<br />
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technical sense of st<strong>at</strong>istical likelihood, but a general freedom from inconsistency or<br />
contradiction. For coherence to be established, we must determine th<strong>at</strong>, given the n<strong>at</strong>ure of<br />
the plot and the characters, the action develops in a manner th<strong>at</strong> is internally consistent.<br />
Strictly speaking, the improbable can be coherent, so long as it fits organically within the world<br />
of the story. Most stories, in fact, include improbable yet coherent events. Remember th<strong>at</strong>, for<br />
Fisher, the essence of “probability” is “whether a story ‘hangs together’” (Human<br />
Communic<strong>at</strong>ion as Narr<strong>at</strong>ion 47).<br />
It is probably worth noting th<strong>at</strong>, technically speaking, Fisher uses three separ<strong>at</strong>e terms<br />
to discuss coherence: “argument<strong>at</strong>ive” or “structural coherence,” “m<strong>at</strong>erial coherence,” and<br />
“characterological coherence” (Human Communic<strong>at</strong>ion as Narr<strong>at</strong>ion 47). For purposes of<br />
concision, Griffin collapses these three terms into one—“coherence.” Since he includes the<br />
specific elements of all three within the general term of coherence, however, he has not<br />
significantly impoverished or confused Fisher’s theory.<br />
Narr<strong>at</strong>ive fidelity<br />
To clarify the concept of “fidelity,” be sure your students understand th<strong>at</strong> the term<br />
refers directly to “the truthfulness of the story” (Human Communic<strong>at</strong>ion as Narr<strong>at</strong>ion 47) or<br />
“the ‘truth qualities’ of the story, the degree to which it accords with the logic of good reasons:<br />
the soundness of its reasoning and the value of its values” (Human Communic<strong>at</strong>ion as<br />
Narr<strong>at</strong>ion 88). In short, fidelity seems synonymous with veracity.<br />
The ideal audience<br />
The concept of the ideal audience deserves discussion. You may wish to discuss with<br />
students how Warnick’s critique complic<strong>at</strong>es this notion. In addition, it is important to consider<br />
culture. Fisher’s optimistic position th<strong>at</strong> people, when confronted by “the better part of<br />
themselves,” find humane values more persuasive may not be entirely convincing to your<br />
students. How do we factor culture into the ideal audience—in other words, are seemingly<br />
universal humane values rel<strong>at</strong>ive and dependent on time and place? As Fisher suggests, his<br />
notion of an ideal audience or permanent public resembles the construct of the “universal<br />
audience” th<strong>at</strong> Chaim Perelman and Lucy Olbrechts-Tyteca develop in The New Rhetoric, trans.<br />
John Wilkinson and Purcell Weaver (Notre Dame: University of Notre Dame Press, 1969). As<br />
Perelman and Olbrechts-Tyteca argue, however, the universal audience is not really so<br />
universal after all: “Each individual, each culture, has thus its own concept of the universal<br />
audience. The study of these vari<strong>at</strong>ions would be very instructive, as we would learn from it<br />
wh<strong>at</strong> men [and women], <strong>at</strong> different times in history, have regarded as real, true, and<br />
objectively valid” (33). It may be th<strong>at</strong> the ways in which our criteria differ are more interesting—<br />
and revealing—than the ways in which they are similar. (Essay Question #27 below addresses<br />
this issue.)<br />
Comparison with other theorists<br />
When scrutinizing the purported universality of Fisher’s humane values, students may<br />
wish to draw on their knowledge of other communic<strong>at</strong>ion theorists. In the fifth version of the<br />
textbook, in fact, Griffin asked his reader to consider the following controversial st<strong>at</strong>ement<br />
from Fisher’s Human Communic<strong>at</strong>ion and Narr<strong>at</strong>ive through the lenses provided by Geertz and<br />
Pacanowksy: “The logic I have outlined and critically applied in interpreting and assessing<br />
political, aesthetic, and philosophical discourse is, I believe, a universal logic” (194). As Griffin<br />
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notes in the fifth <strong>edition</strong>, the work of Geertz and Pacanowsky—and, a bit l<strong>at</strong>er in A <strong>First</strong> <strong>Look</strong> <strong>at</strong><br />
Communic<strong>at</strong>ion <strong>Theory</strong>, Philipsen—“strongly suggests th<strong>at</strong> stories are culturally specific” (331),<br />
and perhaps the standards by which we judge narr<strong>at</strong>ives also vary from culture to culture.<br />
Fisher’s list of eternal values—truth, the good, beauty, health, and so forth—may not be so<br />
universal as he suggests. Is it presumptuous of Fisher to proclaim th<strong>at</strong> his logic is universal? Is<br />
he privileging contemporary Western values? Wh<strong>at</strong> would Geertz say about Fisher’s claim th<strong>at</strong><br />
The Epic of Gilgamesh “exhibits narr<strong>at</strong>ive probability and fidelity across time and culture”<br />
(Human Communic<strong>at</strong>ion as Narr<strong>at</strong>ion 78)? (Essay Question #25 and Integr<strong>at</strong>ive Essay<br />
Question #33 below address this issue.)<br />
Does a story need to reinforce comfortable values?<br />
Also in the Fifth Edition of his textbook, Griffin raises the criticism—which he <strong>at</strong>tributes<br />
to William Kirkwood—th<strong>at</strong> Fisher’s standard of narr<strong>at</strong>ive fidelity “implies th<strong>at</strong> good stories<br />
cannot and perhaps should not go beyond wh<strong>at</strong> people already believe and value” (331). If, in<br />
fact, the process of “ringing true” tends to reinforce or depend upon comfortable values and<br />
perspectives held by audiences r<strong>at</strong>her than challenging audiences to stretch beyond<br />
themselves to adopt new beliefs and viewpoints, then in fact Kirkwood’s complaint is<br />
significant. The old line th<strong>at</strong> successful authors know how to give readers wh<strong>at</strong> they want or<br />
are looking for certainly feeds this concern.<br />
Seen in the light of this criticism, the storyteller’s concluding monologue in Ian<br />
McEwan’s recent narr<strong>at</strong>ive Atonement: A Novel (New York: Doubleday, 2001; largeprint <strong>edition</strong><br />
W<strong>at</strong>erville, ME: Thorndike Press, 2002) assumes extra meaning. In a frank, priv<strong>at</strong>e reflection <strong>at</strong><br />
the end of her life, Briony Tallis, the character who serves as the narr<strong>at</strong>or, confesses th<strong>at</strong> the<br />
“real-life” love story on which she has based her tale—the experiences of her older sister and<br />
her soldier lover—actually ended anticlimactically when both characters suffered tragic,<br />
random de<strong>at</strong>hs in the beginning b<strong>at</strong>tles of World War II. Since her readers would be<br />
uncomfortable with the truthful story, which would do nothing to reinforce their conventional<br />
beliefs about romance, heroism, and human endurance, the narr<strong>at</strong>or admits to altering the<br />
account so th<strong>at</strong> the two lovers are reunited in the end:<br />
Wh<strong>at</strong> sense or hope or s<strong>at</strong>isfaction could a reader draw from such an account?<br />
Who would want to believe th<strong>at</strong> they never met again, never fulfilled their love?<br />
Who would want to believe th<strong>at</strong>, except in the service of the bleakest realism? . . . I<br />
know there’s always a certain kind of reader who will be compelled to ask, But wh<strong>at</strong><br />
really happened? The answer is simple: lovers survive and flourish. (2002: 609-10)<br />
In effect, the narr<strong>at</strong>or’s argument seems to be th<strong>at</strong> since the truth of the m<strong>at</strong>ter is too bleak to<br />
conform to readers’ conventional notions of a good story, she must alter it to fit their<br />
expect<strong>at</strong>ions. Implicitly, Briony’s perception of the necessity of this revision (she must conform<br />
to readers’ expect<strong>at</strong>ions of a good story) reson<strong>at</strong>es with the critique launched by Kirkwood—<br />
th<strong>at</strong> a narr<strong>at</strong>ive theory emphasizing wh<strong>at</strong> rings true for audiences works against—or <strong>at</strong> least<br />
does not account for—stories th<strong>at</strong> dram<strong>at</strong>ically alter readers’ perspectives. On the other hand,<br />
one could argue th<strong>at</strong> McEwan’s artistic decision to fe<strong>at</strong>ure the narr<strong>at</strong>or’s priv<strong>at</strong>e confession<br />
demonstr<strong>at</strong>es the opposite point—th<strong>at</strong> readers are willing to be challenged by a last-minute<br />
revel<strong>at</strong>ion th<strong>at</strong> undermines the familiar, “feel-good” plot components they have just read and<br />
no doubt appreci<strong>at</strong>ed. The fact th<strong>at</strong> Atonement was short-listed for the prestigious Booker<br />
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Prize suggests th<strong>at</strong> in this case, <strong>at</strong> least, many readers admired McEwan’s tough-minded<br />
revision of the “lovers survive and flourish” theme. Whether or not the popularity of<br />
Atonement, with its unexpected ending, ultim<strong>at</strong>ely reinforces or undermines Fisher’s twin<br />
theoretical concepts of coherence and fidelity, however, is a judgment we’ll leave up to you or<br />
students looking for a provoc<strong>at</strong>ive novel to investig<strong>at</strong>e.<br />
Evil or misguided stories<br />
Students can also come up with additional examples of evil or misguided stories such<br />
as David Duke’s racist political propaganda, D.W. Griffith’s Birth of a N<strong>at</strong>ion, and Sen<strong>at</strong>or<br />
Joseph McCarthy’s account of the Communist infiltr<strong>at</strong>ion of American politics. Fisher would<br />
likely say th<strong>at</strong> these must be considered “bad” stories because they lack fidelity—as he does of<br />
Adolf Hitler’s Mein Kampf (Human Communic<strong>at</strong>ion as Narr<strong>at</strong>ion 76)—but such an approach<br />
ducks the issue of wh<strong>at</strong> they have. Surely we cannot/should not deny their power. Why is such<br />
discourse so persuasive to various audiences? Why, in fact, are arguments based on<br />
scapego<strong>at</strong>s so compelling? Wh<strong>at</strong> sort of powerful reasons do these storytellers marshal in the<br />
process of winning adherents to vicious causes? (Integr<strong>at</strong>ive Essay Question #29 presents a<br />
way into these issues, as well as a way to tie the discussion back to Burke.)<br />
Another genre of stories th<strong>at</strong> may challenge Fisher’s concept of fidelity is film noir. How<br />
would Fisher explain the enduring popularity of films such as Les Diaboliques, The Last<br />
Seduction, He<strong>at</strong>hers, Body He<strong>at</strong>, Coll<strong>at</strong>eral and—arguably—Pulp Fiction, which do not explicitly<br />
advoc<strong>at</strong>e th<strong>at</strong> the viewer perform evil in the “real world,” yet reward the deeds of evil<br />
characters within the context of the story? Wh<strong>at</strong> sort of narr<strong>at</strong>ive r<strong>at</strong>ionality guides the<br />
audiences of such narr<strong>at</strong>ives? Could it be th<strong>at</strong> we need to develop a narr<strong>at</strong>ive r<strong>at</strong>ionality of<br />
“bad reasons”?<br />
The value of the narr<strong>at</strong>ive paradigm<br />
Despite our reserv<strong>at</strong>ions about Fisher’s narr<strong>at</strong>ive paradigm, it is clear th<strong>at</strong> concepts<br />
such as good reasons and narr<strong>at</strong>ive r<strong>at</strong>ionality elucid<strong>at</strong>e many—if not all—important<br />
communic<strong>at</strong>ive acts. In this sense, we believe th<strong>at</strong> the partial applicability of the narr<strong>at</strong>ive<br />
paradigm renders the theory valuable and worthy of careful study. If Fisher’s theory helps us<br />
understand the gre<strong>at</strong> success of The Lion King or The Man Who Would Be King, then its failure<br />
to explain a text of another sort is hardly a f<strong>at</strong>al flaw. It may not be the only piece of diagnostic<br />
equipment a rhetorician needs, but it is a useful tool, nonetheless.<br />
Old ideas, new theory?<br />
We like to specul<strong>at</strong>e on the idea th<strong>at</strong> Fisher’s concepts have been kicked around by<br />
literary critics and writers (such as our old friend Aristotle) for a long time. The ancient notions<br />
of verisimilitude and mimesis, for example, may be very close to coherence. Is he simply<br />
recycling some very old ideas, or does he have something new to say?<br />
Narr<strong>at</strong>ives and powers<br />
It is worth elabor<strong>at</strong>ing on the implic<strong>at</strong>ions of the rel<strong>at</strong>ionship between narr<strong>at</strong>ives and<br />
power th<strong>at</strong> Griffin mentions in the Critique section (331). Susan Miller begins Textual<br />
Carnivals: The Politics of Composition (Carbondale: Southern Illinois University Press, 1991),<br />
her critique of the teaching of composition in America, with the observ<strong>at</strong>ion th<strong>at</strong> storytellers<br />
occupy a privileged position because power is, <strong>at</strong> its roots, telling our own stories (1). Shouldn’t<br />
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any theory of narr<strong>at</strong>ive emphasize the potential inequalities between teller and listener? Wh<strong>at</strong><br />
is lost in Fisher’s theory as a result of his neglect of this concern?<br />
Griffin’s point th<strong>at</strong> Fisher’s approach may not adequ<strong>at</strong>ely consider issues of power and<br />
dominance in storytelling is poignantly illustr<strong>at</strong>ed in Ralph Ellison’s Invisible Man. As the firstperson<br />
narr<strong>at</strong>or reflects on the de<strong>at</strong>h of Tod Clifton, a young African-American male who is<br />
pointlessly gunned down by a police officer, he realizes th<strong>at</strong> the record—the story—of the<br />
victim’s de<strong>at</strong>h will perpetu<strong>at</strong>e, r<strong>at</strong>her than alter, the power rel<strong>at</strong>ions of the st<strong>at</strong>us quo:<br />
All things, it is said, are duly recorded—all things of importance, th<strong>at</strong> is. But not quite, or<br />
actually it is only the known, the seen, the heard and only those events th<strong>at</strong> the<br />
recorder regards as important th<strong>at</strong> are put down, those lies his keepers keep their<br />
power by. But the cop would be Clifton’s historian, his judge, his witness, and his<br />
executioner, and I was the only brother in the w<strong>at</strong>ching crowd. And I, the only witness<br />
for the defense, knew neither the extent of his guilt nor the n<strong>at</strong>ure of his crime. Where<br />
were the historians today? And how would they put it down? (429)<br />
The narr<strong>at</strong>or continues, in poetic tones, to lament the f<strong>at</strong>e of those who fall outside history,<br />
whose stories, when told, are manipul<strong>at</strong>ed to reaffirm the basic inequalities th<strong>at</strong> characterize<br />
American culture.<br />
Sample Applic<strong>at</strong>ion Log<br />
Brian<br />
Over fall break, I saw the movie Quiz Show, which is about a television game show which is<br />
tailored to keep the public’s interest by a scam in which certain contestants know all the<br />
answers before they get asked the questions on the air. The plot of the movie revolves around<br />
two conflicting stories: th<strong>at</strong> of the game show producers, who claim th<strong>at</strong> everyone’s making<br />
money and no one’s getting hurt; and th<strong>at</strong> of the federal investig<strong>at</strong>or, who says th<strong>at</strong> television<br />
is presenting the public with a false sense of reality. Ultim<strong>at</strong>ely, the court has to decide whose<br />
story has more narr<strong>at</strong>ive coherence and narr<strong>at</strong>ive fidelity. It is a lack of coherence on the part<br />
of the game show’s producers and contestants th<strong>at</strong> sparks the investig<strong>at</strong>ion in the first place.<br />
The federal investig<strong>at</strong>or recognizes there is something th<strong>at</strong> doesn’t quite fit in their story.<br />
Although the investig<strong>at</strong>or’s story does not seem quite believable to people <strong>at</strong> first, he manages<br />
to convince people th<strong>at</strong> his story has coherence and just as important, his story has fidelity.<br />
Th<strong>at</strong> is, the TV viewing public can identify with it because they are the ones being abused.<br />
Exercises and Activities<br />
Testing the coherence and fidelity of well-known texts<br />
Help students to explore and evalu<strong>at</strong>e Fisher’s twin criteria of coherence and fidelity<br />
through applic<strong>at</strong>ion. Do these concepts adequ<strong>at</strong>ely explain the power of many of the most<br />
enduring stories of our culture? A provoc<strong>at</strong>ive test case is William Shakespeare’s Hamlet, a<br />
play most students will have read or seen. In terms of coherence, Hamlet’s behavior seems<br />
anything but. His mood is persistently melancholy, but his actions are consistently<br />
317
unpredictable. With respect to fidelity, not many of us are able to forge a direct connection with<br />
Hamlet, whose uncle has murdered his f<strong>at</strong>her and married his mother, and who learns of this<br />
treachery from an encounter with his f<strong>at</strong>her’s ghost. The general theme of revenge th<strong>at</strong><br />
enerv<strong>at</strong>es the play will strike a chord with many, but is Hamlet’s bloody solution truly relevant<br />
to our lives? How, in effect, might Fisher account for these apparent problems with his<br />
theoretical c<strong>at</strong>egories? Other test cases could be Shakespeare’s The Merchant of Venice or<br />
King Lear (mentioned in Griffin’s introduction to the chapter [340]) and Sophocles’ Oedipus<br />
Rex or Antigone.<br />
Contradictions in the story of Ruth, Naomi, and Boaz<br />
Griffin’s global example—the story of Ruth, Naomi, and Boaz—is extremely rich and<br />
provoc<strong>at</strong>ive. Ruth’s high-minded idealism (manifested in her steadfast loyalty to her mother-inlaw)<br />
and Naomi’s earthy self-help (demonstr<strong>at</strong>ed in the assertive courtship str<strong>at</strong>egy she<br />
concocts for Ruth) may seem contradictory or <strong>at</strong> least paradoxical to you and students,<br />
particularly since they are both women’s responses. How can these contrasting elements of<br />
the story, these divergent feminine ways of being in the world, “hang together”? Wh<strong>at</strong> does this<br />
ostensibly dispar<strong>at</strong>e conjunction of values tell us about the larger worldview of the storyteller<br />
and the culture in which the story is told? In these terms, does the story “ring true”? Can we,<br />
situ<strong>at</strong>ed in twenty-first-century America, rel<strong>at</strong>e? Should we be able to? Do we have stories th<strong>at</strong><br />
are similarly incongruous? Why? Just between you and us, we believe th<strong>at</strong> the story, in spite<br />
of—most likely because of—these apparent inconsistencies, reveals a compelling coherence<br />
and fidelity (think dialogical tension here), but you and your students may disagree.<br />
Competing narr<strong>at</strong>ives<br />
The cartoon on page 345 humorously raises the very important—and often deadly<br />
serious—point th<strong>at</strong> humans often wage arguments through competing narr<strong>at</strong>ives. In doing so,<br />
disputants may marshal altern<strong>at</strong>ive narr<strong>at</strong>ive r<strong>at</strong>ionalities in order to produce the strongest<br />
story. A good way to explore how narr<strong>at</strong>ive r<strong>at</strong>ionalities may compete is to examine the practice<br />
of forensic rhetoric. For example, have your class consider the conflicting stories presented in<br />
the O.J. Simpson trial. Whereas the prosecution told the story of a madly jealous, violent exhusband<br />
who killed the one he loved, the defense constructed a narr<strong>at</strong>ive about a racist police<br />
department th<strong>at</strong> would do wh<strong>at</strong>ever was necessary to frame an African-American suspect. Both<br />
sides worked diligently to undermine the coherence and fidelity of the competing story. After<br />
the trial, polls demonstr<strong>at</strong>ed th<strong>at</strong> whereas European Americans tended to favor the good<br />
reasons presented in the prosecution’s story, African Americans tended to believe those<br />
developed by the defense. Which was a better story? Does Fisher’s narr<strong>at</strong>ive paradigm give us<br />
a way to answer such questions? If not, how might such theoretical specul<strong>at</strong>ion begin? (The<br />
recent Michael Jackson trial may also be a useful vehicle for getting <strong>at</strong> these provoc<strong>at</strong>ive<br />
issues.) Incidentally, if we’re willing to give up claims of universality, the concept of the<br />
“discourse community” or “interpret<strong>at</strong>ive community” offers one way out of the dilemma.<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
The popular film Forrest Gump is a good vehicle for discussing the narr<strong>at</strong>ive paradigm.<br />
Have your students <strong>at</strong>tempt to explain the film’s gre<strong>at</strong> popularity in terms of coherence and<br />
fidelity. How does the narr<strong>at</strong>ive establish internal consistency? In wh<strong>at</strong> ways does the story<br />
reson<strong>at</strong>e with the lives of the viewers? A more provoc<strong>at</strong>ive possibility is the tale of the life of<br />
Christ, also known as “the gre<strong>at</strong>est story ever told.” Does Fisher’s narr<strong>at</strong>ive r<strong>at</strong>ionality help us<br />
318
to understand its enduring power? Now nearly 2,000 years old, the story shows no sign of<br />
fading. Why is this? The documentary The Farmer’s Wife, which we mentioned in our tre<strong>at</strong>ment<br />
of Chapter 1, is an excellent nonfiction narr<strong>at</strong>ive for analysis. How is “real life” molded by<br />
cre<strong>at</strong>or Donald Sutherland to establish coherence and fidelity? Or one might consider using<br />
more controversial examples of documentary narr<strong>at</strong>ive such as the highly polarizing film<br />
Fahrenheit 9-11 or the thriller Memento, a story th<strong>at</strong> is told out of time sequence.<br />
When Em Griffin teaches this chapter, he likes to use the film Smoke, particularly<br />
Augie’s story, the 19-minute clip th<strong>at</strong> constitutes its conclusion (1:28-1:47). The story can be<br />
analyzed for coherence and fidelity. Why does it or does it not hang together? Encourage<br />
students to explore the values to which the story appeals.<br />
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Further Resources<br />
• Other significant works written by Fisher not mentioned by Griffin include:<br />
o “The Narr<strong>at</strong>ive Paradigm and the Interpret<strong>at</strong>ion and the Assessment of Historical<br />
Texts,” Argument<strong>at</strong>ion and Advocacy 25 (1988): 50-53.<br />
o “Narr<strong>at</strong>ion, Knowledge, and the Possibility of Wisdom,” in Rethinking<br />
Knowledge: Reflections Across the Disciplines, eds. Robert F. Goodman and<br />
Walter Fisher (Albany: St<strong>at</strong>e University of New York Press, 1995), 169-92.<br />
• Sonja Foss’s coverage of “narr<strong>at</strong>ive criticism” in Chapter 10 of Rhetorical Criticism:<br />
Explor<strong>at</strong>ion and Practice moves beyond Fisher, broadening the scope and complexity of<br />
the theory.<br />
• In the Encyclopedia of Rhetoric and Composition, see Elizabeth P<strong>at</strong>noe and James<br />
Phelan, “Narr<strong>at</strong>ive <strong>Theory</strong>,” 454-57; John Stewart, “Fisher,” 272.<br />
• For an additional critique of Fisher’s paradigm, see Dennis D. Cali, “Chiari Lubich’s<br />
1977 Templeton Prize Acceptance Speech: Case Study in the Mystical Narr<strong>at</strong>ive,”<br />
Communic<strong>at</strong>ion Studies 44 (1993): 132-43.<br />
• John Cragan and Donald Shields apply Fisher’s narr<strong>at</strong>ive paradigm in Symbolic Theories<br />
in Applied Communic<strong>at</strong>ion Research: Bormann, Burke, and Fisher (Cresskill, NJ:<br />
Hampton Press, 1995), 91-122, 235-67.<br />
• For an intriguing applic<strong>at</strong>ion of narr<strong>at</strong>ive theory to the field of economics, see Deidre<br />
McCloskey, If You’re So Smart: The Narr<strong>at</strong>ive of Economic Expertise (Chicago: University<br />
of Chicago Press, 1990).<br />
• Alan J. Bush and Victoria Davies Bush apply the narr<strong>at</strong>ive paradigm to advertising in<br />
“The Narr<strong>at</strong>ive Paradigm as a Prescriptive for Improving Ethical Evalu<strong>at</strong>ions of<br />
Advertisements,” Journal of Advertising 23 (September 1994): 31-41.<br />
• For a thoughtful study th<strong>at</strong> also places gre<strong>at</strong> stock in the power of “good reasons,” see<br />
Wayne Booth, Modern Dogma and the Rhetoric of Assent (Chicago: University of<br />
Chicago Press, 1974).<br />
• For further inform<strong>at</strong>ion on the concept of the discourse community, see M. Jimmie<br />
Killingsworth, “Discourse Community,” Encyclopedia of Rhetoric and Composition, 194-<br />
96.<br />
• The consistently refreshing Arthur Asa Burger applies narr<strong>at</strong>ive theory to contemporary<br />
contexts in Narr<strong>at</strong>ive in Popular Culture, Media, and Everyday Life (Thousand Oaks, CA:<br />
Sage, 1997).<br />
• Finally, a wonderful book on narr<strong>at</strong>ive theory is Wayne Booth’s Rhetoric of Fiction, 2nd<br />
ed. (Chicago: University of Chicago Press, 1983).<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
322
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
323
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Key Names and Terms<br />
ETHICAL REFLECTIONS<br />
ARISTOTLE AND WEST<br />
Aristotle<br />
Previously introduced in Chapter 21, this ancient Greek scholar advoc<strong>at</strong>ed the “golden<br />
mean” in ethical m<strong>at</strong>ters.<br />
Golden Mean<br />
The virtue of moder<strong>at</strong>ion; the virtuous person develops habits th<strong>at</strong> avoids extremes.<br />
Cornel West<br />
A professor of African-American studies <strong>at</strong> Princeton University (formerly <strong>at</strong> Harvard<br />
University) who advoc<strong>at</strong>es pragm<strong>at</strong>ism.<br />
Pragm<strong>at</strong>ism<br />
An applied approach to knowledge; the philosophy th<strong>at</strong> true understanding of an idea<br />
or situ<strong>at</strong>ion has practical implic<strong>at</strong>ions for action.<br />
Further Resources<br />
For a succinct summary of pragm<strong>at</strong>ism, see Steven Mailloux, “Pragm<strong>at</strong>ism,”<br />
Encyclopedia of Rhetoric and Composition, 552. For those interested in West’s position on<br />
racial issues, we recommend Race M<strong>at</strong>ters (Boston: Beacon Press, 1993).<br />
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McLuhan’s Media Ecology<br />
MEDIA AND CULTURE<br />
Griffin’s tre<strong>at</strong>ment of Marshall McLuhan’s media ecology theory is available online on<br />
Griffin’s website, http://www.afirstlook.com. We strongly encourage you to see Griffin’s<br />
description in the textbook and to incorpor<strong>at</strong>e online m<strong>at</strong>erial into your course. The revised<br />
chapter includes both classical McLuhan concepts such as technological determinism and<br />
hot/cold media, but also moves into the contemporary research in the area of media ecology.<br />
Key Names and Terms<br />
Postmodernism<br />
An epistemological stance th<strong>at</strong> is suspicious of any truth claim; according to Jean-<br />
Francois Lyotard, an incredulity toward grand narr<strong>at</strong>ives such as Marxism, Freudian<br />
psychology, and Christianity.<br />
Jean Baudrillard<br />
A leading French postmodernist who describes an absence of meaning in<br />
contemporary society.<br />
Marshall McLuhan<br />
The former director of the Center for Culture and Technology <strong>at</strong> the University of<br />
Toronto who championed technological determinism as the key to understanding<br />
media.<br />
Jean-Francois Lyotard<br />
A French philosopher who popularized the use of the term postmodern to describe our<br />
culture. He asserts th<strong>at</strong> postmodernism constitutes an incredulity toward<br />
metanarr<strong>at</strong>ives; knowledge is rel<strong>at</strong>ive.<br />
Hyperreality<br />
The phenomenon whereby something seems more real than reality.<br />
Frederic Jameson<br />
A Duke University liter<strong>at</strong>ure professor who, oper<strong>at</strong>ing from a neo-Marxist perspective,<br />
argues th<strong>at</strong> we are living in a l<strong>at</strong>e stage of capitalism in which boundaries between<br />
high and popular culture are blurred, art is measured by profits, and media<br />
conglomer<strong>at</strong>es buttress the power of those currently in control.<br />
Tribal Age<br />
The epoch in which orality characterized human communic<strong>at</strong>ion and the senses of<br />
hearing, touch, taste, and smell domin<strong>at</strong>ed visualiz<strong>at</strong>ion.<br />
Age of Literacy<br />
The epoch in which writing produced by the phonetic alphabet characterized human<br />
communic<strong>at</strong>ion and visualiz<strong>at</strong>ion rose to prominence.<br />
Print Age<br />
The epoch in which the printing press promoted literacy and cre<strong>at</strong>ed widespread<br />
dependence on visualiz<strong>at</strong>ion.<br />
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Electronic Age<br />
The epoch in which electronic mass media have cre<strong>at</strong>ed a new orality in which all<br />
humanity can particip<strong>at</strong>e.<br />
Global Village<br />
Worldwide, electronic community where there are no remote places and where all<br />
people have equal access.<br />
Further Resources<br />
• A good general collection is David Crowley and Paul Heyer, Communic<strong>at</strong>ion in History:<br />
Technology, Culture, Society, 2nd ed. (White Plains: Longman, 1995).<br />
• For discussions of media and postmodernism, see:<br />
o David Morley, “Postmodernism: The Rough Guide,” in Cultural Studies in<br />
Communic<strong>at</strong>ions, eds. James Curran, David Morley, and Valerie Walkerdine<br />
(London: Arnold, 1996), 50-65.<br />
o Jon<strong>at</strong>han Bignell, Postmodern Media Culture (Edinburgh: Edinburgh University<br />
Press, 2000).<br />
• For studies of advertising in a postmodern vein, see Mary Cross, ed., Advertising and<br />
Culture: Theoretical Perspectives (Westport, CT: Praeger, 1996); and Anthony J.<br />
Cortese, Provoc<strong>at</strong>eur: Images of Woman and Minorities in Advertising (Lanham:<br />
Rowman & Littlefield, 1999).<br />
• For general interest, we recommend Ben H. Bagdikian, Double Vision: Reflections on<br />
My Heritage, Life, and Profession (Boston: Beacon Press, 1995).<br />
• In Teleliteracy: Taking Television Seriously (New York: Continuum, 1992), David<br />
Bianculli offers a spirited apologia for the medium. In doing so, he specifically<br />
engages arguments raised by McLuhan and Gerbner (Chapter 27).<br />
• For a feminist critique of the field, see Cynthia M. Lont, “Feminist Critique of Mass<br />
Communic<strong>at</strong>ion Research,” in Transforming Visions: Feminist Critiques in<br />
Communic<strong>at</strong>ion Studies, 231-48.<br />
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CHAPTER 25<br />
SEMIOTICS<br />
Outline<br />
I. Introduction.<br />
A. Roland Barthes held the Chair of Literary Semiology <strong>at</strong> the College of France.<br />
B. In Mythologies, he sought to decipher the cultural meaning of visual signs,<br />
particularly those perpetu<strong>at</strong>ing dominant social values.<br />
C. Semiology is concerned with anything th<strong>at</strong> can stand for something else.<br />
D. Barthes is interested in signs th<strong>at</strong> are seemingly straightforward, but subtly<br />
communic<strong>at</strong>e ideological or connot<strong>at</strong>ive meaning.<br />
E. Barthes had an unusual style for an academic and was extremely influential.<br />
II.<br />
III.<br />
Wrestling with signs.<br />
A. Barthes’s true concern was with connot<strong>at</strong>ion—the ideological baggage th<strong>at</strong> signs<br />
carry wherever they go.<br />
B. The structure of signs is key to Barthes’s theory.<br />
C. Ferdinand de Saussure coined the term semiology to refer to the study of signs.<br />
D. A sign is the combin<strong>at</strong>ion of its signifier and signified.<br />
1. The signifier is the image; the signified is the concept.<br />
2. In Barthes’s terms, the signifier isn’t the sign of the signified—r<strong>at</strong>her the sign is<br />
the combin<strong>at</strong>ion of signifier and signified, which are united in an inseparable<br />
bond.<br />
3. These distinctions come from Saussure.<br />
4. The rel<strong>at</strong>ionship between the signifier and the signified in a verbal sign is<br />
arbitrary.<br />
5. The rel<strong>at</strong>ionship between the signifier and the signified in a nonverbal sign is<br />
based on affinity and is therefore quasi-arbitrary.<br />
E. A sign does not stand on its own: it is part of a system.<br />
1. A structural analysis of fe<strong>at</strong>ures common to all semiotic systems is called<br />
taxonomy.<br />
2. Barthes believed semiotic systems function the same way despite their apparent<br />
diversity.<br />
3. Significant semiotic systems cre<strong>at</strong>e myths th<strong>at</strong> affirm the st<strong>at</strong>us quo as n<strong>at</strong>ural,<br />
inevitable, and eternal.<br />
The yellow ribbon transform<strong>at</strong>ion: from forgiveness to pride.<br />
A. Not all semiological systems are mythic.<br />
B. Mythic or connot<strong>at</strong>ive systems are second-order semiological systems built off of<br />
preexisting sign systems.<br />
C. Within mythic systems, the sign of the first system becomes the signifier of the<br />
second.<br />
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IV.<br />
The making of myth: stripping the sign of its history.<br />
A. Every ideological sign is the result of two interconnected sign systems.<br />
B. The first system is strictly descriptive as the signifier image and the signified concept<br />
combine to produce the denot<strong>at</strong>ive sign.<br />
C. The second system appropri<strong>at</strong>es the sign of the denot<strong>at</strong>ive system and makes it the<br />
signifier of the connot<strong>at</strong>ive system.<br />
D. This l<strong>at</strong>eral shift transforms a neutral sign into an ideological tool.<br />
E. The original denot<strong>at</strong>ive sign is not lost, but it is impoverished.<br />
1. The mythic sign carries the crust of falsity.<br />
2. The mythic communic<strong>at</strong>ion is unable to imagine anything alien, novel, or other.<br />
V. Unmasking the myth of a homogeneous society.<br />
A. Only those who understand semiotics can detect the hollowness of connot<strong>at</strong>ive<br />
signs.<br />
B. Mythic signs don’t explain, defend, or raise questions.<br />
C. Mythic signs always reinforce dominant cultural values.<br />
D. They n<strong>at</strong>uralize the current order of things.<br />
VI.<br />
The semiotics of mass communic<strong>at</strong>ion: “I’d like to be like Mike.”<br />
A. Because signs are integral to mass communic<strong>at</strong>ion, Barthes’s semiotic analysis has<br />
become an essential media theory.<br />
B. Kyong Kim argues th<strong>at</strong> the mass signific<strong>at</strong>ion arising in a response to signs is an<br />
artificial effect calcul<strong>at</strong>ed to achieve something else.<br />
C. Advertisements on television cre<strong>at</strong>e layers of connot<strong>at</strong>ion th<strong>at</strong> reaffirm the st<strong>at</strong>us<br />
quo.<br />
VII. Critique: do mythic signs always reaffirm the st<strong>at</strong>us quo?<br />
A. Some students of signific<strong>at</strong>ion disagree with Barthes’s view th<strong>at</strong> all connot<strong>at</strong>ive<br />
systems uphold the values of the dominant class.<br />
B. Scholars such as Anne Norton and Douglass Kellner expand Barthes’s semiotic<br />
approach to argue th<strong>at</strong> signs can subvert the st<strong>at</strong>us quo or exemplify a<br />
countercultural connot<strong>at</strong>ive system.<br />
C. Dick Hebdige suggests th<strong>at</strong> although countercultural semiotic activity is eventually<br />
co-opted by mainstream society, it enjoys a brief time of subversive signific<strong>at</strong>ion.<br />
D. Barthes’s semiotic approach to imagery remains a core theoretical perspective for<br />
communic<strong>at</strong>ion scholars, particularly those who emphasize media and culture.<br />
Key Names and Terms<br />
Roland Barthes<br />
A French semiologist who held the Chair of Literary Semiology <strong>at</strong> the College of France<br />
and whose theorizing focused on the cultural meaning of signs.<br />
Ferdinand de Saussure<br />
A Swiss linguist who coined the term semiology.<br />
Semiology/Semiotics<br />
The study of signs and their impact on society.<br />
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Connot<strong>at</strong>ion<br />
Barthes’s label for the ideological baggage th<strong>at</strong> signs carry with them.<br />
Sign<br />
The combin<strong>at</strong>ion of a signifier and a signified.<br />
Signifier<br />
The actual image of a sign.<br />
Signified<br />
The meaning ascribed to a sign.<br />
Taxonomy<br />
A form of structural analysis th<strong>at</strong> seeks to define and classify the fe<strong>at</strong>ures of all<br />
semiotic systems.<br />
Mythologies<br />
Written by Barthes, this book contains semiotic analyses of a wide variety of visual<br />
signs, particularly those perpetu<strong>at</strong>ing dominant societal values.<br />
Mythic or Connot<strong>at</strong>ive System<br />
A second-order semiological system built off of a preexisting sign system. Within mythic<br />
systems, the sign of the first system becomes the signifier of the second.<br />
Kyong Kim<br />
A communic<strong>at</strong>ion scholar from Mt. Vernon Nazarene College and author of a recent<br />
book th<strong>at</strong> applies semiotics to media theory.<br />
Anne Norton and Douglas Kellner<br />
University of Pennsylvania political scientist and UCLA media scholar (formerly from the<br />
University of Texas <strong>at</strong> Austin), respectively, who expand Barthes’s semiotic approach to<br />
account for how signs may subvert the st<strong>at</strong>us quo.<br />
Dick Hebdige<br />
The director of the Interdisciplinary Humanities Center <strong>at</strong> the University of California,<br />
Santa Barbara, who argues th<strong>at</strong> countercultural semiotic activity <strong>at</strong> first subverts but is<br />
eventually co-opted by mainstream society.<br />
Principal Changes<br />
In this <strong>edition</strong>, Griffin has expanded his discussion of the yellow ribbons displayed in<br />
support of US troops fighting in Iraq as well as edited the chapter for clarity, and upd<strong>at</strong>ed the<br />
Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Clarifying Barthes’s analysis<br />
Like Griffin’s tre<strong>at</strong>ment of CMM, this chapter epitomizes the inherent limit<strong>at</strong>ions of<br />
concise summaries of the complex, constantly evolving theories of wide-ranging thinkers. In<br />
order to fill in key gaps in your students’ understanding, you may need to bring additional<br />
m<strong>at</strong>erial to class. In particular, we would recommend providing a bit more of the text of<br />
Barthes’s analysis of wrestling. To vivify Barthes’s claim th<strong>at</strong> mythic signs reinforce the<br />
dominant values of their culture, quote <strong>at</strong> length from pages 21-23 of “The World of<br />
Wrestling,” where Barthes explains the way in which the spectacle of wrestling communic<strong>at</strong>es<br />
the concept of “justice” to the audience. Be sure your students understand how justice is<br />
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n<strong>at</strong>uralized as the honorable wrestler eventually triumphs over the villainous rule breaker, the<br />
“bastard.” Then they will better comprehend how people who accept this mythology within the<br />
spectacle of the ring are less likely to question its applic<strong>at</strong>ion to the overall order of things. The<br />
concluding paragraphs of the essay brilliantly summarize the ideological power of this semiotic<br />
display (24-25). We also recommend “Wine and Milk” (58-61) and “Steak and Chips” (62-64),<br />
which concisely present the connection between everyday images of the French table and<br />
ideology. In the former essay, for example, Barthes writes, “For it is true th<strong>at</strong> wine is a good<br />
and fine substance, but it is no less true th<strong>at</strong> its production is deeply involved in French<br />
capitalism, whether it is th<strong>at</strong> of the priv<strong>at</strong>e distillers or th<strong>at</strong> of the big settlers in Algeria who<br />
impose on the Muslims, on the very land of which they have been dispossessed, a crop of<br />
which they have no need, while they lack even bread” (61).<br />
The first-order to second-order transition<br />
The rel<strong>at</strong>ionship between a first-order, denot<strong>at</strong>ive system and a second-order,<br />
connot<strong>at</strong>ive system is often difficult to understand. Students have a tendency to view<br />
semiotics as a kind of simpleminded symbolism akin to the literary criticism they picked up in<br />
high-school English classes, so you may have to push them to see beyond the obvious<br />
“standing for” rel<strong>at</strong>ionships. In addition to walking students through Griffin’s yellow-ribbon<br />
example, we recommend Griffin’s practice of working through the fourth exercise in Questions<br />
to Sharpen Your Focus in the textbook. Since many of your students will be unfamiliar with<br />
opera, the original context of the saying will be mysterious to them, a fact th<strong>at</strong> renders the<br />
exercise all the more valuable. In the denot<strong>at</strong>ive system, the signifier is the full-figured diva<br />
herself, belting out her final aria before her de<strong>at</strong>h—and the end of a long evening of musical<br />
drama. The signified would be something like “one last voice for love and passion before de<strong>at</strong>h<br />
and closure.” Overall, the sign suggests a universe th<strong>at</strong> is tragic but aesthetically pleasing. The<br />
diva dies, but not until she makes her long-awaited grand st<strong>at</strong>ement.<br />
When the sign from the denot<strong>at</strong>ive system becomes the signifier of the connot<strong>at</strong>ive<br />
system, a new signified emerges, the more generic notion of waiting it (often an <strong>at</strong>hletic<br />
contest) out, of not accepting victory or defe<strong>at</strong> until the episode or event is entirely completed.<br />
The overall sign of the connot<strong>at</strong>ive system evokes dogged p<strong>at</strong>ience and American skepticism—<br />
never say never. After all, in the connot<strong>at</strong>ive system the details of the conclusion are not yet<br />
known. The new meaning is very similar to the famous line <strong>at</strong>tributed to Yogi Berra: “The game<br />
isn’t over until it’s over.” In the connot<strong>at</strong>ive shift from the original sign to the second-order<br />
semiotic system, the oper<strong>at</strong>ic aesthetic elements of dram<strong>at</strong>ic closure and high tragedy are not<br />
entirely elimin<strong>at</strong>ed, but impoverished. Ask students to appraise the potential ideological<br />
components of the connot<strong>at</strong>ive sign. Over the course of the connot<strong>at</strong>ive shift, has the new sign<br />
assumed the “crust of falsity”?<br />
Another excellent example th<strong>at</strong> was researched by one of our former students is the<br />
transform<strong>at</strong>ion of the swastika from a symbol representing the sun, life, and good luck into the<br />
symbol of Nazi Germany. As a symbol, the swastika has a long lineage, with evidence it adored<br />
pottery as early as 1000 BC. For centuries, it had widespread applic<strong>at</strong>ion, including appeared<br />
on the shoulder p<strong>at</strong>ches of the American 45 th Division during the <strong>First</strong> World War. In Germany,<br />
the symbol started to appear <strong>at</strong> the end of the nineteenth century and was chosen to denote<br />
German n<strong>at</strong>ionalism and pride in Aryan history based on the symbol’s own Aryan / Indian<br />
origins. Wh<strong>at</strong> had stood for life now came to symbolize h<strong>at</strong>e, intolerance, murder, and de<strong>at</strong>h.<br />
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The symbol, imported by the Nazis, has been transformed into a second-order system th<strong>at</strong><br />
departs dram<strong>at</strong>ically from its origins. Moving to its symboliz<strong>at</strong>ion of the neo-Nazi movement,<br />
you might want to discuss with your students how the changes in the signified have altered the<br />
sign over the years. Based on the change in the symbol’s meaning, ask students wh<strong>at</strong> they<br />
might suggest to Alvernia College, a C<strong>at</strong>holic school in Reading, PA, where on the tile floor of a<br />
pre-WW2 building is a swastika mosaic. If the example seems obvious or outmoded, you may<br />
want to remind students of the flap th<strong>at</strong> Britain’s Prince Harry caused when he wore a<br />
swastika-adorned armband to a costume party in 2005.<br />
Similarities between Barthes and Richards<br />
For the purpose of fine-tuning theoretical distinctions, it’s useful to compare Barthes’s<br />
approach to the sign with Richards’s semantic triangle (see Integr<strong>at</strong>ive Essay Question #29). At<br />
first glance the two schemes have several similarities. Both try to conceptualize and<br />
system<strong>at</strong>ize the essential “standing for” rel<strong>at</strong>ionship basic to human communic<strong>at</strong>ion. Both are<br />
concerned with the connection between symbols and concepts. Further study, however,<br />
demonstr<strong>at</strong>es vital differences based on the contrasting interests of the two theorists.<br />
Richards’s triangle focuses on the complex rel<strong>at</strong>ionship between symbols and specific, real<br />
things, and he introduces the difficult concept of the “reference” as a way of bridging the gap<br />
between the two. Barthes’s primary concerns, however, seem to be the rel<strong>at</strong>ionship between<br />
symbols and ideological principles and the complex process of connot<strong>at</strong>ion; thus the signifier’s<br />
connection to the signified takes the reader in an increasingly abstract direction. Richards’s<br />
triangle includes the notion of the real thing—in this case, a four-legged, barking cre<strong>at</strong>ure. In<br />
contrast, Barthes’s sign is entirely symbolic. The flesh-and-blood wrestlers are never merely<br />
wrestlers; they are interesting only because they enact a symbolic drama th<strong>at</strong> evokes complex<br />
ideological meanings.<br />
Fantasizing themes<br />
To discuss Barthes’s contributions to media theory, ask students to reflect on the<br />
“fantasized themes” (to use Kyong Kim’s phrase) th<strong>at</strong> advertising tries to sell us in addition to<br />
their products. In an era in which commercials seem to be ever more loosely linked to the<br />
advertised product itself, students should be able to develop a sense of Kim’s Barthian<br />
analysis, particularly his point th<strong>at</strong> the mass media cre<strong>at</strong>e an “artificial effect” th<strong>at</strong> does not<br />
merely deliver inform<strong>at</strong>ion but aims “to achieve something else.” Such analysis need not be<br />
limited to advertising. Wh<strong>at</strong> “fantasized themes” and “artificial effects” are cre<strong>at</strong>ed by network<br />
news, prime-time television news magazines, sports commentaries, or soap operas?<br />
The destabiliz<strong>at</strong>ion of signs<br />
We would recommend discussing the twists to semiotics offered by Barthes by Norton,<br />
Kellner, and Hebdige. Wh<strong>at</strong> do your students think of Norton’s and Kellner’s arguments about<br />
Madonna’s subversive signific<strong>at</strong>ion? Can they come up with other media figures th<strong>at</strong> might<br />
produce destabilizing signs? Have them contempl<strong>at</strong>e examples th<strong>at</strong> illustr<strong>at</strong>e Hebdige’s thesis<br />
as well.<br />
Other notable works by Barthes<br />
In order to avoid inaccur<strong>at</strong>e pigeonholing, students need to understand th<strong>at</strong> Barthes<br />
was an eclectic, innov<strong>at</strong>ive theorist whose perspective on signs was constantly shifting. The<br />
theoretical m<strong>at</strong>erial presented in this chapter represents only a few of his many intellectual<br />
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phases. In this light, it’s important to note th<strong>at</strong> much of his most famous work concerned<br />
literary signs and codes. In order to vivify this point, you may wish to show students samples of<br />
some of his l<strong>at</strong>er work. In particular, I would recommend giving them a look <strong>at</strong> S/Z, trans.<br />
Richard Miller (New York: Hill and Wang, 1974), a book-length analysis of the complex semiotic<br />
verbal codes present in Honore de Balzac’s short story, “Sarrasine.” Another option is<br />
Barthes’s brilliant essay, “Textual Analysis of a Tale of Poe,” which is available in the following<br />
anthologies: On Signs, ed. Marshall Blonsky, trans. M<strong>at</strong>thew Ward and Richard Howard<br />
(Baltimore: Johns Hopkins University Press, 1985), 84-97; Untying the Text, ed. Robert Young<br />
(London: Routledge, 1981), 133-61; and Roland Barthes, The Semiotic Challenge, trans.<br />
Richard Miller (New York: Hill and Wang, 1988), 261-93. It’s also important to note th<strong>at</strong><br />
although Barthes’s interest in exposing dominant cultural ideologies continued throughout his<br />
career, intriguing—and controversial—issues of gender and sexual orient<strong>at</strong>ion become<br />
increasingly important in l<strong>at</strong>er work.<br />
Saving Priv<strong>at</strong>e Ryan<br />
It might be instructive to question Griffin’s claim th<strong>at</strong> Steven Spielberg’s Saving Priv<strong>at</strong>e<br />
Ryan constitutes antiwar signific<strong>at</strong>ion (367). In contrast, it could be argued th<strong>at</strong> although the<br />
film begins with the horrors of war, its conclusion, which amounts to a traditionally heroic last<br />
stand orchestr<strong>at</strong>ed by admirable underdogs, glorifies—or <strong>at</strong> least unquestionably accepts—the<br />
larger context in which the b<strong>at</strong>tle is fought. Spielberg’s focus on Tom Hanks’s exemplary<br />
bravery in the face of de<strong>at</strong>h helps to convert this otherwise unorthodox and critical study of war<br />
into a r<strong>at</strong>her conventional vehicle for st<strong>at</strong>us quo <strong>at</strong>titudes. For all his talent, this director<br />
cannot resist the classic Hollywood war sign, complete with all it connotes.<br />
Finding Barthes in the strangest places<br />
Some students who appreci<strong>at</strong>e random trivia items may appreci<strong>at</strong>e a r<strong>at</strong>her obscure<br />
discovery of Barthes in popular culture. In the fe<strong>at</strong>ure film, The Truth about C<strong>at</strong>s and Dogs, the<br />
two main characters, Abby and Brian, get to know each other very intim<strong>at</strong>ely after spending an<br />
evening talking on the phone. During this phone call, Brian reads Abby a portion of Barthes’s<br />
Camera Lucida, his tre<strong>at</strong>ise on photography.<br />
Sample Applic<strong>at</strong>ion Log<br />
K<strong>at</strong>herine<br />
Michael Jordan plays most of his game (especially his slam dunks) with his mouth hanging<br />
wide and his tongue wagging. This has come to signify talent, expect<strong>at</strong>ion of gre<strong>at</strong>ness, and<br />
pride. Jordan wanna-bees across the country have picked up this little quirk. For them, keeping<br />
their mouth open signifies Michael Jordan and, therefore, being cool, talented, and better than<br />
everyone else. The image of superiority, however, is not derived from any talent of their own;<br />
it’s based on myth.<br />
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Exercises and Activities<br />
The WWF in the classroom<br />
To test Barthes’s analysis of wrestling in a contemporary context, consider showing<br />
video segments of American wrestling to your class. Ask your students to predict from the<br />
introduction of the wrestlers the style and outcome of the m<strong>at</strong>ch. Challenge them to identify<br />
the perpetu<strong>at</strong>ion of dominant cultural values in these grotesque dramas. Many of your<br />
students will enjoy grappling with the theoretical jump from signifier to signified. The brief<br />
political career of former wrestler Jesse “The Body” Ventura—and all th<strong>at</strong> it connotes—serves<br />
as an intriguing case study for such analysis. After a quirky election won him the governorship<br />
of Minnesota, Ventura <strong>at</strong>tempted to transl<strong>at</strong>e the moral drama he acted so successfully in the<br />
ring into political virtues such as the triumph over special interests and the ability of one man<br />
to fight the system. The fact th<strong>at</strong> Ventura was neither a particularly popular nor successful<br />
governor (he chose not to seek a second term) suggests the difficulty in transl<strong>at</strong>ing simplistic<br />
ideology based in a r<strong>at</strong>her crude semiotic system into complex political reality. It’s one thing to<br />
feed a r<strong>at</strong>her misleading ideological fantasy to unwary p<strong>at</strong>rons of wrestling—who seek<br />
escapism, r<strong>at</strong>her than solutions to weighty problems of government—but it’s quite another to<br />
successfully apply the same myth—day after day—to the running of a st<strong>at</strong>e.<br />
In some ways, the case of Arnold Schwarzenegger, the current governor of California, is<br />
not dissimilar. Seemingly becoming the muscular, independent-minded, heroic persona he<br />
popularized in blockbuster films such as The Termin<strong>at</strong>or, candid<strong>at</strong>e Schwarzenegger (the<br />
denot<strong>at</strong>ive sign) swept into office (via a recall election) with tough-guy pledges to run the<br />
crooks and incompetents out of Sacramento, restore a positive business clim<strong>at</strong>e by elimin<strong>at</strong>ing<br />
sinister disincentives to do business in California, and rescue government from the dark forces<br />
of evil such as tax-and-spend liberals and greedy special-interest groups (who turned out to be<br />
teachers, firefighters, nurses, and other rel<strong>at</strong>ively modest public servants). At the level of the<br />
connot<strong>at</strong>ive system, Schwarzenegger the action figure communic<strong>at</strong>ed the more general<br />
ideological position (very much tied up in the myth of the traditional American dream) th<strong>at</strong><br />
rugged, decisive, uncompromising individualism works outside the system to overcome<br />
corpor<strong>at</strong>e malevolence and fecklessness wherever it manifests itself. Although<br />
Schwarzenegger began very well by actually effecting compromises and bargains in a manner<br />
utterly unlike the big screen hero with whom he so closely associ<strong>at</strong>es, his continued reliance<br />
on macho, uncompromising talk and the clichéd moral code th<strong>at</strong> forms the backbone of his<br />
fantastic adventure movies is wearing thin, as is his popularity. It is not particularly surprising,<br />
thus, th<strong>at</strong> to d<strong>at</strong>e he has been unable to accomplish major economic reforms and stabilize the<br />
complex budgeting process. Ironically, it may be the case th<strong>at</strong> the very ideological core of the<br />
connot<strong>at</strong>ive semiotic system th<strong>at</strong> helped elect Schwarzenegger is also wh<strong>at</strong> most limits his<br />
effectiveness in office. In summer 2005, it is not entirely certain th<strong>at</strong> he will run for a second<br />
term. The Rocky films also provide good m<strong>at</strong>erial for such analysis, particularly those th<strong>at</strong> pit<br />
the all-American slugger from Philadelphia against foreigners. In raising the examples of<br />
Ventura, Schwarzenegger, and Rocky Balboa in class, encourage your students to identify the<br />
denot<strong>at</strong>ive and connot<strong>at</strong>ive semiotic systems th<strong>at</strong> characterize these provoc<strong>at</strong>ive signs. For<br />
remarkable examples of Schwarzenegger’s semiotic presence, see the following website:<br />
http://www.amendus.org/?referrer=yahoo<br />
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For students who balk <strong>at</strong> Barthes’s class-based, ideological reading of wrestling, ask<br />
them to provide another explan<strong>at</strong>ion for the spectacle’s enduring <strong>at</strong>traction. Why, if it does not<br />
function as Barthes claims, does it remain popular? One counter explan<strong>at</strong>ion, of course, would<br />
be Aristotelian c<strong>at</strong>harsis, but students may propose other interesting candid<strong>at</strong>es.<br />
Other texts for analysis<br />
Not everyone enjoys w<strong>at</strong>ching and then discussing the theoretical implic<strong>at</strong>ions of<br />
oversized men be<strong>at</strong>ing on one another, of course, so you may consider discussing other sorts<br />
of semiotic systems, particularly those from the mass media. Automobile ads capture the<br />
imagin<strong>at</strong>ion of most college students and make excellent texts for Barthian analysis. Bring in<br />
magazine ads fe<strong>at</strong>uring both contemporary cars and those from previous decades and discuss<br />
how they, too, can be viewed as complex signs. Wh<strong>at</strong> do differences in size, power,<br />
performance, styling, gas efficiency, and country of origin signify? To advance the discussion,<br />
refer to the ideas of Kyong Kim, who suggests th<strong>at</strong> advertisers play on the assumption th<strong>at</strong> we<br />
want to be sold a lifestyle or an ideology r<strong>at</strong>her than merely a means of transport<strong>at</strong>ion. Wh<strong>at</strong><br />
does th<strong>at</strong> say about the symbolic character of our vehicles and the mass manipul<strong>at</strong>ion of the<br />
American public? Other advertisements—for <strong>at</strong>hletic shoes, beer, and soft drinks—can also be<br />
productive texts to use in class, as the analysis of the “I’d like to be like Mike” commercial<br />
suggests.<br />
Recent example in the media<br />
An example from recent media history th<strong>at</strong> may provoke an interesting discussion<br />
amongst your students is the recent legal fight and eventual de<strong>at</strong>h of Terri Schiavo, a Florida<br />
woman who was in a persistent veget<strong>at</strong>ive st<strong>at</strong>e for 15 years. Her husband, who wanted to<br />
allow her to die by removing her feeding tube, fought his in-laws as her parents mounted a<br />
legal challenge citing a desire to follow her wishes and a disbelief th<strong>at</strong> her condition was<br />
irreversible. On several occasions, her story became front-page news as the two camps waged<br />
a symbolic war, and it reached n<strong>at</strong>ional significance when President George W. Bush and<br />
congress <strong>at</strong>tempted to pass legisl<strong>at</strong>ion th<strong>at</strong> would mand<strong>at</strong>e the continu<strong>at</strong>ion of her lifepreserving<br />
measures. When a previous court ruling was not overturned, her feeding tube was<br />
removed, and de<strong>at</strong>h followed 13 days l<strong>at</strong>er. Afterwards, the two sides continued their b<strong>at</strong>tle<br />
over the interpret<strong>at</strong>ion Terri’s de<strong>at</strong>h as either the just course of action (“a person’s right to die)<br />
or a savage act of cruelty (“de<strong>at</strong>h by starv<strong>at</strong>ion”). The drama’s last (or <strong>at</strong> least, l<strong>at</strong>est) turn was<br />
the words by her husband on the grave stone: “I kept my promise.” You might ask students to<br />
deb<strong>at</strong>e the various semiotic readings of the Terri Schiavo case, paying <strong>at</strong>tention to multiple<br />
constructions of the sign, signifier, and signified.<br />
Having worked through signs th<strong>at</strong> Barthes claims reinforce dominant values of culture,<br />
you and your students may wish to <strong>at</strong>tempt to find media figures, text, or images th<strong>at</strong> might not<br />
fit the ideological mold. Anne Norton and Douglas Kellner’s example of Madonna is a good<br />
place to start the discussion, but ask students to provide their own examples of signs from<br />
popular music (rap is a good place to look), film or television shows. These examples may also<br />
lead to productive discussion about Dick Hebdige’s theoretical approach. Were some of these<br />
signs subversive <strong>at</strong> one time, and have since been co-opted by mainstream society? An<br />
excellent resource to use when considering this issue is the Frontline documentary, The<br />
Merchants of Cool, which explicitly addresses how wh<strong>at</strong> is “on the edge” of youth culture is<br />
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turned into wh<strong>at</strong> is “cool.” The film also illustr<strong>at</strong>es how “cool” functions as a signified th<strong>at</strong> is<br />
marketed to youth.<br />
G<strong>at</strong>orade’s “I’d like to be like Mike”<br />
When Em Griffin teaches this chapter, he shows the G<strong>at</strong>orade ad analyzed on 366-67.<br />
He also makes a point of system<strong>at</strong>ically working through the semiotic shift th<strong>at</strong> occurs in the<br />
yellow ribbon example fe<strong>at</strong>ured in the chapter (he even plays the song for his class). Griffin<br />
encourages the ambitious instructor to assign students reading from l<strong>at</strong>er in Barthes’s career.<br />
Barthes’s more postmodern phase can add complexity and richness to class discussion.<br />
Further Resources<br />
• An excellent supplementary text for this chapter is Jon<strong>at</strong>han Bignell’s Media Semiotics:<br />
An Introduction (Manchester: Manchester University Press, 1997).<br />
• A good source for articles on semiotics is the American Journal of Semiotics.<br />
• Beyond the works cited by Griffin in the Second <strong>Look</strong> section of the text, see the<br />
Encyclopedia of Semiotics, ed. Paul Bouissac (New York: Oxford University Press,<br />
1998).<br />
• Terence Hawkes’s eminently readable Structuralism and Semiotics (Berkeley: University<br />
of California Press, 1977) has a useful section on Barthes (106-22).<br />
• In the Encyclopedia of Rhetoric and Composition, see James S. Baumlin, “Barthes,” 66-<br />
67; C<strong>at</strong>herine Lappas, “Signified/Signifier/Signifying,” 673; Sue Hum, “Semiotics,”<br />
666-67.<br />
• Although Michael Eric Dyson’s chapter “Be Like Mike? Michael Jordan and the<br />
Pedagogy of Desire” in Reflecting Black: African-American Cultural Criticism<br />
(Minneapolis: University of Minnesota Press, 1993) does not specifically refer to<br />
Barthes, his analysis of Jordan’s media image as a marketable product connects to the<br />
ideas presented in this chapter.<br />
General discussion of semiotics<br />
• “Semiotics, Poetry,” The New Princeton Encyclopedia of Poetry and Poetics, eds. Alex<br />
Preminger and T.V.F. Brogan (Princeton: Princeton University Press, 1993), 1138-43.<br />
• Kaja Silverman, The Subject of Semiotics (New York: Oxford University Press, 1983).<br />
Applic<strong>at</strong>ions of Barthes<br />
• For an intriguing political applic<strong>at</strong>ion of Barthes’s theory, see Anne Norton’s chapterlength<br />
study, “The President as Sign,” in her book Republic of Signs: Liberal <strong>Theory</strong> and<br />
American Popular Culture (Chicago: University of Chicago Press, 1993), 87-121.<br />
• Mark P. Orbe uses semiotics to analyze how African-American cast members are<br />
signified on the television show The Real World in “Constructions of Reality on MTV’s<br />
The Real World: An Analysis of the Restrictive Coding of Black Masculinity,” Southern<br />
Communic<strong>at</strong>ion Journal 64 (Fall 1998): 32-47.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
337
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
338
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
339
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
340
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 26<br />
CULTURAL STUDIES<br />
Outline<br />
I. Introduction.<br />
A. Critical theorists such as Stuart Hall question the scientific focus of mainstream<br />
communic<strong>at</strong>ion research on media influence.<br />
B. Influenced by a Marxist interpret<strong>at</strong>ion of society, Hall’s central concern is how the<br />
mass media cre<strong>at</strong>e support for hegemonic ideological positions.<br />
C. Hall and most critical theorists want to change the world to empower people on the<br />
margins of society.<br />
II.<br />
III.<br />
The media as powerful ideological tools.<br />
A. Hall believes th<strong>at</strong> the media function to maintain the dominance of the powerful and<br />
to exploit the poor and powerless.<br />
B. Ideology is defined as “those images, concepts and premises which provide the<br />
framework through which we represent, interpret, understand and ‘make sense’ of<br />
some aspect of social existence.”<br />
C. Mainstream U.S. mass communic<strong>at</strong>ion research serves the myth of democr<strong>at</strong>ic<br />
pluralism and ignores the power struggle th<strong>at</strong> the media mask.<br />
D. To avoid academic compartmentaliz<strong>at</strong>ion, Hall prefers cultural studies over media<br />
studies.<br />
E. Articul<strong>at</strong>e means both speaking out against oppression and linking th<strong>at</strong> subjug<strong>at</strong>ion<br />
with the communic<strong>at</strong>ion media.<br />
F. Hall’s mission reflects his Marxist interpret<strong>at</strong>ion of history.<br />
G. Cultural studies is closely rel<strong>at</strong>ed to critical theory but places more emphasis on<br />
resistance than r<strong>at</strong>ionality.<br />
Early cultural critics.<br />
A. In order to grasp Hall’s theory, we must first understand its roots.<br />
B. Cultural critics by the end of World War II were concerned with the question of why<br />
oppression persisted and dominant capitalist economies continued to thrive.<br />
C. Frankfurt School theorists argued th<strong>at</strong> the corpor<strong>at</strong>e-owned media were effective in<br />
tailoring messages th<strong>at</strong> supported the capitalist system.<br />
1. The media present capitalism as n<strong>at</strong>ural, eternal, and unalterable.<br />
2. To describe the cultural role of the media, Hall adopts the term hegemony,<br />
meaning preponderant influence or domin<strong>at</strong>ion of one n<strong>at</strong>ion over another.<br />
3. In Hall’s terms, hegemony refers to already accepted interpret<strong>at</strong>ions of reality<br />
th<strong>at</strong> keep society’s haves in power over its have-nots.<br />
D. Roland Barthes provided a way to start with concrete media images and<br />
system<strong>at</strong>ically deconstruct their shift in meaning.<br />
1. Semiotics tangibly illustr<strong>at</strong>es how societal power is preserved and<br />
communic<strong>at</strong>ed through everyday objects and symbols.<br />
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2. Yet semiotics does not adequ<strong>at</strong>ely explain why certain meanings get <strong>at</strong>tached to<br />
certain symbols <strong>at</strong> certain times.<br />
E. Michel Foucault believed signs and symbols cannot be separ<strong>at</strong>ed from mass media<br />
images.<br />
1. They are unified by their common discursive n<strong>at</strong>ure and require frameworks of<br />
interpret<strong>at</strong>ion in order to make sense.<br />
2. The framework people use is provided through the dominant discourse of the<br />
day.<br />
IV.<br />
Making meaning.<br />
A. Hall contends th<strong>at</strong> the primary function of discourse is to make meaning.<br />
1. Words and signs have no intrinsic meaning.<br />
2. We learn wh<strong>at</strong> signs mean through discourse—through communic<strong>at</strong>ion and<br />
culture.<br />
B. Hall believes we must examine the sources of discourse.<br />
1. People with power cre<strong>at</strong>e “discursive form<strong>at</strong>ions” th<strong>at</strong> become n<strong>at</strong>uralized.<br />
2. Those ways of interpreting the world are perpetu<strong>at</strong>ed through further discourse<br />
and keep the dominant in power.<br />
V. Corpor<strong>at</strong>e control of mass communic<strong>at</strong>ion.<br />
A. Hall believes the focus of the study of communic<strong>at</strong>ion should be on how human<br />
culture influences the media and on power rel<strong>at</strong>ions and social structures.<br />
B. Hall and other advoc<strong>at</strong>es of cultural studies believe th<strong>at</strong> media represent<strong>at</strong>ions of<br />
culture reproduce social inequalities and keep the average person powerless.<br />
C. At least in the U.S., corpor<strong>at</strong>ions produce and distribute the vast majority of<br />
inform<strong>at</strong>ion we receive.<br />
D. Corpor<strong>at</strong>e control of inform<strong>at</strong>ion prevents many stories from being told.<br />
E. The ultim<strong>at</strong>e issue for cultural studies is not wh<strong>at</strong> inform<strong>at</strong>ion is presented, but<br />
whose inform<strong>at</strong>ion it is.<br />
VI.<br />
The media role in the Gulf War.<br />
A. A variety of cultural products can be deployed to gener<strong>at</strong>e popular support for the<br />
dominant ideology.<br />
B. The media practice hegemonic encoding—the regul<strong>at</strong>ion of discourse so th<strong>at</strong> some<br />
messages are encoded by the mass media then decoded, internalized, and acted<br />
upon by the audience.<br />
1. Other ideas remain unvoiced.<br />
2. Complex ethical questions are not engaged.<br />
C. Hall uses the term “ideological discourses of constraint” to refer to the media’s<br />
limit<strong>at</strong>ion of altern<strong>at</strong>ives and present<strong>at</strong>ion of restricted choices as the only options.<br />
VII. Post-9/11 media coverage.<br />
A. Hall believes the mass media provide the guiding myths th<strong>at</strong> shape our perception of<br />
the world and serve as important instruments of social control.<br />
B. He believes hegemonic encoding occurs all the time, yet it’s not a conscious plot.<br />
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VIII. An obstin<strong>at</strong>e audience.<br />
A. Audiences may not accept the source’s ideology.<br />
B. There are three ways to decode a message.<br />
1. Oper<strong>at</strong>e inside the dominant code.<br />
2. Apply a negotiable code.<br />
3. Substitute an oppositional code.<br />
C. Although Hall has trouble believing the powerless can change the system, he<br />
respects the ability of people to resist the dominant code.<br />
D. He is unable to predict, though, when and where resistance will spring up.<br />
IX.<br />
Critique: Your judgment will depend on your ideology.<br />
A. The strong ideological component inherent in cultural studies limits its credibility.<br />
B. Hall’s work is rel<strong>at</strong>ively silent in regards to women as equal victims of hegemony with<br />
ethnic minorities and the poor.<br />
C. Hall doesn’t offer specific remedies for the problems he identifies.<br />
D. Hall’s gre<strong>at</strong> contribution is his insistence th<strong>at</strong> one cannot talk about meaning without<br />
considering power.<br />
E. Samuel Becker notes th<strong>at</strong> although Hall knocks the dominant ideology of<br />
communic<strong>at</strong>ion studies, he has become the most dominant figure in the field.<br />
Key Names and Terms<br />
Stuart Hall<br />
Professor emeritus of sociology <strong>at</strong> the Open University, Milton Keynes, England, and<br />
leading proponent of cultural studies.<br />
Cultural Studies<br />
A neo-Marxist critique th<strong>at</strong> sets forth the position th<strong>at</strong> mass media manufacture<br />
consent for dominant ideologies.<br />
Ideology<br />
Those images, concepts and premises which provide the framework through which we<br />
represent, interpret, understand and “make sense” of some aspect of social existence.<br />
Articul<strong>at</strong>e<br />
The process of both speaking out against oppression and linking th<strong>at</strong> subjug<strong>at</strong>ion with<br />
the communic<strong>at</strong>ion media.<br />
Hegemony<br />
The preponderant influence or domin<strong>at</strong>ion of one n<strong>at</strong>ion over another or, by extension,<br />
of the powerful over the weak.<br />
Frankfurt School Theorists<br />
<strong>First</strong> introduced in Chapter 2, these r<strong>at</strong>her orthodox Marxist theorists argued th<strong>at</strong> the<br />
working classes remained oppressed because the corpor<strong>at</strong>e-owned media effectively<br />
tailor messages supporting the capitalistic system.<br />
Michel Foucault<br />
A leading twentieth-century French philosopher who believed signs and symbols are<br />
inextricably linked to mass media messages and th<strong>at</strong> the frameworks people use to<br />
interpret them are provided through the dominant discourse of the day.<br />
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Discourse<br />
According to Foucault, a group of st<strong>at</strong>ements th<strong>at</strong> provide a way of representing<br />
knowledge about a particular topic <strong>at</strong> a historical moment; it produces and frames<br />
knowledge.<br />
Discursive Form<strong>at</strong>ion<br />
The process by which unquestioned and seemingly n<strong>at</strong>ural ways of interpreting the<br />
world becomes ideologies.<br />
Ideology<br />
Mental frameworks th<strong>at</strong> different classes and social groups deploy in order to make<br />
sense of, define, figure out, and render intelligible the way society works.<br />
Douglas Kellner<br />
<strong>First</strong> introduced in Chapter 25, this media scholar from UCLA has provided many<br />
specific examples of hegemonic encoding by the media.<br />
Hegemonic Encoding<br />
The regul<strong>at</strong>ion of discourse so th<strong>at</strong> some messages are encoded by the mass media<br />
then decoded, internalized, and acted upon by the audience, while other ideas remain<br />
unvoiced.<br />
Ideological Discourses of Constraint<br />
The media’s limit<strong>at</strong>ion of altern<strong>at</strong>ives and present<strong>at</strong>ion of restricted choices as the only<br />
options.<br />
Samuel Becker<br />
A communic<strong>at</strong>ion scholar from the University of Iowa who notes th<strong>at</strong> although Hall<br />
<strong>at</strong>tacks the dominant ideology of communic<strong>at</strong>ion studies, he has become the most<br />
dominant figure in the field.<br />
Principal Changes<br />
For this <strong>edition</strong>, Griffin has retooled the Critique section, which now includes a<br />
discussion of Hall’s rel<strong>at</strong>ive silence on feminist issues and the lack of solutions offered by the<br />
theorist for the problems he identifies. In addition, he has clarified Hall’s use of the term<br />
hegemony and has upd<strong>at</strong>ed the Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Social constructionism with an ideological twist<br />
In his introduction to Cognitive Processing, Griffin tells the story of the three umpires<br />
discussing their profession before a ball game. Proponents of cultural studies might posit a<br />
fourth umpire, who, as a servant of the power elite, declares, “Some’s balls, some’s strikes,<br />
but my calls tend to benefit the team th<strong>at</strong>’s ahead.” For Hall, the struggle to determine the<br />
meaning of key societal events and trends is currently domin<strong>at</strong>ed by those in power, whose<br />
interests are supported by our umpires, the purveyors of the mass media. They may not<br />
command the understanding of their bias exhibited by our imaginary fourth umpire, but<br />
nonetheless their judgments maintain the prevailing ideologies of those in control. Cultural<br />
studies is social constructionism with an ideological twist—meaning is cre<strong>at</strong>ed through<br />
communic<strong>at</strong>ive acts, but it is done so with the effect of control and domin<strong>at</strong>ion.<br />
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Hall and McLuhan<br />
To help your students loc<strong>at</strong>e Hall’s work within the larger field of mass communic<strong>at</strong>ion<br />
studies, encourage the comparison to McLuhan (to whom your students were introduced in the<br />
Media and Culture section), whose approach is based on the powerful—perhaps irresistible—<br />
impact of media technology itself. Although not a strict economic determinist, Hall finds<br />
economic and class-based variables salient and moves away from the kind of technological<br />
explan<strong>at</strong>ions of cultural phenomena th<strong>at</strong> so fascin<strong>at</strong>ed McLuhan. (Integr<strong>at</strong>ive Essay Question<br />
#32 below addresses this issue.)<br />
Connecting Hall, Barthes, Foucault, Poole, and Deetz<br />
Connections to theorists in other areas of communic<strong>at</strong>ion studies are also worth<br />
exploring with your students. As the chapter notes, Hall’s neo-Marxism, his focus on hegemonic<br />
ideology, and his concern over the potentially pernicious power of connot<strong>at</strong>ion link him to<br />
Barthes’s semiotic analysis. No doubt Hall’s approach to the wrestlers and the yellow ribbons<br />
would closely resemble Barthes’s. However, as the chapter explains, semiotics is limited by its<br />
inability to explain why certain meanings get <strong>at</strong>tached to certain symbols <strong>at</strong> certain historical<br />
times. Here is where Foucault comes in, of course—and where students may get lost. To help<br />
them understand Foucault’s contribution to cultural studies, go back to the wrestlers and the<br />
ribbons and bring in the focus on economics, power, and corpor<strong>at</strong>e control th<strong>at</strong> are essential<br />
to Foucault’s argument. Poole’s adaptive structur<strong>at</strong>ion theory has not entirely integr<strong>at</strong>ed its<br />
“ethical responsibility” with its “theory construction” (272), perhaps, but its focus on<br />
democr<strong>at</strong>ic decision making and power sharing may <strong>at</strong> least partially align it with Hall’s<br />
approach. Although Hall demonstr<strong>at</strong>es more interest in resistance than r<strong>at</strong>ionality, his effort to<br />
liber<strong>at</strong>e the common worker from the dominant ideology of the culture is very similar to Deetz’s<br />
desire to empower all stakeholders affected by corpor<strong>at</strong>e decisions. (Integr<strong>at</strong>ive Essay<br />
Question #33 below addresses these potential connections.)<br />
The hegemonic encoding of welfare reform<br />
The notions of “hegemonic encoding” and “ideological discourses of constraint” may be<br />
particularly difficult for students to understand. A full tre<strong>at</strong>ment of Griffin’s analysis of the Gulf<br />
War and post-9/11 media coverage will help, as will discussion of the media’s portrayal of<br />
other contemporary issues. How do the media engage in “hegemonic encoding” with respect to<br />
welfare, for example? The media have tended to portray welfare as a problem of people of<br />
color (although the majority of people on public assistance are white) and as a “lifestyle”<br />
people adopt permanently (although even prior to welfare reform most welfare recipients used<br />
the system for less than two consecutive years). Audiences have acted on these perceptions<br />
when they have elected politicians to reform welfare. Raise the ideas about welfare th<strong>at</strong> are<br />
seldom discussed and the “ideological discourses of constraint” th<strong>at</strong> make it seem there is<br />
only a limited range of altern<strong>at</strong>ives (various proposals for “welfare reform,” for example). The<br />
media’s coverage of “welfare reform” may also gener<strong>at</strong>e discussion about wh<strong>at</strong> is voiced and<br />
wh<strong>at</strong> is omitted—we hear about the benefits of putting people to work, for example, without a<br />
discussion of the problems of child care, transport<strong>at</strong>ion, or the inability of families to survive on<br />
the minimum wage.<br />
Cultural studies: Un-American?<br />
Many students who have been raised on the language of the Constitution and the<br />
Declar<strong>at</strong>ion of Independence find analyses with even the slightest tint of Marxism irrelevant to<br />
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the American experience. Some even consider it downright distasteful or thre<strong>at</strong>ening. Since<br />
America is the land of freedom and economic opportunity, we don’t have economic domin<strong>at</strong>ion<br />
and ideological hegemony here. One way to respond to this position is to have them reread the<br />
opening pages of Chapter 20, in which Griffin aptly presents some of the economic inequities<br />
present in the American economy (301-02). It is also worth noting th<strong>at</strong> Hall’s academic career<br />
is based primarily in Britain, a country with a more rigid economic structure than the United<br />
St<strong>at</strong>es. The British still recognize a hereditary monarchy and extensive aristocracy, and the<br />
British class system is more entrenched than its American counterpart. Cultural studies has<br />
found a home in this country, but it was conceived in and for another empire.<br />
The distinction between pluralism and polysemy<br />
Hall’s distinction between pluralism and polysemy may be useful. He asserts th<strong>at</strong> our<br />
n<strong>at</strong>ional communic<strong>at</strong>ion is polysemic—a variety of voices compete for the audience’s <strong>at</strong>tention,<br />
but not on an equal footing. Hall does not suggest th<strong>at</strong> there are no altern<strong>at</strong>ive voices to<br />
hegemonic discourse. Oppositional meanings exist alongside the preferred meanings of the<br />
dominant ideology. But although he does not believe in an entirely monolithic media, he does<br />
not believe th<strong>at</strong> an open, healthy sort of pluralism exists either, in which every position<br />
receives a fair hearing.<br />
Oppositional reading<br />
In an earlier <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong>, Griffin fe<strong>at</strong>ured discussion of John Fiske’s resistant<br />
reader. It may be useful to introduce Fiske’s controversial belief th<strong>at</strong> media consumers often<br />
read against the grain, thus recre<strong>at</strong>ing the message of the text for their own purposes. If, in<br />
effect, the consumer is able to undermine or defe<strong>at</strong> the hegemonic ideology through such<br />
oppositional readings, then the media’s control of the have-nots is severely eroded. In a sense,<br />
Fiske does to Hall wh<strong>at</strong> Norton and Kellner do to Barthes. We’ll revisit Fiske’s critique in our<br />
tre<strong>at</strong>ment of cultiv<strong>at</strong>ion theory.<br />
Sample Applic<strong>at</strong>ion Log<br />
Sharon<br />
“The ideological fight is a struggle to capture language.” We see this b<strong>at</strong>tle in the abortion<br />
deb<strong>at</strong>e. The media seems to favor those with “pro-choice” beliefs. How I wish we could even<br />
the deb<strong>at</strong>e by having news announcers use “pro-life” instead of anti-abortion. This would be a<br />
sign th<strong>at</strong> <strong>at</strong> least pro-life groups are being seen as reasonable, positive people. Yet, this group<br />
doesn’t seem to be successful in capturing positive language. The media does give an<br />
ideological spin to the abortion demand by its very use of language and its connot<strong>at</strong>ions.<br />
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Exercises and Activities<br />
Applying cultural studies<br />
Perhaps the best way to handle skepticism toward cultural studies is to put the theory<br />
to the test. Choose a relevant local, n<strong>at</strong>ional, or intern<strong>at</strong>ional issue th<strong>at</strong> is currently<br />
experiencing heavy coverage in the mainstream media and have your students analyze the<br />
way it is pitched to the audience. How are connot<strong>at</strong>ive meanings shaped and controlled? How<br />
are key players (workers and management, minorities, and women, for example)<br />
characterized? How are the economic components of the m<strong>at</strong>ter presented? Wh<strong>at</strong> ideologies<br />
seem to surface, however subtly? To clarify the messages of mainstream coverage, contrast<br />
them with the perspectives presented by sources such as Rush Limbaugh, The N<strong>at</strong>ional<br />
Review, Air America, and The N<strong>at</strong>ion.<br />
Television shows are also good subjects for such analysis. Have your students analyze<br />
ideological stances concerning gender, race, class, and age in a popular program such as CSI,<br />
Will & Grace, Law & Order, Everybody Loves Raymond, The West Wing, or The Sopranos. If<br />
your students enjoy them (many of ours do!), soap operas are incredibly rich texts for such<br />
analysis. As John Berger’s Ways of Seeing (see under “Further Resources,” below) illustr<strong>at</strong>es<br />
particularly powerfully, print and video advertisements succinctly reveal important ideologies <strong>at</strong><br />
work. The Hilliard article mentioned below proves th<strong>at</strong> even sports broadcasting can<br />
demonstr<strong>at</strong>e the value of Hall’s thesis. The recent trend toward “reality” television could lead<br />
to interesting analysis, for—in fact—wh<strong>at</strong> is “real” on these shows is highly scripted and edited.<br />
We see beautiful, upwardly mobile people particip<strong>at</strong>ing in staged events; we aren’t shown<br />
poverty or day-to-day challenges. (Essay Question #30 engages this issue.)<br />
Hollywood films can be particularly rich texts for critical analysis, particularly those th<strong>at</strong><br />
present ostensibly class-conscious messages. A useful example is Titanic, the Academy Awardwinning<br />
blockbuster th<strong>at</strong> fe<strong>at</strong>ures a star-crossed romance between an upper-class maiden and<br />
a working-class adventurer. Wh<strong>at</strong>’s particularly intriguing about the film is th<strong>at</strong> although it<br />
emphasizes a rel<strong>at</strong>ionship th<strong>at</strong> crosses class lines and although it draws <strong>at</strong>tention to the unfair<br />
tre<strong>at</strong>ment of passengers in steerage, who are denied se<strong>at</strong>s in the lifebo<strong>at</strong>s, its most powerful<br />
theme is naïve romanticism. It’s no surprise th<strong>at</strong> the film’s most devoted audience—junior-high<br />
girls—revisited the<strong>at</strong>res for multiple viewings not to further ponder the social inequities of early<br />
twentieth-century travel or class boundaries, but to celebr<strong>at</strong>e the simplistic sentimentality of a<br />
teenage crush writ large. It’s also no surprise th<strong>at</strong> the film’s most celebr<strong>at</strong>ed image, which<br />
fe<strong>at</strong>ures the two lovers sensuously decor<strong>at</strong>ing the bow of the ship, appeals to giddily romantic,<br />
r<strong>at</strong>her than critical, eyes. (This image, incidentally, would be an excellent artifact for semiotic<br />
analysis.) Under the guise of class consciousness, the film actually glorifies “love <strong>at</strong> first sight,”<br />
as well as the very beautiful-people imagery and opulence th<strong>at</strong> sink with—and help sink—the<br />
ship. Ideologically, thus, Titanic provides just enough social commentary to lull the viewer into<br />
political complacency.<br />
A controversial reading of Back to the Future<br />
Interestingly enough, a class of communic<strong>at</strong>ion theory students readily accepted the<br />
preceding analysis, but were r<strong>at</strong>her indignant when presented with a similar reading of one of<br />
their sacred cows, Back to the Future. They couldn’t believe th<strong>at</strong> Robert Zemeckis’s story of<br />
suburban heroism reinforced st<strong>at</strong>us quo values about American capitalism. Try it out on your<br />
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own students! Ask them to ponder the parallel lives th<strong>at</strong> are possible for the “hero”: the loser<br />
and success tracks. Note th<strong>at</strong> many of the elements of the success track constitute or suggest<br />
wealth and st<strong>at</strong>us—the m<strong>at</strong>erialistic side of the American Dream. Indirectly, the film supposes<br />
th<strong>at</strong> success in life is connected to (or perhaps caused by) wh<strong>at</strong> you have, by financial<br />
achievement. Happiness stems from an expensive house in a wealthy suburban neighborhood,<br />
country-club membership, straight teeth, and so forth. R<strong>at</strong>her than interrog<strong>at</strong>ing this premise<br />
or suggesting the limits of such thinking (after all, there are many harsh economic realities th<strong>at</strong><br />
the suburbs hide and in some cases even cause), the film wants you to celebr<strong>at</strong>e emotionally<br />
the hero’s act of winning “the good life” for himself by buying into the film’s conclusion. In fact,<br />
it seems as if the hero’s ultim<strong>at</strong>e m<strong>at</strong>erial success is the result of his moral goodness.<br />
Persistent economic inequality is not only inevitable, but the direct result of differences—<br />
strengths and weaknesses—in character. This message, thus, encourages the viewer to<br />
continue to implicitly embrace the capitalist system th<strong>at</strong> cultural studies so diligently seeks to<br />
expose.<br />
The Internet’s influence<br />
To pull the discussion in a different direction, ask your students to name mass media<br />
products th<strong>at</strong> appear to critique capitalism, class structure, or American racial problems. Is the<br />
critique genuine, or is it simply another clever method of co-opting the left for the purpose of<br />
selling the right? You may also wish to discuss whether the increasing use of the Internet<br />
challenges or valid<strong>at</strong>es Hall’s claims about hegemony and control. Some argue th<strong>at</strong> the<br />
increasing number of voices provided by the Internet allows it the potential to challenge the<br />
st<strong>at</strong>us quo; others see it as yet another tool of corpor<strong>at</strong>e control. (Essay Question #31 below<br />
engages this issue.)<br />
“Helping” those who least want it<br />
To those left-of-center students who may have the tendency to endorse the message of<br />
cultural studies unthinkingly, it may be useful to mention th<strong>at</strong> the individuals Hall most wants<br />
to help remain least responsive to his message. Many poor immigrants and working-class<br />
Americans have bought into the ideological system characterized by the American Dream—<br />
th<strong>at</strong>’s why they work so hard. They aren’t interested in overcoming hegemonic ideologies; they<br />
want to particip<strong>at</strong>e in them. Hall’s biggest fans are professors and gradu<strong>at</strong>e students—welleduc<strong>at</strong>ed,<br />
privileged individuals closely tied to the very power elite he claims to <strong>at</strong>tack. This<br />
paradox is difficult to explain away without appearing <strong>at</strong> least somewh<strong>at</strong> hypocritical or<br />
p<strong>at</strong>ronizing.<br />
Cultural studies, the quiz show<br />
When Em Griffin teaches this chapter, he transforms the class into a quiz show.<br />
Volunteers are divided into two teams and each side chooses a “b<strong>at</strong>ting order” for its players.<br />
Griffin—as game show host—altern<strong>at</strong>es between the teams, asking the player “up” a question<br />
from the chapter about cultural studies. Correct answers earn the team two points; incorrect<br />
answers earn no points and provide the other team the opportunity to answer the missed<br />
question for a point. Griffin arranges the questions so th<strong>at</strong> they move through the chapter<br />
sequentially. This way, the students are exposed to a logical—if somewh<strong>at</strong> sens<strong>at</strong>ionalized—<br />
present<strong>at</strong>ion of the m<strong>at</strong>erial. He rot<strong>at</strong>es through the b<strong>at</strong>ting orders as many times as is<br />
appropri<strong>at</strong>e for the time allotted. If he finds th<strong>at</strong> the pressure to answer questions falls too<br />
heavily on the student “up,” he instig<strong>at</strong>es a consulting option so th<strong>at</strong> the student <strong>at</strong> the pl<strong>at</strong>e<br />
349
can talk the question over with fellow teamm<strong>at</strong>es. In this case, a correct answer would be<br />
worth one point. At the end of the game, Griffin awards the winning team a small amount of<br />
extra credit (an intriguing applic<strong>at</strong>ion of cognitive dissonance’s minimal justific<strong>at</strong>ion<br />
hypothesis). If the game is close, he usually finds a way for both teams to “win” (consider this<br />
str<strong>at</strong>egy when you get to the chapter on face negoti<strong>at</strong>ion). Here are a few sample questions<br />
Griffin uses:<br />
Why does the chapter cite Robert Frost’s “Stopping by Woods on a Snowy Evening”?<br />
Answer: To show th<strong>at</strong> Hall believes resistance to authorial intent is possible.<br />
Wh<strong>at</strong> kind of music and drink do you have reason to believe Stuart Hall would like?<br />
Answer: Reggae and Rum (considering his Jamaican origin).<br />
Wh<strong>at</strong> two theories in the course so far are the closest to Hall’s cultural perspective?<br />
Answer: Deetz’s critical approach and Barthes’s semiotics.<br />
Further Resources<br />
• Cultural studies is extremely popular and influential these days, and there is much of<br />
interest to read. Two extremely accessible introductory texts are:<br />
o Represent<strong>at</strong>ion: Cultural Represent<strong>at</strong>ions and Signifying Practices, ed. Stuart<br />
Hall (London: Sage, 1997).<br />
o Paul Du Gay, et al., Doing Cultural Studies: The Story of the Sony Walkman<br />
(London: Sage, 1997).<br />
• Douglas Kellner provides an excellent supplement to Griffin’s chapter in “Cultural<br />
Studies, Multiculturalism and Media Culture,” in Gender, Race and Class Media: A Text-<br />
Reader, eds. Gail Dines and Jean M. Humez (Thousand Oaks, CA: Sage, 1996), 5-17.<br />
Kellner’s full-length text Media Culture: Cultural Studies, Identity and Politics between<br />
the Modern and the Postmodern (London: Routledge, 1995) is packed with provoc<strong>at</strong>ive<br />
examples.<br />
• For a critical approach to the rel<strong>at</strong>ionship between ideology and communic<strong>at</strong>ion th<strong>at</strong><br />
includes analyses of the positions of Hall, Geertz, and Habermas, see Dennis K.<br />
Mumby, “Ideology and the Social Construction of Meaning: A Communic<strong>at</strong>ion<br />
Perspective,” Communic<strong>at</strong>ion Quarterly 37 (Fall 1989): 291-304.<br />
• In the Encyclopedia of Rhetoric and Composition, see James Berlin, “Cultural Studies,”<br />
154-56; and Carl G. Herndl and Robert L. Brown, “Marxist Rhetoric,” 422-24.<br />
• John Fiske develops his ideas about resistant consumers of media in Television Culture<br />
(London: Methuen, 1987); Reading the Popular (Boston: Unwin Hyman, 1989); and<br />
Media M<strong>at</strong>ters: Everyday Culture and Political Change (Minneapolis: University of<br />
Minnesota Press, 1994).<br />
• Mary Ellen Brown takes a position similar to Fiske’s in Soap Operas and Women’s Talk:<br />
The Pleasure of Resistance (Thousand Oaks, CA: Sage, 1994). See also Tony Dowmunt,<br />
ed., Channels of Resistance: Global Television and Local Empowerment (London:<br />
British Film Institute, 1993).<br />
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• Television Studies: Key Concepts (London: Routledge, 2002), by Bernadette Casey, et<br />
al., introduces many media concepts from a cultural studies perspective.<br />
• Cultural Politics in Contemporary America (New York: Routledge, 1989), a collection of<br />
essays edited by Ian H. Angus and Sut Jhally, is filled with provoc<strong>at</strong>ive pieces th<strong>at</strong> rel<strong>at</strong>e<br />
to the subjects raised in this chapter.<br />
• Other useful sources include:<br />
o Lawrence Grossberg, “Str<strong>at</strong>egies of Marxist Cultural Interpret<strong>at</strong>ion,” Critical<br />
Studies in Mass Communic<strong>at</strong>ion 1 (1984): 392-421.<br />
o James. W. Carey, Communic<strong>at</strong>ion as Culture: Essays on Media and Society<br />
(Boston: Unwin Hyman, 1989).<br />
o Hanno Hardt, Critical Communic<strong>at</strong>ion Studies: Communic<strong>at</strong>ion, History, and<br />
<strong>Theory</strong> in America (New York: Routledge, 1992).<br />
o Robert K. Avery and David Eason, eds., Critical Perspectives on Media and<br />
Society (New York: Guilford, 1991).<br />
• Michael Parenti develops arguments similar to Hall’s in Inventing Reality: The Politics of<br />
News Media, 2nd ed. (New York: St. Martin’s, 1993); and Make-Believe Media: The<br />
Politics of Entertainment (New York: St. Martin’s, 1992).<br />
• A brief but insightful comparison of cultural studies and rhetoric is offered by Walter H.<br />
Beale in “Rhetoric in the Vortex of Cultural Studies,” in Rhetoric in the Vortex of Cultural<br />
Studies: Proceedings of the Fifth Biennial Conference, ed. Arthur Walzer (St. Paul:<br />
Rhetoric Society of America, 1992), 1-22.<br />
• A more cautious, yet nonetheless sinister critique of the economic realities behind the<br />
media is Ben Bagdikian’s masterful The Media Monopoly, <strong>6th</strong> ed. (Boston: Beacon<br />
Press, 2000), which links the intellectual decline of the American newspaper industry to<br />
inevitable economic pressures. Bagdikian does not fit ne<strong>at</strong>ly into Hall’s camp, but his<br />
effort to demonstr<strong>at</strong>e the ways in which the business decisions of the economic elite<br />
limit the diversity of news coverage falls into the larger c<strong>at</strong>egory of economic<br />
determinism. Bagdikian has produced a new study th<strong>at</strong> upd<strong>at</strong>es his position on these<br />
issues entitled The New Media Monopoly (Boston: Beacon Press, 2004).<br />
Additional sources from Hall<br />
• The Media Educ<strong>at</strong>ion Found<strong>at</strong>ion distributes a video production of an accessible lecture<br />
by Stuart Hall entitled Stuart Hall: Represent<strong>at</strong>ion and the Media.<br />
• Hall glosses the concepts of polysemy and pluralism in his frequently anthologized and<br />
referenced essay, “Encoding/Decoding,” in Culture, Media, Language, eds. Stuart Hall,<br />
et al. (London: Unwin Hyman, 1980), 128-38. This essay is dense, but very useful and<br />
appropri<strong>at</strong>e for undergradu<strong>at</strong>es.<br />
• Two sources listed in an earlier <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> but eventually removed to make<br />
room for more recent studies are Stuart Hall, The Hard Road to Renewal: Th<strong>at</strong>cherism<br />
and the Crisis on the Left (London: Verso, 1988), and “Ferment in the Field,” a themed<br />
issue of the Journal of Communic<strong>at</strong>ion (33, 3 [1983]).<br />
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Cultural studies analyses<br />
• In the area of sports coverage and capitalist ideology, we recommend sociologist Dan<br />
Hilliard’s illumin<strong>at</strong>ing article, “Televised Sport and the (Anti) Sociological Imagin<strong>at</strong>ion,”<br />
Journal of Sport and Social Issues 18 (1994): 88-99.<br />
• For an intriguing critical analysis of country music, see Charles Conrad, “Work Songs,<br />
Hegemony, and Illusions of Self,” Critical Studies in Mass Communic<strong>at</strong>ion 5 (1988):<br />
179-201.<br />
• Laurie Ouellette performs a cultural studies analysis of Cosmopolitan in “Inventing the<br />
Cosmo Girl: Class Identity and Girl-Style American Dreams,” Media, Culture & Society<br />
21 (1999): 359-83.<br />
• John Berger’s legendary Ways of Seeing (London: Penguin, 1972), which innov<strong>at</strong>ively<br />
mixes art criticism, Marxism, and media advertising, paints the capitalist hegemony of<br />
Western culture most provoc<strong>at</strong>ively.<br />
• Richard Campbell’s 60 Minutes and the News: A Mythology for Middle America<br />
(Champaign: University of Illinois Press, 1991) argues th<strong>at</strong> even television programming<br />
th<strong>at</strong> purports to reveal the truth about the American power structure does little to<br />
unmask dominant mythologies and ideologies.<br />
• For a fascin<strong>at</strong>ing study of the ways romance novels are read by American women, see<br />
Janice A. Radway, Reading the Romance: Women, P<strong>at</strong>riarchy, and Popular Culture<br />
(Chapel Hill: University of North Carolina Press, 1984).<br />
• Naomi Rockler argues th<strong>at</strong> despite optimism over oppositional readings, audiences of<br />
Beverly Hills, 90210 actually receive hegemonic messages in “From Magic Bullets to<br />
Shooting Blanks: Reality, Criticism, and Beverly Hills, 90210,” Western Journal of<br />
Communic<strong>at</strong>ion 63 (Winter 1999): 72-94. This article also offers insightful commentary<br />
on—and some support for—the “hypodermic needle” model, discussed in the upcoming<br />
media effects introduction (383).<br />
• Dana Cloud offers a cultural studies critique of the rhetoric of the Clinton administr<strong>at</strong>ion<br />
in “The Rhetoric of Family Values: Scapego<strong>at</strong>ing, Utopia, and the Priv<strong>at</strong>iz<strong>at</strong>ion of Social<br />
Responsibility,” Western Journal of Communic<strong>at</strong>ion 62 (Fall 1998): 387-419.<br />
• Tamar Liebes presents a full-length case study of how hegemony is manifest in the<br />
everyday workings of the media in Reporting the Arab-Israeli Conflict: How Hegemony<br />
Works (London: Routledge, 1997).<br />
Cultural hegemony<br />
• For further discussion of cultural hegemony, see:<br />
o Benjamin Barber, Jihad vs. McWorld: How Globalism and Tribalism Are<br />
Reshaping the World (New York: Random, 1995).<br />
o Arthur Asa Berger, Manufacturing Desire: Media, Popular Culture, and Everyday<br />
Life (New Brunswick, NJ: Transaction Publishers, 1996).<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
354
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
355
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
356
Key Names and Terms<br />
MEDIA EFFECTS<br />
Erie County Study<br />
A study headed by Paul Lazarsfeld in Erie County, Ohio, before the era of television,<br />
th<strong>at</strong> determined th<strong>at</strong> the link between voting behaviors and media usage is best<br />
described by the principle of selective exposure.<br />
Selective Exposure<br />
This principle--th<strong>at</strong> people only pay <strong>at</strong>tention to ideas they already believe--was applied<br />
in the Erie County Study to explain why the media tended to reinforce, r<strong>at</strong>her than to<br />
change, public opinion.<br />
Two-Step Flow of Communic<strong>at</strong>ion<br />
The first stage is the direct transmission of inform<strong>at</strong>ion to a small group of people who<br />
stay well informed. In the second stage, these opinion leaders pass on and interpret<br />
the messages to others in face-to-face interaction. The theory has been revised to<br />
account for s<strong>at</strong>ur<strong>at</strong>ion television.<br />
Dolf Zillmann<br />
A media researcher from the University of Alabama who cre<strong>at</strong>ed excit<strong>at</strong>ion transfer<br />
theory.<br />
Excit<strong>at</strong>ion Transfer <strong>Theory</strong><br />
An effect of television viewing whereby the process of media-induced arousal carries<br />
over to unrel<strong>at</strong>ed emotions in real-life situ<strong>at</strong>ions immedi<strong>at</strong>ely following the program.<br />
Albert Bandura<br />
A Stanford University psychologist who developed social learning theory.<br />
Social Learning <strong>Theory</strong><br />
Viewers imit<strong>at</strong>e novel behavior they see on television; vicariously learned aggression<br />
can erupt in future antisocial behavior.<br />
Tony Schwartz<br />
Previously introduced in Chapters 1 and 24, this leader in political advertising<br />
theorizes th<strong>at</strong> commercials are effective when they strike a responsive chord within<br />
the viewer.<br />
Further Resources<br />
• For a recent political study, see Michael Pfau, et al., “Influence of Communic<strong>at</strong>ion<br />
Modalities on Voters’ Preferences of Candid<strong>at</strong>es during Presidential Primary<br />
Campaigns,” Journal of Communic<strong>at</strong>ion 45 (1995): 122-33.<br />
• For a survey of research on media effects from the 1970s to the 1990s, see Tara M.<br />
Emmers-Sommer and Mike Allen, “Surveying the Effect of Media Effects: A Meta-<br />
Analytic Summary of the Media Effects Research in Human Communic<strong>at</strong>ion<br />
Research,” Human Communic<strong>at</strong>ion Research 25 (June 1999): 478-97.<br />
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CHAPTER 27<br />
CULTIVATION THEORY<br />
Outline<br />
I. Introduction.<br />
A. George Gerbner argues th<strong>at</strong> heavy television viewing cre<strong>at</strong>es an exagger<strong>at</strong>ed belief in<br />
a mean and scary world.<br />
B. Gerbner emphasizes the symbolic content of television drama.<br />
C. Television has surpassed religion as the key storyteller in our culture.<br />
D. Violence is television’s principal message, and particularly for devoted viewers.<br />
E. Although other media have violent content, television is the most significant.<br />
II.<br />
III.<br />
IV.<br />
An index of violence.<br />
A. Gerbner developed an objective measure for evalu<strong>at</strong>ing television violence.<br />
B. He defined dram<strong>at</strong>ic violence as the overt expression of physical force (with or<br />
without a weapon, against self or others) compelling action against one’s will on pain<br />
of being hurt and/or killed or thre<strong>at</strong>ened to be so victimized as part of the plot.<br />
C. Gerbner and his associ<strong>at</strong>es monitored incidences of violence on television for over<br />
twenty years.<br />
Equal violence, unequal risk.<br />
A. Gerbner found th<strong>at</strong> the portrayal of violence varies little from year to year.<br />
B. Over half of prime-time programs contain violence or the thre<strong>at</strong> of violence.<br />
C. Two-thirds of the major characters are caught up in violence; heroes are just as<br />
involved as villains.<br />
D. Old people, children, Hispanics, African Americans, women, and blue-collar workers<br />
are more often victimized.<br />
E. Television places marginalized people in symbolic double jeopardy by simultaneously<br />
underrepresenting and overvictimizing them.<br />
F. Not surprisingly, marginalized people then exhibit the most fear of violence as a<br />
result of television programming.<br />
Establishing a viewer profile.<br />
A. Gerbner used survey research to measure viewer behavior and <strong>at</strong>titudes because the<br />
n<strong>at</strong>ure of the cultiv<strong>at</strong>ion hypothesis rules out experimental testing.<br />
B. He distinguishes between light viewers (up to two hours per day) and heavy viewers<br />
(four or more hours per day), whom he calls “the television type.”<br />
C. Light viewers w<strong>at</strong>ch particular shows, but television types aren’t selective.<br />
D. Cultiv<strong>at</strong>ion theory suggests heavy viewers will regard the world as more dangerous<br />
than light viewers.<br />
V. Minds plowed by television grow fearful thoughts.<br />
A. Gerbner seeks the “cultiv<strong>at</strong>ion differential,” which compares the <strong>at</strong>titudes of light<br />
and heavy viewers.<br />
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B. He focuses on four <strong>at</strong>titudes.<br />
1. Chances of involvement with violence—light viewers predict their weekly odds of<br />
being victimized <strong>at</strong> 1/100, whereas heavy viewers predict 1/10.<br />
2. Fear of walking alone <strong>at</strong> night—heavy viewers overestim<strong>at</strong>e the danger by a<br />
factor of ten.<br />
3. Perceived activity of police—heavy viewers overestim<strong>at</strong>e the size of law<br />
enforcement by a factor of five.<br />
4. General mistrust of people—heavy viewers are suspicious of others’ motives (the<br />
mean world syndrome).<br />
VI.<br />
Mainstreaming.<br />
A. Mainstreaming is the process by which heavy viewers develop a commonality of<br />
outlook through constant exposure to the same images and labels.<br />
B. Gerbner illustr<strong>at</strong>es the mainstream effect by showing how television types blur<br />
economic and political distinctions.<br />
1. They assume th<strong>at</strong> they are middle class.<br />
2. They believe they are political moder<strong>at</strong>es.<br />
3. In fact, heavy viewers tend to be conserv<strong>at</strong>ive.<br />
C. Gerbner labels the general “mainstream” political outlook of heavy viewers the “new<br />
populism,” a position th<strong>at</strong> aligns itself with the policies of former President Reagan.<br />
VII. Resonance.<br />
A. Resonance occurs when repe<strong>at</strong>ed symbolic portrayals of violence cause viewers to<br />
replay their real-life experiences with violence over and over.<br />
B. Resonance amplifies cultiv<strong>at</strong>ion p<strong>at</strong>terns.<br />
C. R<strong>at</strong>her than focus on the few people who imit<strong>at</strong>e television violence, Gerbner wants<br />
to look <strong>at</strong> the large majority of people who are terrified by the world.<br />
VIII. Critique: Is the cultiv<strong>at</strong>ion differential real, large, crucial?<br />
A. Although Gerbner’s basic claim makes intuitive sense, his theory and research<br />
methodology are controversial.<br />
B. Cultiv<strong>at</strong>ion theory advoc<strong>at</strong>es Michael Morgan and James Shanahan argue th<strong>at</strong><br />
<strong>at</strong>tacks on Gerbner’s cultiv<strong>at</strong>ion theory focus on “methodological minutia” and are<br />
politically motiv<strong>at</strong>ed.<br />
C. Yet how do we interpret the consistent yet small rel<strong>at</strong>ionship between heavy<br />
television viewing and the belief in a mean and scary world?<br />
D. Performing a meta-analysis of cultiv<strong>at</strong>ion studies th<strong>at</strong> examines the link between<br />
hours w<strong>at</strong>ched and the tendency to give “television answers,” Morgan and Shanahan<br />
discovered a consistent positive rel<strong>at</strong>ionship +.091.<br />
1. Given the large sample sizes used, this correl<strong>at</strong>ion is st<strong>at</strong>istically significant.<br />
2. However, it is only one factor among many, a small portion of the total picture.<br />
3. But, it points out the criticalness of the issue <strong>at</strong> hand and fear’s paralyzing<br />
effects.<br />
E. Demonstr<strong>at</strong>ing continued commitment to the issues addressed by cultiv<strong>at</strong>ion theory,<br />
Gerbner founded the Cultural Environment Movement, a coalition of organiz<strong>at</strong>ions<br />
and social activists.<br />
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Key Names and Terms<br />
George Gerbner<br />
Dean Emeritus of the Annenberg School for Communic<strong>at</strong>ion <strong>at</strong> the University of<br />
Pennsylvania, founder of the Cultural Environment Movement, and champion of<br />
cultiv<strong>at</strong>ion theory.<br />
Cultiv<strong>at</strong>ion <strong>Theory</strong><br />
A theory th<strong>at</strong> suggests heavy television viewing cre<strong>at</strong>es an exagger<strong>at</strong>ed belief in a mean<br />
and scary world.<br />
Dram<strong>at</strong>ic Violence<br />
Depicting overt physical force against the self or others, or compelling others to do<br />
something against their will through thre<strong>at</strong>s of pain, injury, or de<strong>at</strong>h.<br />
Light Viewer<br />
A person who w<strong>at</strong>ches up to two hours of television per day.<br />
Heavy Viewer<br />
A person who w<strong>at</strong>ches four or more hours of television per day.<br />
Television Type<br />
A synonym for the heavy viewer.<br />
Cultiv<strong>at</strong>ion Differential<br />
The difference in the percent giving the “television answer” within comparable groups<br />
of light and heavy viewers.<br />
The Mean World Syndrome<br />
The cynical mind-set of general mistrust of others subscribed to by heavy television<br />
viewers.<br />
Mainstreaming<br />
The process by which heavy viewers develop a common socially conserv<strong>at</strong>ive outlook<br />
through constant exposure to the same images and labels.<br />
New Populism<br />
The product of mainstreaming, a conserv<strong>at</strong>ive political outlook common among heavy<br />
viewers.<br />
Resonance<br />
The process by which congruence of symbolic violence on television and real-life<br />
experiences of violence amplifies the fear of a mean and scary world.<br />
Michael Morgan and James Shanahan<br />
Communic<strong>at</strong>ion researchers and cultiv<strong>at</strong>ion theory advoc<strong>at</strong>es from the University of<br />
Massachusetts <strong>at</strong> Amherst and Cornell University, respectively, who have c<strong>at</strong>alogued<br />
and system<strong>at</strong>ically responded to the various criticisms of cultiv<strong>at</strong>ion theory.<br />
Meta-Analysis<br />
A st<strong>at</strong>istical procedure th<strong>at</strong> blends the results of independent, empirical research<br />
studies exploring the same rel<strong>at</strong>ionship between two variables, such as the correl<strong>at</strong>ion<br />
between the amount of television viewing and fear of violence.<br />
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Principal Changes<br />
This chapter has been edited for clarity and precision, and Griffin has upd<strong>at</strong>ed the<br />
Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Contrasting Gerbner with Barthes and McLuhan<br />
Methodologically speaking, cultiv<strong>at</strong>ion theory forms an excellent contrast with the<br />
theories fe<strong>at</strong>ured in the Media and Culture section, and we recommend calling <strong>at</strong>tention to the<br />
clear differences between Gerbner’s empirically based work and McLuhan’s, Barthes’s, and<br />
Hall’s r<strong>at</strong>her impressionistic theorizing. Both approaches are valuable, and the contrast is most<br />
illumin<strong>at</strong>ing. It’s important for students to see th<strong>at</strong> a subject such as television can be<br />
approached fruitfully from extremely different perspectives.<br />
Gerbner and Hall<br />
To explore the rel<strong>at</strong>ionship between cultiv<strong>at</strong>ion theory and cultural studies, ask your<br />
students how Hall might interpret the findings of Gerbner and his associ<strong>at</strong>es. Although Hall has<br />
officially denounced the survey research of empiricists, your students will notice th<strong>at</strong> Gerbner’s<br />
d<strong>at</strong>a support a reformist agenda th<strong>at</strong> is deeply concerned about the media’s ability to affect<br />
public opinion by manipul<strong>at</strong>ing heavy viewers. On the other hand, Gerbner’s primary interest is<br />
the role of the portrayal of violence, r<strong>at</strong>her than the potential economic ramific<strong>at</strong>ions of media<br />
control. Thus, although there exists a loose alliance between the two approaches, their means<br />
and goals are quite different. (Integr<strong>at</strong>ive Essay Question #33 below addresses this issue.)<br />
Defining violence<br />
Some students fervently object to Gerbner’s definition of dram<strong>at</strong>ic violence (386). As a<br />
pre-emptive measure, you may want to ask students, as Em Griffin does, how they would<br />
define violence if they were in charge of this research program. Both conceptual definitions,<br />
which define an abstract term and provide parameters of study, and oper<strong>at</strong>ional definitions<br />
th<strong>at</strong> define a variable using specific, measurable, and observable conditions are essential<br />
within the social scientific tradition. To bridge theory with classes in research methods, you<br />
may want to explain these differences and probe students for conceptual and oper<strong>at</strong>ional<br />
frames for violence. Based on Griffin’s chapter, wh<strong>at</strong> do they see as Gerber’s definitions? For<br />
students who object to his elimin<strong>at</strong>ion of all but physical violence, consider asking why he<br />
might have made these choices and wh<strong>at</strong> was gained or lost by this decision. Furthermore, you<br />
may want to specul<strong>at</strong>e with your students why Gerbner includes cartoon violence, but not<br />
slapstick. Put another way, why is the Coyote’s fl<strong>at</strong>tening by the Road Runner considered<br />
violent while Moe’s continual pokes in the eyes of the Stooges is not?<br />
Wh<strong>at</strong> makes a heavy television viewer?<br />
You may also wish to discuss why four hours was chosen as the low end for heavy<br />
viewing. Wh<strong>at</strong> would you discover if you raised the minimum to five or six, or lowered it to<br />
three? Is the effect of television viewing steadily cumul<strong>at</strong>ive, or do viewers “max out” <strong>at</strong> a<br />
certain level? How could you find out? Would a continuum be usefully employed in this type of<br />
research? You might want to point out to students th<strong>at</strong> the light vs. heavy television viewer<br />
361
distinction is based on an average amount. In other words, the sports fan<strong>at</strong>ic who w<strong>at</strong>ches very<br />
little else during the week, but spends all day S<strong>at</strong>urday and Sunday surfing from game to game<br />
may still be considered a heavy viewer.<br />
Does the way we w<strong>at</strong>ch moder<strong>at</strong>e the amount we w<strong>at</strong>ch?<br />
Is it possible th<strong>at</strong> the way people w<strong>at</strong>ch television is just as important as—if not more<br />
important than—the number of hours they w<strong>at</strong>ch per day? The work of John Fiske, which we<br />
introduced in our tre<strong>at</strong>ment of cultural studies, suggests th<strong>at</strong> many consumers of television<br />
and other forms of mass media deconstruct or recontextualize the images they perceive. If<br />
critics such as Fiske are correct, then viewing technique would be much more important than<br />
hours of exposure. Ask students to describe their own approaches to viewing. Do they talk<br />
about shows with fellow viewers? Do they critique the action as it unfolds? Do they, as we<br />
constantly do, find themselves making fun of wh<strong>at</strong> we see? If so, then this model may need<br />
complic<strong>at</strong>ing.<br />
Cable television and the w<strong>at</strong>ering down of the heavy viewer<br />
Much of the found<strong>at</strong>ional research for the cultiv<strong>at</strong>ion theory was done before the<br />
explosion of digital and cable television and you may also wish to discuss with students<br />
whether the prolifer<strong>at</strong>ion of cable channels affects Gerbner’s notion of mainstreaming. Griffin<br />
mentions th<strong>at</strong> radio st<strong>at</strong>ions “narrowcast” while television “broadcasts,” yet the hundreds of<br />
highly specialized cable channels, from Lifetime to golf channels, may challenge this<br />
distinction. Is the notion of the “television type” altered by these developments in<br />
programming? Might a heavy viewer of these more specialized channels be more selective<br />
than the heavy viewers of earlier eras? (Essay Question #29 below addresses these issues.) As<br />
a humorous side note, one of Emily’s students raised the argument in class th<strong>at</strong> she didn’t<br />
think w<strong>at</strong>ching an all-day mar<strong>at</strong>hon of Lifetime’s made-for-television movies would do much to<br />
add to a person’s mean and scary world syndrome. A quick retort by one of her classm<strong>at</strong>es<br />
made everyone laugh: “Are you kidding me? As a guy, those movies are the scariest thing on<br />
TV!” Th<strong>at</strong> probably wasn’t wh<strong>at</strong> Gerbner intended!<br />
Another issue to consider involves w<strong>at</strong>ching as shopping with the popularity of QVC and<br />
the Home Shopping Network. Wh<strong>at</strong> effect might these shows have when viewed for hours<br />
without end? While they are almost entirely devoid of violence and would not likely be of<br />
concern to Gerbner, consider asking your students to specul<strong>at</strong>e on wh<strong>at</strong> effects akin to<br />
mainstreaming and resonance might be <strong>at</strong> work with this type of programming. An interesting<br />
convers<strong>at</strong>ion might arise when discussing the link between heavy television viewing of<br />
shopping shows and the influence theories covered earlier in A <strong>First</strong> <strong>Look</strong>.<br />
Methodological consider<strong>at</strong>ions<br />
Since Griffin does an excellent job of demonstr<strong>at</strong>ing the link between theory building<br />
and research methodology in this chapter, you have the opportunity to discuss with your<br />
students some of the d<strong>at</strong>a used to support Gerbner’s conclusions. One aspect of the process<br />
th<strong>at</strong> is worth special consider<strong>at</strong>ion is Gerbner’s decision to focus his primary <strong>at</strong>tention on the<br />
rel<strong>at</strong>ionship between heavy television viewing and viewers’ fear of violence. You might ask your<br />
students questions such as the following: Why this particular causal rel<strong>at</strong>ionship? Why not<br />
emphasize the rel<strong>at</strong>ionship between heavy viewing and viewers’ <strong>at</strong>titudes about poverty, or the<br />
American dream, or educ<strong>at</strong>ion? How about the connection between viewing p<strong>at</strong>terns and<br />
362
specific voting p<strong>at</strong>terns, or violent behavior, or racism, or ageism, or sexism, or xenophobia, or<br />
homophobia? In fact, cultiv<strong>at</strong>ion theory could be a useful framework for examining the<br />
following behaviors and norms:<br />
1. The posh world syndrome, implied by economist Juliet Schor, in which people<br />
exagger<strong>at</strong>e the average person’s standard of living because of exposure to<br />
television reality, where no one is poor and most people are wealthy.<br />
2. The cultiv<strong>at</strong>ion of consumerism. Michael Schudson and others have written about<br />
the social effects of advertising, which paints consumption as the dominant activity<br />
of daily living.<br />
3. The skinny world syndrome. Feminist authors have produced compelling work on<br />
body image problems among young girls and their correl<strong>at</strong>ed exposure to fashion<br />
magazines and heavy television viewing.<br />
Fear of violence is by no means an insignificant component of contemporary American life, but<br />
it seems less obviously connected to behavior than other <strong>at</strong>titudes we might measure. Given<br />
the fact th<strong>at</strong> Gerbner was able to amass so much inform<strong>at</strong>ion about viewers’ <strong>at</strong>titudes, it might<br />
be productive to have students thoughtfully analyze his decision to center his investig<strong>at</strong>ion in<br />
one place and not others.<br />
Understanding the meta-analysis results<br />
In the Critique section of the chapter, Griffin reports th<strong>at</strong> Morgan and Shanahan found<br />
a +.091 average correl<strong>at</strong>ion between viewing behavior and the subsequent tendency to give<br />
“television answers” to key questions (392). As you discuss this “st<strong>at</strong>istically significant,” yet<br />
“very weak” connection with your students, be sure they understand the difference between<br />
correl<strong>at</strong>ion and caus<strong>at</strong>ion. Can they imagine variables more salient than the number of hours<br />
one w<strong>at</strong>ches television?<br />
The possible long-term social and political effects of the cultiv<strong>at</strong>ion process<br />
Gerbner’s original theory included a discussion of the possible long-term social and<br />
political effects of the cultiv<strong>at</strong>ion process. As a n<strong>at</strong>ive of Hungary, Gerbner witnessed the<br />
harsh, inhumane martial law imposed by Communist leaders. A tactic they used to justify their<br />
regime was to instill fear of rampant lawlessness in the minds of the people. He rel<strong>at</strong>es th<strong>at</strong><br />
many Hungarians were convinced th<strong>at</strong> without strict, constant police supervision, the entire<br />
society would be torn apart by mass criminality and violence. Gerbner sees the mean world<br />
syndrome as a necessary precondition for the install<strong>at</strong>ion of martial law and the restriction of<br />
many kinds of personal freedoms, all with the ready consent of the people. To wh<strong>at</strong> extent<br />
could this be true for the American context?<br />
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Sample Applic<strong>at</strong>ion Log<br />
Beth<br />
My freshman year roomm<strong>at</strong>e and I differ on opinions. She thinks th<strong>at</strong> it is all right for her to<br />
drive to Midway alone <strong>at</strong> night, whereas I believe th<strong>at</strong> it is dangerous for a woman to drive<br />
there alone <strong>at</strong> night. Every time she goes to the airport to pick up a friend I ask her to bring a<br />
boy along with her because “it is much safer to have a boy with you.” After reading Gerbner’s<br />
cultiv<strong>at</strong>ion theory, I understand why we differ so much on opinion. Growing up, I loved to w<strong>at</strong>ch<br />
television. In high school, my favorite shows were ER and Chicago Hope, both of which are set<br />
in Chicago and are shows th<strong>at</strong> are violent. Tiffany, my roomm<strong>at</strong>e, on the other hand, h<strong>at</strong>ed<br />
w<strong>at</strong>ching television when she was growing up. Even now, she rarely turns on the TV. According<br />
to Gerbner’s theory, I have become more cautious about driving to Midway alone <strong>at</strong> night<br />
because of the amount of television th<strong>at</strong> I w<strong>at</strong>ched th<strong>at</strong> depicts women getting <strong>at</strong>tacked in<br />
their cars <strong>at</strong> night. Whereas Tiffany sees nothing wrong with it and th<strong>at</strong> could be due to the fact<br />
th<strong>at</strong> she w<strong>at</strong>ched fewer images of crime on television.<br />
Exercises and Activities<br />
Is crime on the rise… or do we just think it is?<br />
To test the prevalence of the mean world syndrome, ask your students if American<br />
crime levels are increasing, decreasing, or remaining about the same. Your students—and<br />
perhaps you—may be surprised to learn th<strong>at</strong> despite the popular notion th<strong>at</strong> “it’s a jungle out<br />
there,” r<strong>at</strong>es of most c<strong>at</strong>egories of crime in America decreased steadily in the 1990s.<br />
Students’ viewing habits<br />
Gerbner’s provoc<strong>at</strong>ive analysis of viewers’ habits and mind-sets invites students to<br />
ponder their own rel<strong>at</strong>ionships with television, and it may be useful to spend some class time<br />
discussing the range of viewing behaviors exhibited by your students. (Essay Question #25<br />
below addresses this issue.) Devise an in-class oral or written poll th<strong>at</strong> distinguishes among<br />
light, moder<strong>at</strong>e, and heavy viewers and discuss the results with your students. If you want<br />
more precise d<strong>at</strong>a, have your students formally chart the viewing p<strong>at</strong>terns of their households<br />
for one week. They should indic<strong>at</strong>e how many hours each member of their household w<strong>at</strong>ches<br />
each day. You may also wish to have them keep track of the kinds of shows selected. Were<br />
most of the shows w<strong>at</strong>ched drawn from the supposed two-thirds majority of violent<br />
programming, or did viewers tend to select from the one-third th<strong>at</strong> is nonviolent? When you<br />
discuss their viewing habits, students may suggest th<strong>at</strong> the context of the portrayal of violence<br />
is more important than the presence of the act itself. A murder th<strong>at</strong> is thoughtfully presented<br />
on one television show, for example, might have a very different effect from an act of<br />
gr<strong>at</strong>uitous violence on another show. Students who w<strong>at</strong>ch an embarrassing amount of<br />
television may dispute Gerbner’s conclusions about the consequences of such activity,<br />
asserting—as we suggest above—th<strong>at</strong> the kind of viewing one practices might be more<br />
important than the actual number of hours one engages in it. Four hours of critical viewing, in<br />
which one actively processes the images on the screen and challenges the worldview<br />
presented there, may have less of a mainstreaming effect than one hour of passive,<br />
unreflective w<strong>at</strong>ching. You can also encourage productive discussion about the potential<br />
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el<strong>at</strong>ionship (or similarities and differences) between mainstreaming’s perceived effect on<br />
worldview as theorized by Gerbner and his associ<strong>at</strong>es and the pernicious influence of the<br />
media on the general public’s perception of reality as identified by cultural studies.<br />
Solutions to the problems of violence<br />
Discussion of the problem of violence may lead to a classroom consider<strong>at</strong>ion of<br />
possible solutions. For example, you may wish to deb<strong>at</strong>e the value of the r<strong>at</strong>ings, which give<br />
parents inform<strong>at</strong>ion about certain kinds of programming. Will this system help solve some of<br />
the problems th<strong>at</strong> Gerbner’s theory exposes?<br />
Clarifying a question from the text<br />
In the Questions to Sharpen Your Focus section of the textbook, you may notice th<strong>at</strong><br />
question #3 assumes a difference th<strong>at</strong> may not exist for some of your students, particularly if<br />
you teach <strong>at</strong> a more conserv<strong>at</strong>ive institution. You may wish to rephrase the exercise in more<br />
tent<strong>at</strong>ive terms: “Do your political and social values differ from the mainstream <strong>at</strong>titudes of<br />
Gerbner’s television type? If so, how?”<br />
Is there something worse than w<strong>at</strong>ching TV violence?<br />
As noted above, it can be useful to expand and challenge Gerbner’s focus. Particularly<br />
after events such as the Littleton, Colorado shootings, might it be more important to examine<br />
the impact of media on the potential for violent behavior? If so, we might ask, “Why is<br />
television the primary culprit?” Some have specul<strong>at</strong>ed, for example, about the effects of violent<br />
rock music and h<strong>at</strong>e rhetoric on the Internet. A case has been made th<strong>at</strong> the involvement of<br />
the consumer in video game violence is in fact more damaging than passive consumption of<br />
television violence.<br />
Correl<strong>at</strong>ion does not equal caus<strong>at</strong>ion<br />
When Em Griffin teaches this chapter, he emphasizes the difference between correl<strong>at</strong>ion<br />
and cause-and-effect. To make his point, he asks his class to explain (for example) the<br />
significance of the strong correl<strong>at</strong>ion between the sale of ice cream and swimsuits. Wh<strong>at</strong> does<br />
this correl<strong>at</strong>ion actually mean about the rel<strong>at</strong>ionship between these two variables? A similar<br />
example concerns the historic correl<strong>at</strong>ion between Europe’s declining stork popul<strong>at</strong>ion and its<br />
slowing human birthr<strong>at</strong>e.<br />
Further Resources<br />
• Ellen Wartella takes up the issue of television violence in her 1996 Carroll Arnold<br />
Distinguished Lecture, “The Context of Television Violence” (Boston: Allyn and Bacon,<br />
1997), as does James T. Hamilton in his book-length study Channeling Violence: The<br />
Economic Market for Violent Television Programming (Princeton: Princeton University<br />
Press, 1998).<br />
• Ed McDaniel encourages you to consult Jeffrey Johnson’s 17-year longitudinal study of<br />
TV and violence in children, published in the March 29, 2002 <strong>edition</strong> of N<strong>at</strong>ure.<br />
• Communic<strong>at</strong>ions: The European Journal of Communic<strong>at</strong>ion Research dedic<strong>at</strong>ed its<br />
September 2004 special issue to current developments in cultiv<strong>at</strong>ion research (ed. Jan<br />
Van Den Bulck [29, 3]).<br />
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Cultiv<strong>at</strong>ion theory research and applic<strong>at</strong>ion<br />
• For further discussion of cultiv<strong>at</strong>ion research, see Nancy Signorielli and Michael<br />
Morgan, eds., Cultiv<strong>at</strong>ion Analysis: New Directions in Media Effects Research (Newbury<br />
Park, CA: Sage, 1990).<br />
• Jon Hammermeister, Barbara Brock, David Winterstein, and Randy Page explore the<br />
health benefits of light television viewing in their article, “Life without TV? Cultiv<strong>at</strong>ion<br />
<strong>Theory</strong> and Psychosocial Health Characteristics of Television-Free Individuals and Their<br />
Television-Viewing Counterparts,” Health Communic<strong>at</strong>ion 17, 3 (2005): 253-65.<br />
• Meridith Diane Lett, Andrea Lynn DiPietro, and Danetter Ifert Johnson explore the<br />
effects of w<strong>at</strong>ching varied amounts of news coverage after 9/11 in their article<br />
“Examining Effects of Television News Violence on College Students through Cultiv<strong>at</strong>ion<br />
<strong>Theory</strong>,” Communic<strong>at</strong>ion Research Reports 21, 1 (2004): 39-47.<br />
• For a look <strong>at</strong> the effects of w<strong>at</strong>ching local news, see Daniel Romer, K<strong>at</strong>hleen Hall<br />
Jamieson, and Sean Aday, “Television News and the Cultiv<strong>at</strong>ion of Fear of Crime,”<br />
Journal of Communic<strong>at</strong>ion 53, 1 (2003): 88-105.<br />
• For an intriguing applic<strong>at</strong>ion of Gerbner’s cultiv<strong>at</strong>ion theory, see Beth Olson, “Soaps,<br />
Sex, and Cultiv<strong>at</strong>ion,” Mass Communic<strong>at</strong>ion Review 21 (1994): 106-13.<br />
• Amy I. N<strong>at</strong>hanson introduces additional variables into the cultiv<strong>at</strong>ion equ<strong>at</strong>ion in<br />
“Identifying and Explaining the Rel<strong>at</strong>ionship between Parental Medi<strong>at</strong>ion and Children’s<br />
Aggression,” Communic<strong>at</strong>ion Research 26 (April 1999): 124-43.<br />
• In “Cultiv<strong>at</strong>ion Revisited: Some Genres Have Some Effects on Some Viewers,”<br />
Communic<strong>at</strong>ion Reports 13 (Summer 2000): 99-114, Jon<strong>at</strong>han Cohen and Gabriel<br />
Weiman present a study designed “both to limit and strengthen the notion of TV<br />
cultiv<strong>at</strong>ion by increasing the specificity of cultiv<strong>at</strong>ion theory” (113).<br />
Critiques and contrasting opinions of cultiv<strong>at</strong>ion theory<br />
• W. James Potter offers additional critique of cultiv<strong>at</strong>ion theory in “The Linearity<br />
Assumption in Cultiv<strong>at</strong>ion Research,” Communic<strong>at</strong>ion Research 17 (1991): 562-83,<br />
and “Cultiv<strong>at</strong>ion <strong>Theory</strong> and Research: A Conceptual Critique,” Human Communic<strong>at</strong>ion<br />
Research 19 (1993): 564-601.<br />
• For a view th<strong>at</strong> contrasts sharply with Gerbner’s, see David Link, “Facts about Fiction: In<br />
Defense of TV Violence,” Reason 25 (March 1994): 22-26.<br />
Film resources<br />
• The Media Educ<strong>at</strong>ion Found<strong>at</strong>ion distributes three videos fe<strong>at</strong>uring Gerbner: The<br />
Electronic Storyteller: Television and the Cultiv<strong>at</strong>ion of Values (which Em Griffin uses<br />
when he teaches this chapter); The Killing Screens: Media and the Culture of Violence<br />
(which Ed McDaniel particularly recommends); and The Crisis of the Cultural<br />
Environment. The Media Educ<strong>at</strong>ion Found<strong>at</strong>ion can be reached <strong>at</strong> 800-897-0089 or<br />
www.igc.org/mef.<br />
• We also recommend the Frontline documentary Does TV Kill? (distributed by PBS<br />
Video), which takes up Gerbner’s mean world syndrome and fe<strong>at</strong>ures the media<br />
research program <strong>at</strong> the Annenberg School for Communic<strong>at</strong>ion.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
368
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
369
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 28<br />
AGENDA-SETTING THEORY<br />
Outline<br />
I. The original agenda: not wh<strong>at</strong> to think, but wh<strong>at</strong> to think about.<br />
A. Maxwell McCombs and Donald Shaw regard W<strong>at</strong>erg<strong>at</strong>e as a perfect example of the<br />
agenda-setting function of the mass media.<br />
B. They believe th<strong>at</strong> the mass media have the ability to transfer the salience of items on<br />
their news agendas to the public agenda.<br />
C. The basic theoretical issue had been addressed earlier by Walter Lippman, Bernard<br />
Cohen, and Theodore White.<br />
II.<br />
III.<br />
IV.<br />
A theory whose time had come.<br />
A. Agenda-setting theory contrasted with the prevailing selective exposure hypothesis,<br />
reaffirming the power of the press while maintaining individual freedom.<br />
B. It represented a back-to-the-basics approach to mass communic<strong>at</strong>ion research, with<br />
a focus on election campaigns.<br />
C. The hypothesis predicts a cause-and-effect rel<strong>at</strong>ionship between media content and<br />
voter perception, particularly a m<strong>at</strong>ch between the media’s agenda and the public’s<br />
agenda l<strong>at</strong>er on.<br />
Media agenda and public agenda: a close m<strong>at</strong>ch.<br />
A. In their groundbreaking study, McCombs and Shaw first measured the media<br />
agenda.<br />
B. They established the position and length of story as the primary criteria of<br />
prominence.<br />
C. They disregarded articles about m<strong>at</strong>ters extrinsic to the issues.<br />
D. The remaining stories were divided into five major issues and ranked in order of<br />
importance.<br />
E. Rankings provided by uncommitted voters aligned closely with the media’s agenda.<br />
Wh<strong>at</strong> causes wh<strong>at</strong>?<br />
A. McCombs and Shaw believe th<strong>at</strong> the hypothesized agenda-setting function of the<br />
media causes the correl<strong>at</strong>ion between the media and public ordering of priorities.<br />
B. However, correl<strong>at</strong>ion does not prove caus<strong>at</strong>ion.<br />
1. A true test of the agenda-setting function must show th<strong>at</strong> public priorities lag<br />
behind the media agenda.<br />
2. McCombs and three other researchers demonstr<strong>at</strong>ed a correl<strong>at</strong>ional time-lag<br />
between media coverage and the public agenda during the 1976 presidential<br />
campaign.<br />
C. To examine whether the media agenda and the public agenda might just reflect<br />
current events, Ray Funkhouser documented a situ<strong>at</strong>ion in which there was a strong<br />
rel<strong>at</strong>ionship between media and public agendas. The twin agendas did not merely<br />
372
mirror reality, but Funkhouser failed to establish a chain of influence from the media<br />
to the public.<br />
D. Shanto Iyengar, Mark Peters, and Donald Kinder’s experimental study confirmed a<br />
cause-and-effect rel<strong>at</strong>ionship between the media’s agenda and the public’s agenda.<br />
V. Who sets the agenda for the agenda setters?<br />
A. Some scholars target major news editors or “g<strong>at</strong>ekeepers.”<br />
B. Others point to politicians and their spin doctors.<br />
C. Current thinking focuses on public rel<strong>at</strong>ions professionals.<br />
D. “Interest aggreg<strong>at</strong>ions” are becoming extremely important.<br />
VI.<br />
Who is most affected by the media agenda?<br />
A. Those susceptible have a high need for orient<strong>at</strong>ion or index of curiosity.<br />
B. Need for orient<strong>at</strong>ion arises from high relevance and uncertainty.<br />
VII. Framing: transferring the salience of <strong>at</strong>tributes.<br />
A. Throughout the last decade, McCombs has emphasized th<strong>at</strong> the media influence the<br />
way we think.<br />
B. This process is called framing.<br />
1. A media frame is the central organizing idea for news content th<strong>at</strong> supplies a<br />
context and suggests wh<strong>at</strong> the issue is through the use of selection, emphasis,<br />
exclusion, and elabor<strong>at</strong>ion.<br />
2. This definition suggests th<strong>at</strong> media not only set an agenda but also transfer the<br />
salience of specific <strong>at</strong>tributes to issues, events, or candid<strong>at</strong>es.<br />
C. There are two levels of agenda setting.<br />
1. The transfer of salience of an <strong>at</strong>titude object in the mass media’s pictures of the<br />
world to a prominent place among the pictures in our heads.<br />
2. The transfer of salience of a bundle of <strong>at</strong>tributes the media associ<strong>at</strong>e with an<br />
<strong>at</strong>titude object to the specific fe<strong>at</strong>ures of the image in our minds.<br />
VIII. Not just wh<strong>at</strong> to think about, but how to think about it.<br />
A. Two n<strong>at</strong>ional election studies suggest th<strong>at</strong> framing works by altering pictures in the<br />
minds of people and, through the construction of an agenda with a cluster of rel<strong>at</strong>ed<br />
<strong>at</strong>tributes, cre<strong>at</strong>ing a coherent image.<br />
B. Salma Ghanem’s study of Texans tracked the second level of agenda setting and<br />
suggested th<strong>at</strong> <strong>at</strong>tribute frames have a compelling effect on the public.<br />
C. Framing is inevitable.<br />
D. McCombs and Shaw now contend th<strong>at</strong> the media may not only tell us wh<strong>at</strong> to think<br />
about, they also may tell us who and wh<strong>at</strong> to think about it, and perhaps even wh<strong>at</strong><br />
to do about it.<br />
IX.<br />
Beyond opinion: the behavioral effect of the media’s agenda.<br />
A. Some findings suggest th<strong>at</strong> media priorities affect people’s behavior.<br />
B. Nowhere is the behavioral effect of the media agenda more apparent than in the<br />
business of professional sports.<br />
C. McCombs claims th<strong>at</strong> “Agenda setting the theory can also be agenda setting the<br />
business plan.”<br />
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D. Will new media continue to guide focus, opinions, and behavior?<br />
1. The power of agenda setting th<strong>at</strong> McCombs and Shaw describe may be on the<br />
wane.<br />
2. The media may not have as much power to transfer the salience of issues or<br />
<strong>at</strong>tributes as it does now as a result of users’ expanded content choices and<br />
control over exposure.<br />
X. Critique: are the effects too limited, the scope too wide?<br />
A. McCombs has considered agenda setting a theory of limited media effects.<br />
B. Framing reopens the possibility of a powerful effects model.<br />
C. Gerald Kosicki questions whether framing is relevant to agenda-setting research.<br />
1. McCombs’s restricted definition of framing doesn’t address the mood of<br />
emotional connot<strong>at</strong>ions of a media story or present<strong>at</strong>ional factors.<br />
2. Although it has a straightforward definition within agenda-setting theory, the<br />
popularity of framing as a construct in media studies has led to diverse and<br />
perhaps contradictory uses of the term.<br />
D. Agenda-setting research shows th<strong>at</strong> print and broadcast news prioritize issues.<br />
E. Agenda-setting theory reminds us th<strong>at</strong> the news is stories th<strong>at</strong> require interpret<strong>at</strong>ion.<br />
Key Names and Terms<br />
Maxwell McCombs and Donald Shaw<br />
Theorists from the University of Texas, Austin, and the University of North Carolina,<br />
Chapel Hill, respectively, who have pioneered research on the agenda-setting theory of<br />
the mass media.<br />
Agenda-Setting <strong>Theory</strong><br />
The ability of the mass media to transfer the salience of items on their agendas to the<br />
public agenda.<br />
Walter Lippman<br />
A Pulitzer Prize-winning author who claimed th<strong>at</strong> the media acted as a medi<strong>at</strong>or<br />
between the world outside and the pictures in our heads.<br />
Bernard Cohen<br />
A University of Wisconsin political scientist who observed th<strong>at</strong> the media told readers<br />
wh<strong>at</strong> to think about.<br />
Theodore White<br />
A political analyst who wrote the definitive account of four presidential elections and<br />
concluded th<strong>at</strong> the media shape election campaigns.<br />
Ray Funkhouser<br />
A communic<strong>at</strong>ion researcher from the Pennsylvania St<strong>at</strong>e University who documented a<br />
situ<strong>at</strong>ion in which the twin agendas of the media and the public did not mirror reality.<br />
Shanto Iyengar, Marl Peters, and Donald Kinder<br />
Political scientists <strong>at</strong> Yale University whose experimental study confirmed a cause-andeffect<br />
rel<strong>at</strong>ionship between the media agenda and the public agenda.<br />
374
G<strong>at</strong>ekeepers<br />
Key news editors who determine the content of the major news public<strong>at</strong>ions and<br />
outlets.<br />
Robert Merton<br />
A Columbia University sociologist who coined the term interest aggreg<strong>at</strong>ions.<br />
Interest Aggreg<strong>at</strong>ions<br />
Interest groups or clusters of people who demand center stage for their one overriding<br />
concern; single-issue advoc<strong>at</strong>es.<br />
Need for Orient<strong>at</strong>ion<br />
A willingness to let the media shape one’s thinking arising from high relevance and<br />
uncertainty.<br />
Index of Curiosity<br />
A synonym for need for orient<strong>at</strong>ion.<br />
Framing<br />
The process of calling <strong>at</strong>tention to some aspects of reality while obscuring others, which<br />
might lead to different reactions; the selection of a restricted number of them<strong>at</strong>ically<br />
rel<strong>at</strong>ed <strong>at</strong>tributes for inclusion in the media agenda when a particular object is<br />
discussed.<br />
James Tankard<br />
A leading writer on mass communic<strong>at</strong>ion theory from the University of Texas <strong>at</strong> Austin<br />
who cre<strong>at</strong>ed the definition of a media frame.<br />
Media Frame<br />
The central organizing idea for news context th<strong>at</strong> supplies a content and suggests wh<strong>at</strong><br />
the issue is through the use of selection, emphasis, exclusion, and elabor<strong>at</strong>ion.<br />
Agenda Setting of Attributes<br />
The second level of agenda setting, this process involves the transfer of salience of a<br />
bundle of <strong>at</strong>tributes th<strong>at</strong> the media associ<strong>at</strong>e with an <strong>at</strong>titude object to the fe<strong>at</strong>ures of<br />
the image the media projects to the audience.<br />
Salma Ghanem<br />
A researcher <strong>at</strong> the University of Texas–Pan American whose study of Texans tracked<br />
the second level of agenda setting and suggested th<strong>at</strong> <strong>at</strong>tribute frames have a<br />
compelling effect on the public.<br />
Deborah Blood and Peter Phillips<br />
University of Connecticut communic<strong>at</strong>ion scholar and Yale University economist who<br />
examined newspaper headlines from 1980 to 1993 and found little rel<strong>at</strong>ionship<br />
between the media agenda and the prevailing economic conditions, but they did find a<br />
strong media malady effect.<br />
Media Malady Effect<br />
Neg<strong>at</strong>ive economic headlines have been found to have a significant and neg<strong>at</strong>ive<br />
impact on subsequent consumer sentiment and leading economic indic<strong>at</strong>ors.<br />
Scott Althaus and David Tewksbury<br />
University of Illinois researchers who studied the effect of media type on setting the<br />
reader’s agenda, contrasting traditional print media with new electronic media.<br />
Gerald Kosicki<br />
A journalism professor from Ohio St<strong>at</strong>e University who questions whether framing is<br />
really relevant to agenda-setting research.<br />
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Principal Changes<br />
The section on the agenda-melding function of the media has been cut and replaced by<br />
a discussion of the effects of media in the business of professional sports, in particular the<br />
NBA. An entirely new section on the strength of the media’s agenda-setting capacity in an<br />
electronic age has been added. Other changes have been made to upd<strong>at</strong>e the chapter,<br />
including revising the questions under Questions to Sharpen Your Focus, editing for clarity, and<br />
new cit<strong>at</strong>ions in the Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
The importance of research in McCombs and Shaw’s theory<br />
One of the most interesting fe<strong>at</strong>ures of this chapter is th<strong>at</strong> it is as much about research<br />
methodology as it is about theory building. This fact illustr<strong>at</strong>es to students the<br />
interconnectedness of the two endeavors, implicitly demonstr<strong>at</strong>ing th<strong>at</strong> <strong>at</strong>tempts to separ<strong>at</strong>e<br />
theory and research into two ne<strong>at</strong> c<strong>at</strong>egories are unrealistic and unproductive. It also shows<br />
students th<strong>at</strong> some concepts such as agenda setting (and cultiv<strong>at</strong>ion) are rel<strong>at</strong>ively simple to<br />
formul<strong>at</strong>e in the abstract but difficult to prove in the concrete realm of fact. Unlike Hall, for<br />
example, who requires an elabor<strong>at</strong>e specialized vocabulary and some knowledge of Marxism,<br />
McCombs and Shaw focus on an aspect of media influence th<strong>at</strong> is quite basic and—<strong>at</strong> its<br />
essence—easy to understand. The proof itself, though, constitutes the principal challenge, and<br />
thus the chapter reflects a strong research emphasis. (Hall’s thesis, as well, would be very<br />
difficult to prove, but since he pays minimal <strong>at</strong>tention to system<strong>at</strong>ic analysis of evidence,<br />
Griffin prudently focuses most of Chapter 26 on unpacking the vocabulary and outlining the<br />
conceptual framework of cultural studies. Integr<strong>at</strong>ive Essay Question #32 below invites<br />
discussion of these general issues.)<br />
A second issue rel<strong>at</strong>ed to research methods th<strong>at</strong> you may want to further articul<strong>at</strong>e in<br />
class is the importance of establishing a delayed effect to support McCombs and Shaw’s<br />
claims of agenda setting. A mantra th<strong>at</strong> cannot be said enough: “Correl<strong>at</strong>ion does not equal<br />
caus<strong>at</strong>ion.” In their theory, McCombs and Shaw are making claims of caus<strong>at</strong>ion and as such,<br />
must back up the rel<strong>at</strong>ionship as cause-and-effect. You may want to underscore the point with<br />
students th<strong>at</strong> if media coverage and public opinion converge, but one is not shown to precede<br />
the other, then agenda setting has not occurred. A recent example th<strong>at</strong> might be of<br />
significance to students is U2 frontman Bono’s campaign for debt forgiveness in Africa. If Bono<br />
is considered an agenda setter, which might be an interesting deb<strong>at</strong>e in itself, was he<br />
successful <strong>at</strong> getting world leaders as well as common folks to care about the issue? Or was it<br />
important to people before his prominent “One” campaign?<br />
The two levels of agenda setting<br />
You may wish to fe<strong>at</strong>ure an example or two to help students understand the two levels<br />
of agenda setting. Events rel<strong>at</strong>ed to the tragedy of 9/11, as Griffin mentions, constitute a rare<br />
example of the media having no choice but to fe<strong>at</strong>ure a story prominently. Thus, it does not<br />
illustr<strong>at</strong>e the first level of agenda setting. Other examples will better allow you to explore both<br />
levels. Consider, for instance, the media coverage of the Enron scandal. At the first level, the<br />
media tell us the issue is important. At the second level, the media suggest how to view the<br />
376
issue and wh<strong>at</strong> aspects of it are salient. Should we feel outraged about the plight of Enron<br />
workers who lost jobs and pension funds? Be concerned about the power of corpor<strong>at</strong>ions?<br />
Worry about the effect on the economy and possibly our utility bills? Wh<strong>at</strong> <strong>at</strong>tributes are<br />
framed as important—the greed of CEOs, the exploit<strong>at</strong>ion of workers, the failure of<br />
deregul<strong>at</strong>ion, Enron’s ties to political leaders? Or you could consider an event th<strong>at</strong> cre<strong>at</strong>ed a<br />
particularly significant media feeding frenzy in 2005: the Michael Jackson trial. Clearly the first<br />
level of agenda setting was painfully present, but how would your class characterize the<br />
media’s <strong>at</strong>tempt to shape the public’s view of the court case? Which aspects were consumers<br />
of news pushed to consider most closely? Which elements were subtly pushed aside?<br />
Framing<br />
It is also productive to focus on how the concept of framing compares with a cultural<br />
studies approach. In Douglas Kellner’s analysis of media coverage of the Gulf War (fe<strong>at</strong>ured in<br />
Chapter 26), the way the media framed the war is a central concern. Yet it should be<br />
emphasized to students th<strong>at</strong> cultural studies goes further, suggesting th<strong>at</strong> media frames<br />
system<strong>at</strong>ically serve to reinforce hegemony, to allow the powerful to control discourse, and to<br />
keep the marginalized on the periphery of power and privilege. Agenda-setting theory offers no<br />
basis for why the media choose specific frames and is for the most part ideologically neutral.<br />
You and your students may want to explore this crucial difference between the approaches.<br />
(Integr<strong>at</strong>ive Essay Question #31 below addresses this issue.)<br />
Sample Applic<strong>at</strong>ion Log<br />
Glenda<br />
I think the media’s agenda setting works all too well on children (<strong>at</strong> least it did on me). Except<br />
it wasn’t news I was w<strong>at</strong>ching; it was the S<strong>at</strong>urday morning line-up. After all, as a child I had a<br />
very high need for orient<strong>at</strong>ion. For some inexplicable reason, anything th<strong>at</strong> the TV displayed<br />
from 6am to noon on S<strong>at</strong>urday had high relevance to me (including the color bars from 6-7).<br />
And as a child, anything dealing with growing up, being an adult or understanding the world<br />
around me touched a point of high uncertainty within my semi-hardened skull. As a result,<br />
S<strong>at</strong>urday morning TV had the power to tell me wh<strong>at</strong> to think about. I spent my play time acting<br />
out the characters from my favorite shows. I pleaded with my parents to provide me with<br />
wh<strong>at</strong>ever the commercials were peddling—sugar cereal, dolls with combable hair, sports cars. I<br />
wasn’t picky. I dreamt Smurfs. I bre<strong>at</strong>hed Wonder Woman. I made wedding plans revolving<br />
around George of the Jungle. I thought about wh<strong>at</strong> the powers behind the television, based on<br />
their agenda, wanted me to think about. And, to be perfectly honest, I’m still a huge fan of<br />
Wonder Woman and dolls with combable hair.<br />
377
Exercises and Activities<br />
The social construction of g<strong>at</strong>ekeeping<br />
Discussing the concept of g<strong>at</strong>ekeeping (399), ask your students about the prevailing<br />
perception of these media elites (th<strong>at</strong> they are liberal, for example). Wh<strong>at</strong> do students think of<br />
this view? In order to complete the picture, ask your students how Hall and his ilk would<br />
characterize the same handful of news guardians. No doubt Hall would consider the<br />
g<strong>at</strong>ekeepers’ perspective to be a pernicious orthodoxy, but it would be the ruling principles of<br />
capitalistic hegemony, r<strong>at</strong>her than a left-leaning liberalism, th<strong>at</strong> constitutes their ideological<br />
power base. Both conserv<strong>at</strong>ives and liberals <strong>at</strong>tack the media’s purported ability to control the<br />
issues, but their perceptions of th<strong>at</strong> control are radically different. In other words, the precise<br />
n<strong>at</strong>ure of the media’s g<strong>at</strong>ekeeping function is socially constructed through communic<strong>at</strong>ive<br />
practice of individual discourse communities.<br />
Recre<strong>at</strong>ing one’s self<br />
Under Questions to Sharpen Your Focus in the textbook, Exercise #3 could easily be<br />
expanded to include other political figures or celebrities. Madonna, Rush Limbaugh, George W.<br />
Bush, Ariel Sharon, Bill Clinton, Dr. Phil, Shaquille O’Neal, Marilyn Manson, Mother Teresa, and<br />
the l<strong>at</strong>e Pope John Paul II are just a few of the subjects th<strong>at</strong> could inspire interesting analyses.<br />
During your discussion, you may discover certain figures who have the uncanny ability to frame<br />
themselves, thus resisting or overriding frames th<strong>at</strong> reporters <strong>at</strong>tempt to place around them.<br />
This was certainly the reput<strong>at</strong>ion of President Ronald Reagan, whose nickname, “The Teflon<br />
President,” alluded to his ability to wash away—in our terms, reframe—neg<strong>at</strong>ive images and<br />
issues. His ability to control the public’s perception of himself and his policies provided<br />
additional evidence for the thesis th<strong>at</strong> politicians and their spin doctors can be powerful<br />
agenda setters.<br />
Wh<strong>at</strong>’s not getting talked about?<br />
Question #4 under Questions to Sharpen Your Focus in the textbook encourages<br />
students to ponder the media’s ability to bring specific issues into the public’s agenda,<br />
whether they originally care about them or not. An interesting way to follow up the question is<br />
to ask, “Conversely, is there a n<strong>at</strong>ional or local issue th<strong>at</strong> concerns you th<strong>at</strong> has not been<br />
emphasized by the media? How does their neglect make you feel?” After all—as so many<br />
media critics remind us—agenda setting is as much about wh<strong>at</strong> isn’t selected as wh<strong>at</strong> is. You<br />
may also wish to ask if, with respect to stories students care about, the second level of agenda<br />
setting frames issues in ways th<strong>at</strong> overlook or diminish <strong>at</strong>tributes they feel are important. For<br />
example, we’re struck th<strong>at</strong> Nancy Grace’s n<strong>at</strong>ional news show about legal issues (on CNN)<br />
provides scant coverage of general legal issues. Focusing almost entirely on the lurid specifics<br />
of sens<strong>at</strong>ional cases, the show has little to say about legal trends or broad concerns pertaining<br />
to this n<strong>at</strong>ion’s system of justice. At the time this manual was being completed, key changes in<br />
the Supreme Court were in the air, changes th<strong>at</strong> may effect decades of legal decisions, yet this<br />
extremely significant subject was hardly domin<strong>at</strong>ing the air time commanded by Nancy Grace.<br />
378
Wh<strong>at</strong> effect does the media have on your behavior?<br />
You may want to have your students discuss and deb<strong>at</strong>e the potential behavioral effect<br />
of the media on them. Has media coverage of crime, for example, made them more careful<br />
about locking doors or securing their cars? How has the media coverage of the 9/11 tragedy<br />
and the subsequent emphasis on terrorism altered their behavior?<br />
Teaching media literacy<br />
Griffin concludes the chapter by emphasizing a point th<strong>at</strong> Walter Fisher would no doubt<br />
appreci<strong>at</strong>e—news stories are just another kind of story, and they require careful interpret<strong>at</strong>ion<br />
(406). If this is true, and if framing is as influential as recent scholarship suggests, then wh<strong>at</strong><br />
should our school system be doing to develop media literacy in our children? Challenge your<br />
students to come up with proposals for teaching this slippery subject. You can begin by asking<br />
them how media literacy rel<strong>at</strong>es to its old-fashioned predecessors: the ability to read and write.<br />
To enrich and complic<strong>at</strong>e the discussion of teaching media literacy, invite students to bring in<br />
ideas from McLuhan, Gerbner, and Hall.<br />
Recre<strong>at</strong>ing Chapel Hill, NC<br />
When Em Griffin teaches this theory, he recre<strong>at</strong>es the North Carolina study for the<br />
present time. <strong>First</strong>, he has his class give their agenda. Then, he breaks the class up into<br />
working groups. Providing each group with a current newspaper or tape of a television news<br />
show, he asks them to apply criteria outlined on page 397 to analyze the media agenda. Then<br />
the students’ agenda is compared to th<strong>at</strong> manifested by the media artifacts they have<br />
analyzed. A further step in the exercise is to examine media artifacts from the beginning of the<br />
school term to see if they more closely resemble the class’s current agenda than do the<br />
current artifacts. If this is the case, then you can discuss the possibility of a cause-and-effect<br />
rel<strong>at</strong>ionship between the two.<br />
Further Resources<br />
• For additional discussion of agenda setting, see:<br />
o Marcus Brewster and Maxwell McCombs, “Setting the Community Agenda,”<br />
Journalism and Mass Communic<strong>at</strong>ion Quarterly 73 (1996): 7-16.<br />
o Jian-Hua Zhu and Deborah Blood, “Media Agenda-Setting <strong>Theory</strong>: Telling the<br />
Public Wh<strong>at</strong> to Think About,” Emerging Theories of Human Communic<strong>at</strong>ion, ed.<br />
Branislav Kovacic (Albany: SUNY Press, 1997), 88-114.<br />
• James Fallows’s Breaking the News: How the Media Undermine American Democracy<br />
(New York: Pantheon Books, 1996) is an intriguing tre<strong>at</strong>ment of the drawbacks of the<br />
media’s current “agenda.” Fallows speaks as a practitioner, r<strong>at</strong>her than a theorist, but<br />
his analysis intelligently complements the work of McCombs and Shaw.<br />
Agenda setting and politics<br />
• John C. Tedesco, “Issue and Str<strong>at</strong>egy Agenda Setting in the 2004 Presidential Election:<br />
Exploring the Candid<strong>at</strong>e–Journalist Rel<strong>at</strong>ionship,” Journalism Studies 6, 2 (2005): 187-<br />
202.<br />
• William L. Benoit, Glenn J. Hansen, and Rebecca M. Verser, “A Meta-Analysis of the<br />
Effects of Viewing U.S. Presidential Deb<strong>at</strong>es,” Communic<strong>at</strong>ion Monographs 70, 4<br />
(2003): 335-51.<br />
379
• Frederick Fico and Eric Freedman, “Setting the Agenda: Candid<strong>at</strong>es and Comment<strong>at</strong>ors<br />
in News Coverage of the Governor’s Race,” Journal and Mass Communic<strong>at</strong>ion Quarterly<br />
78 (Autumn 2001): 437-49.<br />
• Guy Golan and Wayne Wanta, “Second-Level Agenda Setting in the New Hampshire<br />
Primary: A Comparison of Coverage in Three Newspapers and Public Perceptions of<br />
Candid<strong>at</strong>es,” Journalism and Mass Communic<strong>at</strong>ion Quarterly 78 (Summer 2001): 247-<br />
59.<br />
• Thomas P. Boyle, “Intermedi<strong>at</strong>e Agenda Setting in the 1996 Presidential Election,”<br />
Journalism and Mass Communic<strong>at</strong>ion Quarterly 78 (Spring 2001): 26-44.<br />
• Marilyn Roberts, Ronald Anderson, and Maxwell McCombs, “1990 Texas Gubern<strong>at</strong>orial<br />
Campaign: Influence of Issues and Images,” Mass Communic<strong>at</strong>ion Review 21 (1994):<br />
20-35.<br />
• Richard M. Perloff, Political Communic<strong>at</strong>ion: Politics, Press, and Public in America<br />
(Mahwah, NJ: Lawrence Erlbaum, 1998).<br />
• C<strong>at</strong>herine Cassara demonstr<strong>at</strong>es how politicians can influence the news media’s<br />
agendas in “U.S. Newspaper Coverage of Human Rights in L<strong>at</strong>in America, 1975-1982:<br />
Exploring President Carter’s Agenda-Building Influence,” Journalism and Mass<br />
Communic<strong>at</strong>ion Quarterly 75 (Autumn 1998): 478-86.<br />
• William L. Benoit and Glenn J. Hanson argue th<strong>at</strong> the questions asked by journalists in<br />
political deb<strong>at</strong>es do not reflect the public interest in “Presidential Deb<strong>at</strong>e Questions and<br />
the Public Agenda,” Communic<strong>at</strong>ion Quarterly 49 (Spring 2001): 130-41.<br />
• One of the most famous political st<strong>at</strong>ements about the agenda-setting function of the<br />
media is Spiro Agnew’s “Television News Coverage,” published in Vital Speeches of the<br />
Day (December 1, 1969), 98-101. Focusing on recent news coverage of Nixon’s<br />
handling of the war in Indochina, the Vice President argued th<strong>at</strong> the liberal media elite<br />
unfairly influence both wh<strong>at</strong> Americans think about (agenda setting) and how they think<br />
about it (framing). Somewh<strong>at</strong> ironically, Agnew’s successful <strong>at</strong>tack on the press’s power<br />
demonstr<strong>at</strong>ed a very different point—the ability of politicians and their spin doctors to<br />
use media outlets to shape public opinion.<br />
Issues of race and culture<br />
• Susan Weill and Laura Castañeda, “‘Emph<strong>at</strong>hetic Rejectionism’ and Inter-ethnic Agenda<br />
Setting: Coverage of L<strong>at</strong>inos by the Black Press in the American South,” Journalism<br />
Studies 5, 4 (2004): 537-51.<br />
• Randy E. Miller and Wayne Wanta, “Race as a Variable in Agenda Setting,” Journalism<br />
and Mass Communic<strong>at</strong>ion Quarterly 73 (Winter 1996): 913-25.<br />
• Wayne Wanta, Guy Golan, and Clseolhan, Lee, “Agenda Setting and Intern<strong>at</strong>ional News:<br />
Media Influence on Public Perceptions of Foreign N<strong>at</strong>ions,” Journalism & Mass<br />
Communic<strong>at</strong>ion Quarterly 81, 2 (2004): 364-78.<br />
• For further discussion of agenda setting in cross-cultural settings, see Hans-Bernd<br />
Brosius and Gabriel Weimann, “Who Sets the Agenda? Agenda Setting as a Two-Step<br />
Flow,” Communic<strong>at</strong>ion Research 23 (October 1996): 561-80.<br />
380
Framing<br />
• Julie Yioutas and Ivana Segvic, “Revisiting the Clinton/Lewinsky Scandal: The<br />
Convergence of Agenda Setting and Framing,” Journalism & Mass Communic<strong>at</strong>ion<br />
Quarterly 80, 3 (2003): 567-83.<br />
• Dietram Scheufele, “Agenda Setting, Priming, and Framing Revisited: Another <strong>Look</strong> <strong>at</strong><br />
Cognitive Effects of Political Communic<strong>at</strong>ion,” Mass Communic<strong>at</strong>ion and Society 3<br />
(2000): 297-316.<br />
• Dietram A. Scheufele, “Framing as a <strong>Theory</strong> of Media Effects,” Journal of<br />
Communic<strong>at</strong>ion 49 (Winter 1999): 102-22.<br />
• Vincent Price, et al., “Switching Trains of Thought: The Impact of News Frames on<br />
Readers’ Cognitive Responses,” Communic<strong>at</strong>ion Research 24 (October 1997): 481-506.<br />
• Lynn M. Zoch and Judy VanSlyke Turk, “Women Making News: Gender as a Variable in<br />
Source Selection and Use,” Journalism & Mass Communic<strong>at</strong>ion Quarterly 75 (Winter<br />
1998): 762-75.<br />
• Betty Houchin Winfield, “The <strong>First</strong> Lady, Political Power, and the Media: Who Elected Her<br />
Anyway?” Women, Media, and Politics, ed. Pippa Norris (New York: Oxford University<br />
Press, 1997), 166-79.<br />
More scholarship from Shanto Iyengar<br />
• For further work from Shanto Iyengar, see Is Anyone Responsible? How Television<br />
Frames Political Issues (Chicago: University of Chicago Press, 1991).<br />
• Together with Stephen Ansolabehere and Roy Behr, Iyengar wrote The Media Game:<br />
American Politics in the Television Age (New York: Macmillan, 1993).<br />
The media’s g<strong>at</strong>ekeeping function<br />
• Bruce H. Westley and M.S. MacLean, “A Conceptual Model for Mass Communic<strong>at</strong>ion<br />
Research,” Journalism Quarterly 34 (1957): 310-38.<br />
• Pamela J. Shoemaker, G<strong>at</strong>ekeeping (Newbury Park, CA: Sage, 1991).<br />
• David Croteau and William Hoynes, By Invit<strong>at</strong>ion Only: How the Media Limit Political<br />
Deb<strong>at</strong>e (Monroe, ME: Common Courage, 1994).<br />
381
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
382
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
383
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
384
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 29<br />
SPIRAL OF SILENCE<br />
Outline<br />
I. Introduction.<br />
A. Elisabeth Noelle-Neumann claims th<strong>at</strong> people’s assessment of the political clim<strong>at</strong>e<br />
and forecast of future trends are early, reliable indic<strong>at</strong>ors of wh<strong>at</strong> will happen in an<br />
election.<br />
B. Noelle-Neumann’s spiral of silence explains the growth and spread of public opinion,<br />
which is a powerful force.<br />
C. She defines public opinion as “<strong>at</strong>titudes one can express in public without isol<strong>at</strong>ing<br />
oneself.”<br />
D. The spiral of silence refers to the increasing pressure people feel to conceal their<br />
views when they think they are in the minority.<br />
II.<br />
III.<br />
IV.<br />
A quasi-st<strong>at</strong>istical organ sensing the clim<strong>at</strong>e of opinion.<br />
A. Noelle-Neumann emphasizes the human ability to discern the clim<strong>at</strong>e of public<br />
opinion accur<strong>at</strong>ely.<br />
B. When swings in opinion occur, they are sensed everywhere <strong>at</strong> the same time.<br />
C. She believes th<strong>at</strong> assessing the present or future public mood is a n<strong>at</strong>ural human<br />
activity.<br />
D. Judging public opinion is exhausting, but the inform<strong>at</strong>ion allows one to avoid the<br />
gre<strong>at</strong>er strain of becoming isol<strong>at</strong>ed with an unpopular opinion.<br />
Fear of isol<strong>at</strong>ion: the engine th<strong>at</strong> drives the spiral of silence<br />
A. Fear of isol<strong>at</strong>ion is the centrifugal force th<strong>at</strong> acceler<strong>at</strong>es the spiral of silence.<br />
1. Noelle-Neumann draws heavily on Solomon Asch’s work.<br />
2. Asch found th<strong>at</strong> most people would conform to a group opinion to avoid<br />
isol<strong>at</strong>ion.<br />
3. Stanley Milgram demonstr<strong>at</strong>ed cross-cultural support for Asch’s work.<br />
B. Noelle-Neumann rejects the hypothesis th<strong>at</strong> people conform out of a desire to<br />
identify with a winner.<br />
C. Only criminals or moral heroes disregard wh<strong>at</strong> society thinks.<br />
The powerful role of the mass media.<br />
A. Noelle-Neumann believes th<strong>at</strong> the media acceler<strong>at</strong>e the muting of the minority in the<br />
spiral of silence.<br />
B. She argues th<strong>at</strong> pluralistic ignorance, a condition when people have a mistaken idea<br />
of wh<strong>at</strong> the public’s opinion really is, results from the media giving a disproportion<strong>at</strong>e<br />
mix of viewpoints rel<strong>at</strong>ive to their actual strength in society.<br />
C. Television is particularly influential because of its omni-presence, its single point of<br />
view, and the constant repetition of its message.<br />
D. Noelle-Neumann has never found a spiral of silence th<strong>at</strong> went against the tenor of<br />
the media.<br />
386
E. She shares Stuart Hall’s neg<strong>at</strong>ive assessment of the media’s intrusive role in<br />
democr<strong>at</strong>ic decision making.<br />
F. The media do more than set the agenda; they provide the sanctioned view of wh<strong>at</strong><br />
everyone else is thinking.<br />
G. The media’s primary influence renders media access crucial for those who desire to<br />
shape public opinion.<br />
V. A time to speak and a time to keep silent.<br />
A. Once people realize th<strong>at</strong> they hold the minority opinion, they don’t necessarily<br />
change their minds, but they keep quiet.<br />
B. The train/plane test has been developed to determine whether people are willing to<br />
speak out in support of their viewpoint.<br />
1. Those who favor the majority position will be more willing to express their views<br />
than those who belong to the minority faction.<br />
2. Future trends are more salient than the present clim<strong>at</strong>e.<br />
3. People are more willing to speak to those who agree with them.<br />
4. Low self-esteem will cause a person to remain mute.<br />
5. Males, young adults, and people of the middle and upper classes are more likely<br />
to speak out.<br />
6. Existing laws encourage people to express minority opinions.<br />
VI.<br />
The acceler<strong>at</strong>ing spiral of silence.<br />
A. Fear of isol<strong>at</strong>ion c<strong>at</strong>ches those in the minority in a spiral of silence.<br />
1. People sense a slight discrepancy between their position and prevailing public<br />
opinion.<br />
2. Minority opinion holders begin to withdraw from sharing their opinion.<br />
3. They sense a widening gap and draw back from public scrutiny.<br />
B. The spiral becomes a self-fulfilling prophecy.<br />
VII. The hard core and avant-garde: holdouts who can change the world.<br />
A. Early critics pointed out th<strong>at</strong> there are people who will never be silenced.<br />
B. Noelle-Neumann now describes two types of individuals who form a vocal minority<br />
th<strong>at</strong> remains <strong>at</strong> the top of the spiral in defiance of thre<strong>at</strong>s of isol<strong>at</strong>ion: the hard core<br />
and the avant-garde.<br />
1. Hard core nonconformists are those who have been overpowered and releg<strong>at</strong>ed<br />
to a completely defensive position in public.<br />
a. They have nothing to lose by speaking out.<br />
b. They cling to the past and regard isol<strong>at</strong>ion as the price to pay.<br />
2. The avant-garde form the vanguard of new ideas.<br />
a. They seek public response, even though it may be neg<strong>at</strong>ive.<br />
b. Their conviction is ahead of the times.<br />
3. The reality of the hard core and avant-garde minorities are acknowledged by<br />
Noelle-Neumann, but not predicted by her spiral of silence.<br />
C. Serge Moscovici does not believe she adequ<strong>at</strong>ely considers the pervasive impact of<br />
committed deviants on public opinion.<br />
387
VIII. Critique.<br />
A. Although he does not entirely accept it, Mihaly Csikszentmihalyi regards the spiral of<br />
silence as “the most original, comprehensive, and useful” theory of public opinion<br />
ever proposed.<br />
B. Critics question the assumption th<strong>at</strong> fear of isol<strong>at</strong>ion is the cause of people’s silence.<br />
C. The theory relies on the hypothetical train test to measure willingness to speak<br />
r<strong>at</strong>her than use the observ<strong>at</strong>ion of actual behavior.<br />
D. While the spiral of silence focuses on n<strong>at</strong>ional clim<strong>at</strong>e of public opinion, other<br />
studies have indic<strong>at</strong>ed th<strong>at</strong> the opinion of one’s own reference group or microclim<strong>at</strong>e<br />
of family and friends is most closely linked to one’s willingness to speak out.<br />
E. A recent study by Dietram Scheufele suggests th<strong>at</strong> the spiral of silence is alive and<br />
well in the twenty-first century.<br />
Key Names and Terms<br />
Elisabeth Noelle-Neumann<br />
Founder and director of the Public Opinion Research Center in Allensbach, Germany,<br />
and cre<strong>at</strong>or of the spiral of silence theory.<br />
Public Opinion<br />
Attitudes one can express in public without isol<strong>at</strong>ing oneself.<br />
Spiral of Silence<br />
The increasing pressure th<strong>at</strong> people feel to conceal their views when they believe they<br />
are in the minority.<br />
Quasi-St<strong>at</strong>istical Organ<br />
A sixth sense th<strong>at</strong> provides trustworthy inform<strong>at</strong>ion about wh<strong>at</strong> society in general is<br />
thinking and feeling.<br />
Solomon Asch<br />
A Swarthmore College psychologist who demonstr<strong>at</strong>ed th<strong>at</strong> most people will conform to<br />
group opinion to avoid isol<strong>at</strong>ion.<br />
Stanley Milgram<br />
A Yale University psychologist who demonstr<strong>at</strong>ed cross-cultural support for Asch’s work.<br />
Pluralistic Ignorance<br />
People’s mistaken assumption th<strong>at</strong> everyone thinks like they do as a result of a<br />
disproportion<strong>at</strong>e mix of viewpoints presented by the media compared to their rel<strong>at</strong>ive<br />
strength in society.<br />
Train/Plane Test<br />
A test devised by Noelle-Neumann to determine whether people are willing to speak out<br />
in support of their viewpoint.<br />
Hard-Core Nonconformists<br />
Noelle-Neumann’s term for those who resist the pressure to be silent, but because they<br />
have been overpowered and have nothing to lose.<br />
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Avant-Garde<br />
Intellectuals, artists, and reformers who hold minority ideas th<strong>at</strong> are ahead of the times,<br />
but are not subject to the spiral of silence. They seek public approval and are convinced<br />
they will get it in the future.<br />
Serge Moscovici<br />
A French social psychologist who does not believe th<strong>at</strong> Noelle-Neumann adequ<strong>at</strong>ely<br />
considers the pervasive impact of committed deviants on public opinion.<br />
Mihaly Csikszentmihalyi<br />
A University of Chicago sociologist who regards the spiral of silence as the most original,<br />
comprehensive, and useful theory of public opinion ever proposed.<br />
Dietram Scheufele<br />
Cornell University communic<strong>at</strong>ion professor who has tested the spiral of silence in<br />
rel<strong>at</strong>ion to people’s opinions toward biotechnology and their willingness to speak out on<br />
the topic in a real focus group. Correcting for some previous criticisms of the spiral of<br />
silence, Scheufele’s team found contemporary support for the theory.<br />
Principal Changes<br />
Readers of the sixth <strong>edition</strong> of A <strong>First</strong> <strong>Look</strong> who are unfamiliar with earlier versions will<br />
find this chapter entirely new. Veterans of the text who have read earlier <strong>edition</strong>s will find th<strong>at</strong><br />
the first part of this chapter has changed very little. In addition to a slight reordering of the<br />
chapter, Griffin has added a new section entitled “The hard core and avant-garde: Holdouts<br />
who can change the world” th<strong>at</strong> addresses those who defy the spiral of silence’s effect on<br />
minority-opinion holders. He fe<strong>at</strong>ures new research developments and has also upd<strong>at</strong>ed the<br />
Critique and Second <strong>Look</strong> sections.<br />
Suggestions for Discussion<br />
The pessimistic core of the spiral of silence<br />
At its core, we find the spiral of silence theory (particularly as Griffin has presented it in<br />
earlier <strong>edition</strong>s of A <strong>First</strong> <strong>Look</strong>) to be one of the most pessimistic assessments of human<br />
behavior presented in this book. Individuals who hold minority opinions tend to knuckle under<br />
for fear of isol<strong>at</strong>ion or become hard-core nonconformists, who continue to disagree not<br />
because they are secure people with especially deep-se<strong>at</strong>ed beliefs, but because they have<br />
“nothing to lose” (416). In a n<strong>at</strong>ion whose Constitution is purportedly designed to protect the<br />
minority from the tyranny of the majority, this theory would reduce dissenters to the roles of<br />
dutiful sheep or stubbornly vocal deviants. (Furthermore, the altern<strong>at</strong>ive phenomenon known<br />
as pluralistic ignorance—defined by Griffin as “a mistaken idea of wh<strong>at</strong> the public’s opinion<br />
really is” (411)—is hardly fl<strong>at</strong>tering.) Because of its less-than-savory assessment of human<br />
behavior and decision-making, the spiral of silence theory reminds us a little of cognitive<br />
dissonance. Both approaches to communic<strong>at</strong>ion seem to downplay the power of r<strong>at</strong>ionality and<br />
free will.<br />
A question of free will<br />
This point leads inevitably to Integr<strong>at</strong>ive Essay Question #28, which asks students to<br />
consider the place of the individual in each of the five mass communic<strong>at</strong>ion theories fe<strong>at</strong>ured<br />
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in this book. Although opinion will no doubt differ on a broad-based question such as this, we<br />
will hazard to guess th<strong>at</strong> most students will not find a gre<strong>at</strong> deal of interest in or room for free<br />
will and individual agency in the work of Barthes, Gerbner, Hall, McCombs and Shaw, and<br />
Noelle-Neumann. Barthes focuses on the power of signs (including those produced by the<br />
media) to manufacture an acceptance of the st<strong>at</strong>us quo; Gerbner studies the way in which<br />
television manipul<strong>at</strong>es the beliefs of heavy viewers; Hall discusses the media’s ideological<br />
control over the working class, McCombs and Shaw present the way in which the media’s<br />
agendas become the public’s agenda, and Noelle-Neumann—as mentioned above—portrays<br />
most people as acting primarily out of a fear of nonconformity. There is some wiggle room in<br />
each theoretical position (Hall, for example, would like to teach the have-nots to think for<br />
themselves and question the power structure), but for the most part these theorists are<br />
interested in the power of the media, not the individual. Fiske’s critique of Hall’s theory, which<br />
st<strong>at</strong>es th<strong>at</strong> people empower themselves through their own interpret<strong>at</strong>ions of television, is<br />
definitely a minority opinion. Griffin provides the beginning of an answer when he suggests,<br />
“Noelle-Neumann agrees with Stuart Hall’s pessimistic assessment concerning the media’s<br />
intrusive role in democr<strong>at</strong>ic decision making. She ascribes a function to the media th<strong>at</strong> goes<br />
one step beyond agenda setting” (411).<br />
The avant-garde’s ability to reform the world<br />
In this most recent rendition of the spiral of silence theory, Griffin includes Noelle-<br />
Neumann’s new idea of the avant-garde (416). With this addition to his tre<strong>at</strong>ment of the<br />
theory, he places more emphasis on the theorist’s interest in the positive force of individual<br />
agency. The idea th<strong>at</strong> intellectuals, artists, and reformers can play an important role in<br />
changing public opinion moves this theory significantly in the direction of free will and perhaps<br />
even r<strong>at</strong>ionality. We are reminded of Margaret Mead’s quote, “Never doubt th<strong>at</strong> a small group<br />
of thoughtful, committed people can change the world. Indeed, it is the only thing th<strong>at</strong> ever<br />
has.” The possibility th<strong>at</strong> “a moral hero,” who “doesn’t care wh<strong>at</strong> society thinks” (410), can<br />
significantly alter the public’s opinion warms even the heart of a committed humanist<br />
rhetorician. Th<strong>at</strong> Noelle-Neumann mentions the moral hero and the criminal in the same<br />
bre<strong>at</strong>h is another m<strong>at</strong>ter.<br />
Despite our overall concern about the pessimism of the spiral of silence theory, we do<br />
not deny the trenchancy of its central insights about human behavior and public<br />
communic<strong>at</strong>ion. We have w<strong>at</strong>ched highly educ<strong>at</strong>ed, principled, committed individuals who hold<br />
minority opinions quickly grow silent <strong>at</strong> too many faculty meetings to discredit Noelle-<br />
Neumann’s approach.<br />
When new inform<strong>at</strong>ion compels us to change<br />
As presented in the chapter, the spiral of silence theory does not seem to be<br />
particularly concerned about the potential impact of shifts in the issues and controversies<br />
about which public opinion is formed. It is interesting to suggest th<strong>at</strong> in many cases, people<br />
abandon their positions—whether majority or minority—simply because new inform<strong>at</strong>ion<br />
compels them to do so. The decline in Nixon’s political support through 1973 and 1974 could<br />
be seen as an example of the spiral of silence <strong>at</strong> work, but it could also be argued th<strong>at</strong><br />
continuing revel<strong>at</strong>ions about the administr<strong>at</strong>ion’s misconduct in the W<strong>at</strong>erg<strong>at</strong>e scandal<br />
compelled the majority of Americans to turn against the president. Of course one could also<br />
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view both factors <strong>at</strong> work. (Essay Question #27, below, may serve as a vehicle for such<br />
discussion.)<br />
Does the theory have a feminine edge?<br />
Consider asking your students if they believe it is significant th<strong>at</strong> the spiral of silence<br />
theory was cre<strong>at</strong>ed by a woman. As the only theory in the mass communic<strong>at</strong>ion section of the<br />
book th<strong>at</strong> was not developed by men, does the spiral of silence grow out of particular female<br />
concerns? Does it display a woman’s sensitivity to certain elements of public opinion or media<br />
influence?<br />
Sample Applic<strong>at</strong>ion Logs<br />
Eric<br />
As I read this theory, I kept saying to myself “Th<strong>at</strong> would never be me. I’d never keep silent,<br />
even when I think I’m the minority view.” I’ve always seen myself as opinion<strong>at</strong>ed, outspoken,<br />
and direct. I’ve seen the conformity line test (~2) and known in my heart of hearts th<strong>at</strong> I<br />
wouldn’t bow down to the pressure. But then I got to the section th<strong>at</strong> lists the factors th<strong>at</strong><br />
determine the likelihood th<strong>at</strong> other people will voice their opinions. Number 5 says “males,<br />
young adults, and people of middle or upper class” will voice their opinion more easily. Is this<br />
because in society it’s more comfortable for people like me to voice our opinions? I wonder if<br />
the fact th<strong>at</strong> I’m male, young adult, middle class and white has anything to do with it. Thinking<br />
back to Stuart Hall, I’m convicted to help promote the minority view and help give a voice to<br />
the voiceless.<br />
Exercises and Activities<br />
Based on your own experience<br />
No doubt your students can come up with examples from campus or other social<br />
contexts th<strong>at</strong> may confirm (or perhaps undermine) the spiral of silence theory. In order to help<br />
students recall instances of the spiral of silence working in their own lives, you may wish to<br />
introduce the term “peer pressure” into the discussion. (Item #4 under Questions to Sharpen<br />
Your Focus in the textbook and Essay Question #5, below, encourage students to analyze their<br />
own experiences.)<br />
Accuracy in predictions<br />
To test your students’ quasi-st<strong>at</strong>istical organ or sixth sense, provide them with a short<br />
list of controversial st<strong>at</strong>ements about local and/or n<strong>at</strong>ional issues. Ask them to respond to the<br />
st<strong>at</strong>ements with numbers from a five-point scale ranging from “1” (strongly agree) to “5”<br />
(strongly disagree). After they have completed the survey, give them a second copy listing the<br />
same st<strong>at</strong>ements and ask them to supply the rankings they believe characterize the average<br />
class member. Collect both surveys and average the two sets of responses. It will be<br />
interesting to share with your students the accuracy of their predictions. This exercise may be<br />
more valuable if you conduct it before your students read the chapter. Th<strong>at</strong> way, they’ll<br />
respond to the questions more n<strong>at</strong>urally and you’ll have the results for the day you discuss the<br />
theory in class.<br />
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Further Resources<br />
• For the effects of the spiral of silence in computer-medi<strong>at</strong>ed environments, see Michael<br />
McDevitt, Spiro Kiousis, and Karin Wahl-Jorgensen’s article, “Spiral of Moder<strong>at</strong>ion:<br />
Opinion Expression in Computer-Medi<strong>at</strong>ed Discussion,” Intern<strong>at</strong>ional Journal of Public<br />
Opinion Research 15, 4 (2003): 454-71.<br />
• For more on the importance of observing actual behavior, see:<br />
o Dietram Scheufele, James Shanahan, and Eunjung Lee, “Real Talk: Manipul<strong>at</strong>ing<br />
the Dependent Variable in Spiral of Silence Research,” Communic<strong>at</strong>ion<br />
Research 28, 3 (2001): 304-25.<br />
o Andrew F. Hayes, James Shanahan, and Carroll J. Glynn, “Willingness to Express<br />
One’s Opinion in a Realistic Situ<strong>at</strong>ion as a Function of Perceived Support for th<strong>at</strong><br />
Opinion,” Intern<strong>at</strong>ional Journal of Public Opinion Research 13, 1 (2001): 45-59.<br />
Cross-cultural studies<br />
• Lee Waipeng, Benjamin Detenber, Lars Willn<strong>at</strong>, Sean Aday, and Joseph Graf, “A Cross-<br />
Cultural Test of the Spiral of Silence <strong>Theory</strong> in Singapore and the United St<strong>at</strong>es,” Asian<br />
Journal of Communic<strong>at</strong>ion 14, 2 (2004): 205-27.<br />
• Sei-Hill Kim, Miejeong Han, James Shanahan, and Vicente Berdayes, “Talking on<br />
‘Sunshine in North Korea’: A Test of the Spiral of Silence as a <strong>Theory</strong> of Powerful Mass<br />
Media,” Intern<strong>at</strong>ional Journal of Public Opinion Research 16, 1 (2004): 39-63.<br />
• Kurt Neuwirth, “Testing the Spiral of Silence Model: The Case of Mexico,” Intern<strong>at</strong>ional<br />
Journal of Public Opinion Research 12, 2 (2000): 138-60.<br />
Recent applic<strong>at</strong>ions of the spiral of silence<br />
• James Shanahan, Dietram Scheufele, Yang Fang, and Sonia Hizi, “Cultiv<strong>at</strong>ion and Spiral<br />
of Silence Effects: The Case of Smoking,” Mass Communic<strong>at</strong>ion & Society 7, 4 (2004):<br />
413-29.<br />
• Nancy J. Eckstein and Paul D. Turman, “‘Children Are to Be Seen and Not Heard”:<br />
Silencing Students’ Religious Voices in the University Classroom,” Journal of<br />
Communic<strong>at</strong>ion & Religion 25, 2 (2002): 166-94.<br />
• William J. Gonzenbach, Cynthia King, and P<strong>at</strong>rick Jablonski, “Homosexuals and the<br />
Military: An Analysis of the Spiral of Silence,” Howard Journal of Communic<strong>at</strong>ions 10, 4<br />
(1999): 281-97.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Key Names and Terms<br />
ETHICAL REFLECTIONS<br />
HABERMAS AND CHRISTIANS<br />
Jürgen Habermas<br />
A German philosopher and social theorist who suggests a r<strong>at</strong>ional process through<br />
which people can determine right from wrong.<br />
Ideal Speech Situ<strong>at</strong>ion<br />
Habermas’s optimal setting for determining right from wrong, where participants<br />
are free to listen to reason and speak their minds without fear of constraint or<br />
control.<br />
Theodore Glasser<br />
The director of the gradu<strong>at</strong>e program in journalism <strong>at</strong> Stanford University who has<br />
used Habermas’s discourse ethic to critique today’s news practitioners.<br />
Discourse Ethics<br />
Habermas’s vision of the ideal speech situ<strong>at</strong>ion in which participants could reach a<br />
consensus on universal ethical standards.<br />
Discursive Test<br />
Habermas’s claim th<strong>at</strong> people who perform an act must be willing to publicly<br />
discuss wh<strong>at</strong> they did and why they did it.<br />
Clifford Christians<br />
The director of the doctoral program in communic<strong>at</strong>ions <strong>at</strong> the University of Illinois,<br />
the lead author of Good News: Social Ethics and the Press, and a proponent of<br />
communitarian ethics.<br />
Communitarian Ethics<br />
An ethical standard th<strong>at</strong> regards civic transform<strong>at</strong>ion r<strong>at</strong>her than objective<br />
inform<strong>at</strong>ion as the primary goal of journalism.<br />
Further Resources<br />
• For further discussion of Habermas, see Karen A. Foss, “Habermas,” Encyclopedia of<br />
Rhetoric and Composition, 309-11.<br />
• Walter Fisher offers a brief critique of Habermas in Human Communic<strong>at</strong>ion as<br />
Narr<strong>at</strong>ion (Columbia: University of South Carolina Press, 1987), 91-92.<br />
• William Rehg’s “Reason and Rhetoric in Habermas’s <strong>Theory</strong> of Argument<strong>at</strong>ion,” in<br />
Rhetoric and Hermeneutics in Our Time, ed. Walter Jost and Michael Hyde (New<br />
Haven: Yale University Press, 1997), 358-77, comes recommended, as do Craig<br />
Calhoun’s collection of essays, Habermas and the Public Sphere (Cambridge, MA:<br />
MIT Press, 1992); Hanns Hohmann’s “Rhetoric in the Public Sphere and the<br />
Discourse of Law and Democracy,” Quarterly Journal of Speech 84 (1998): 358-70;<br />
and James M. Chriss’s “Habermas, Goffman, and Communic<strong>at</strong>ive Action:<br />
Implic<strong>at</strong>ions for Professional Practice,” American Sociological Review 60 (1997):<br />
351-70.<br />
397
• <strong>Look</strong>ing ahead a bit, you’ll find an important critique of Habermas’s position in the<br />
final Ethical Reflection in A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, fe<strong>at</strong>uring Seyla<br />
Benhabib (508-09).<br />
• William Fusfield explores Habermas’s rel<strong>at</strong>ionship to critical theory in<br />
“Communic<strong>at</strong>ion without Constell<strong>at</strong>ion? Habermas’s Argument<strong>at</strong>ive Turn in (and<br />
Away from) Critical <strong>Theory</strong>,” Communic<strong>at</strong>ion <strong>Theory</strong> 7 (November 1997): 301-20.<br />
• For applic<strong>at</strong>ion of Habermas’s ethical theory of communic<strong>at</strong>ion, see P<strong>at</strong>ricia<br />
Roberts-Miller, Voices in the Wilderness: Public Discourse and the Paradox of Puritan<br />
Rhetoric (Tuscaloosa: University of Alabama Press, 1999).<br />
• For additional coverage of media ethics, see Clifford Christians, Kim B. Rotzoll, and<br />
Mark Fackler, Media Ethics: Cases and Moral Reasoning, 3rd ed. (New York:<br />
Longman, 1991).<br />
Integr<strong>at</strong>ive Essay Questions<br />
1. How does Petty and Cacioppo’s concept of elabor<strong>at</strong>ion compare to Habermas’s ideal<br />
speech situ<strong>at</strong>ion?<br />
2. How do the values and goals th<strong>at</strong> stand behind Poole’s adaptive structur<strong>at</strong>ion theory<br />
compare to Habermas’s basic principles?<br />
3. How would critical theorists such as Deetz and Hall respond to Habermas’s ideal<br />
speech situ<strong>at</strong>ion?<br />
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INTERCULTURAL COMMUNICATION<br />
Key Names and Terms<br />
Culture<br />
A socially constructed and historically transmitted p<strong>at</strong>tern of symbols, meanings,<br />
premises, and rules; complex webs of shared meanings.<br />
Geert Hofstede<br />
A Dutch researcher who compares cultures by examining the variables of power<br />
distance, masculinity, uncertainty avoidance, and individualism.<br />
Power Distance<br />
A dimension of cultural variability; the extent to which the less powerful members of<br />
society willingly accept the unequal distribution of power.<br />
Masculinity<br />
A dimension of cultural variability; clearly defined sex roles with male values of<br />
success, money, and m<strong>at</strong>erial possessions dominant in society.<br />
Uncertainty Avoidance<br />
A dimension of cultural variability; the extent to which people feel thre<strong>at</strong>ened by<br />
ambiguity and cre<strong>at</strong>e beliefs and institutions to try to avoid it.<br />
Individualism<br />
The extent to which people look out for themselves and their immedi<strong>at</strong>e family as<br />
opposed to identifying with a larger group th<strong>at</strong> is responsible for taking care of them in<br />
exchange for group loyalty.<br />
Edward Hall<br />
Initially introduced in Chapter 6, he was the first to label the communic<strong>at</strong>ion style of<br />
collectivistic cultures high-context and the style of individualistic cultures low-context.<br />
High-Context Culture<br />
A culture in which most of the inform<strong>at</strong>ion communic<strong>at</strong>ed is loc<strong>at</strong>ed in the physical<br />
context or internalized in the person, but very little is in the coded, explicit part of the<br />
message; a collectivist culture.<br />
Low-Context Culture<br />
A culture in which most of the inform<strong>at</strong>ion communic<strong>at</strong>ed is loc<strong>at</strong>ed in the explicit<br />
code of the message r<strong>at</strong>her than the physical context or internalized in the person.<br />
Cross-Cultural Communic<strong>at</strong>ion<br />
The comparison of specific interpersonal variables such as convers<strong>at</strong>ional distance,<br />
self-disclosure, or styles of conflict resolution across two or more cultures, whereas<br />
intercultural communic<strong>at</strong>ion refers to interaction between people of different cultures.<br />
Further Resources<br />
• An insightful, highly readable study of the consequences of problem<strong>at</strong>ic intercultural<br />
communic<strong>at</strong>ion is Anne Fadiman’s The Spirit C<strong>at</strong>ches You and You Fall Down: A<br />
Hmong Child, Her American Doctors, and the Collision of Two Cultures (Farrar, Straus,<br />
and Giroux, 1997). Concepts fundamental to the theories presented in this section of<br />
A <strong>First</strong> <strong>Look</strong> such as mindfulness, face, and the speech code find clear applic<strong>at</strong>ion in<br />
399
Fadiman’s work (as do key concepts of theories such as symbolic interactionism and<br />
CMM). Drawing explicitly on the work of communic<strong>at</strong>ion researcher Dwight<br />
Conquergood (whose ethnographic insights are fe<strong>at</strong>ured in Chapter 32 of A <strong>First</strong> <strong>Look</strong>)<br />
and being careful to demonize neither the Hmong p<strong>at</strong>ient and her family nor the<br />
doctors who tre<strong>at</strong> her, Fadiman painstakingly tracks the ways in which misperceptions<br />
on both sides of the cultural divide compromise the communic<strong>at</strong>ive process between<br />
them. In contrast, she praises Conquergood’s successful program to deliver health<br />
care to Hmong refugees: “Conquergood considered his rel<strong>at</strong>ionship with the Hmong to<br />
be a form of barter, ‘a productive and mutually invigor<strong>at</strong>ing dialog, with neither side<br />
domin<strong>at</strong>ing or winning out.’” As long as Western health-care professionals fail to adopt<br />
a dialogic mode of communic<strong>at</strong>ion, Conquergood st<strong>at</strong>es, their help will be rejected<br />
because the Hmong refugees “view it not as a gift but as a form of coercion” (37).<br />
Working diligently with these concepts, Fadiman argues near the end of the study,<br />
“Dwight Conquergood’s philosophy of health care as a form of barter, r<strong>at</strong>her than a<br />
one-side rel<strong>at</strong>ionship, ignores the fact th<strong>at</strong>, for better or for worse, Western medicine<br />
is one-sided” (276). Declaring th<strong>at</strong> changes in the “culture of medicine” will be<br />
required before approaches such as Conquergood’s can win widespread acceptance,<br />
she nonetheless asserts, “I don’t think it would be too much to ask [health-care<br />
professionals] to acknowledge their p<strong>at</strong>ients’ realities. . .” (276). In short, this is a<br />
powerful book, a rich source of m<strong>at</strong>erial concerning communic<strong>at</strong>ion and culture th<strong>at</strong><br />
brings a true sense of urgency to the theoretical issues discussed in this section of A<br />
<strong>First</strong> <strong>Look</strong>.<br />
• Judith N. Martin and Thomas K. Nakayama examine important met<strong>at</strong>heoretical<br />
assumptions of intercultural communic<strong>at</strong>ion in “Thinking Dialectically about Culture<br />
and Communic<strong>at</strong>ion,” Communic<strong>at</strong>ion <strong>Theory</strong> 9 (February 1999): 1-25.<br />
• An ambitious, wide-ranging theoretical discussion of intercultural communic<strong>at</strong>ion is<br />
Thomas K. Fitzgerald, Metaphors of Identity: A Culture-Communic<strong>at</strong>ion Dialogue<br />
(Albany: St<strong>at</strong>e University of New York Press, 1993). Fitzgerald draws on the work of<br />
many of the theorists fe<strong>at</strong>ured in A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, including<br />
Gudykunst, Ting-Toomey, Pacanowsky, and Geertz as he links intercultural study with<br />
analyses of metaphor, gender, mass media, and organiz<strong>at</strong>ion.<br />
• A good general reader is Larry A. Samovar and Richard E. Porter, eds., Intercultural<br />
Communic<strong>at</strong>ion: A Reader, 9th ed. (Belmont, CA: Wadsworth, 1999).<br />
• Recent studies th<strong>at</strong> address key concepts presented in this section include:<br />
o Theodore M. Singelis and William J. Brown, “Culture, Self, and Collectivist<br />
Communic<strong>at</strong>ion: Linking Culture to Individual Behavior,” Human<br />
Communic<strong>at</strong>ion Research 21 (1995): 354-89.<br />
o Min-Sun Kim, et al., “Individual- vs. Cultural-Level Dimensions of Individualism<br />
and Collectivism: Effects on Preferred Convers<strong>at</strong>ional Styles,” Communic<strong>at</strong>ion<br />
Monographs 63 (1996): 29-49.<br />
o Dreama G. Moon, “Concepts of ‘Culture’: Implic<strong>at</strong>ions for Intercultural<br />
Communic<strong>at</strong>ion Research,” Communic<strong>at</strong>ion Quarterly 44 (1996): 70-84.<br />
o William Gudykunst, et al., “The Influence of Cultural Individualism-Collectivism,<br />
Self Construals, and Individual Values on Communic<strong>at</strong>ion Styles across<br />
Cultures,” Human Communic<strong>at</strong>ion Research 22 (1996): 510-43.<br />
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• Ling Chen’s essay, “Cognitive Complexity, Situ<strong>at</strong>ional Influence, and Topic Selection in<br />
Intracultural and Intercultural Dyadic Interactions,” Communic<strong>at</strong>ion Reports 9 (1996):<br />
1-22, cre<strong>at</strong>es an interesting link with theoretical m<strong>at</strong>erial presented in Chapter 8.<br />
• An intriguing cross-cultural study of metaphor is Michelle Eman<strong>at</strong>ian, “Everyday<br />
Metaphors of Lust and Sex in Chagga,” Ethos 24 (1996): 195-236.<br />
• Alberto Gonzalez and Tarla Rai Peterson provide a feminist analysis of intercultural<br />
communic<strong>at</strong>ion in “Enlarging Conceptual Boundaries: A Critique of Research in<br />
Intercultural Communic<strong>at</strong>ion,” Transforming Visions: Feminist Critiques in<br />
Communic<strong>at</strong>ion Studies, 249-78.<br />
• Charles P. Campbell combines intercultural communic<strong>at</strong>ion theory and rhetoric in<br />
“Rhetorical Ethos: A Bridge between High-Context and Low-Context Cultures,” in The<br />
Context in Business Communic<strong>at</strong>ion (Amsterdam: John Benjamins, 1998).<br />
• The following films fe<strong>at</strong>ure a rich variety of intercultural interactions: A Gre<strong>at</strong> Wall,<br />
Mississippi Masala, Jungle Fever, Do the Right Thing, and In the He<strong>at</strong> of the Night.<br />
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CHAPTER 30<br />
ANXIETY/UNCERTAINTY MANAGEMENT THEORY<br />
Outline<br />
I. Enter the stranger.<br />
A. Bill Gudykunst’s anxiety/uncertainty management theory (AUM) focuses on crosscultural<br />
encounters between cultural in-groups and strangers.<br />
B. AUM also applies more generally to any situ<strong>at</strong>ion where differences between people<br />
spawn doubts and fears.<br />
C. He assumed th<strong>at</strong> <strong>at</strong> least one person in an intercultural encounter is a stranger.<br />
1. Through a series of initial crises, strangers experience both anxiety and<br />
uncertainty.<br />
2. They tend to overestim<strong>at</strong>e the effect of cultural identity on the behavior of<br />
people in an alien society and blur individual distinctions.<br />
D. AUM is a theory under construction.<br />
II.<br />
III.<br />
Effective communic<strong>at</strong>ion: thwarted by anxiety and uncertainty.<br />
A. Effective communic<strong>at</strong>ion refers to the process of minimizing misunderstandings.<br />
1. Effective communic<strong>at</strong>ion means interpreting a message in a similar way as the<br />
person transmitting the message.<br />
2. Parallel terms include accuracy, fidelity, and mutual understanding.<br />
B. AUM is designed to explain effective face-to-face communic<strong>at</strong>ion.<br />
C. Gudykunst’s approach to uncertainty came from Berger.<br />
D. Anxiety is the feeling of being uneasy, tense, worried, or apprehensive about wh<strong>at</strong><br />
might happen.<br />
E. Anxiety and uncertainty are linked to the degree of difference between the in-group’s<br />
and stranger’s cultures.<br />
F. Nine of the 47 axioms th<strong>at</strong> Gudykunst presented in AUM drew upon Hofstede’s<br />
dimensions th<strong>at</strong> stake out our cultural differences.<br />
G. Lower and upper thresholds for fears and doubts.<br />
1. Anxiety and uncertainty aren’t always bad. Gudykunst insisted th<strong>at</strong> a minimal<br />
level of both is necessary to motiv<strong>at</strong>e us to communic<strong>at</strong>e better.<br />
2. A minimal threshold of anxiety is the least amount we can feel but still prods to<br />
communic<strong>at</strong>e effectively.<br />
3. A minimal threshold of uncertainty is the lowest amount we can have and not<br />
feel bored or overconfident about our predictions.<br />
4. Anxiety can reach a point where people become paralyzed with fear.<br />
5. When uncertainty reaches an upper threshold, people lose all confidence in their<br />
predictions.<br />
Mindfulness: conscious choice r<strong>at</strong>her than scripted behavior.<br />
A. Mindfulness is the way th<strong>at</strong> in-group members and strangers can reduce their<br />
anxiety and uncertainty to optimum levels.<br />
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B. Scripted behavior serves us well in familiar situ<strong>at</strong>ions, but not in cross-cultural<br />
communic<strong>at</strong>ion.<br />
C. William Howell suggests four levels of communic<strong>at</strong>ion competence.<br />
1. Unconscious incompetence: we are unaware th<strong>at</strong> we’re misinterpreting others’<br />
behavior.<br />
2. Conscious incompetence: we know th<strong>at</strong> we’re misinterpreting others’ behavior<br />
but don’t do anything about it.<br />
3. Conscious competence: we think about our communic<strong>at</strong>ion and continually work<br />
to become more effective.<br />
4. Unconscious competence: our communic<strong>at</strong>ion skills are autom<strong>at</strong>ic.<br />
D. Gudykunst defined mindfulness as stage three in Howell’s model, in which cognitive<br />
choice moder<strong>at</strong>es the destructive force of doubt or fear.<br />
E. Stage four is less competent than stage 3 and can shift quickly into oblivious<br />
incompetence.<br />
F. Mindfulness involves the cre<strong>at</strong>ion of new c<strong>at</strong>egories, a process, a kin, to Delia’s<br />
description of a cognitively complex person’s use of a rich number of interpersonal<br />
constructs.<br />
IV.<br />
Cause of anxiety and uncertainty in intercultural encounters.<br />
A. Superficial causes are surface factors th<strong>at</strong> contribute to the basic issues of anxiety<br />
and uncertainty in intergroup encounters.<br />
B. Gudykunst laid out 47 axioms th<strong>at</strong> specify factors affecting levels of anxiety and<br />
uncertainty.<br />
C. All axioms contain boundary conditions th<strong>at</strong> specify when the causal rel<strong>at</strong>ionship<br />
holds true and when it doesn’t apply: This axiom holds only when our anxiety and<br />
uncertainty are between our minimum and maximum thresholds, and we are not<br />
mindful.<br />
1. Self-concept (Axiom 3): An increase in our self-esteem (pride) when we interact<br />
with strangers will produce a decrease in anxiety and an increase in our ability to<br />
predict behavior accur<strong>at</strong>ely.<br />
2. Motiv<strong>at</strong>ion to interact (Axiom 9): An increase in our confidence in our ability to<br />
predict behavior will produce a decrease in anxiety.<br />
3. Reactions to strangers.<br />
a. Axiom 10: An increase in our ability to complexly process inform<strong>at</strong>ion about<br />
strangers will produce a decrease in anxiety and an increase in our ability to<br />
predict their behavior accur<strong>at</strong>ely.<br />
b. Axiom 13: An increase in our tolerance for ambiguity will produce a<br />
decrease in anxiety.<br />
4. Social c<strong>at</strong>egoriz<strong>at</strong>ion of strangers.<br />
a. Axiom 17: An increase in the personal similarity perceived between<br />
ourselves and strangers will produce a decrease in our anxiety and increase<br />
our ability to accur<strong>at</strong>ely predict their behavior.<br />
b. Axiom 20: An increase in perceiving th<strong>at</strong> we share superordin<strong>at</strong>e identities<br />
with strangers will decrease anxiety and increase ability to predict behavior.<br />
5. Situ<strong>at</strong>ional processes (Axiom 26): An increase in our perceived power over<br />
strangers will decrease our anxiety and decrease accuracy of prediction of their<br />
behavior.<br />
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6. Connections with strangers.<br />
a. Axiom 27: An increase in our <strong>at</strong>traction to strangers will produce a decrease<br />
in our anxiety and an increase in our confidence in predicting their behavior.<br />
b. Axiom 31: An increase in networks we share with strangers will produce a<br />
decrease in our anxiety and increase our ability to accur<strong>at</strong>ely predicting their<br />
behavior.<br />
7. Ethical interactions (Axiom 34): An increase in our moral inclusiveness will<br />
produce a decrease in our anxiety.<br />
D. Gudykunst emphasized th<strong>at</strong> intercultural communic<strong>at</strong>ion is an extension of<br />
interpersonal communic<strong>at</strong>ion.<br />
V. Critique: Reflections on the choices th<strong>at</strong> Gudykunst has made.<br />
A. Michael Sunnafrank acknowledges the importance of AUM.<br />
B. Gudykunst acknowledged a large number of axioms but didn’t regard them as<br />
excessive for theory th<strong>at</strong> aims <strong>at</strong> clarity and usefulness.<br />
C. Although AUM is ambitious, it seems to viol<strong>at</strong>e the scientific standard of simplicity.<br />
D. Gudykunst embraced both free will and determinism as each axiom is conditional on<br />
mindfulness. But a weakness is there is no way to test for mindfulness.<br />
E. Stella Ting-Toomey suggests th<strong>at</strong> AUM may reflect a Western bias, a charge<br />
Gudykunst rejects.<br />
Key Names and Terms<br />
William Gudykunst<br />
A professor of communic<strong>at</strong>ion <strong>at</strong> California St<strong>at</strong>e University, Fullerton, who cre<strong>at</strong>ed<br />
anxiety/uncertainty management theory (AUM).<br />
Stranger<br />
A person who is not a member of a cultural in-group.<br />
Anxiety/Uncertainty Management <strong>Theory</strong> (AUM)<br />
This approach to intercultural communic<strong>at</strong>ion focuses on encounters between cultural<br />
in-groups and strangers.<br />
Effective Communic<strong>at</strong>ion<br />
The process of minimizing misunderstandings.<br />
William Howell<br />
A communic<strong>at</strong>ion researcher <strong>at</strong> the University of Minnesota who suggested four levels<br />
of communic<strong>at</strong>ion competence.<br />
Unconscious Incompetence<br />
The st<strong>at</strong>e of being unaware th<strong>at</strong> we are misinterpreting others’ behavior.<br />
Conscious Incompetence<br />
The st<strong>at</strong>e of being aware th<strong>at</strong> we are misinterpreting others’ behavior but not doing<br />
anything about it.<br />
Conscious Competence<br />
The st<strong>at</strong>e of thinking about our communic<strong>at</strong>ion and continually working <strong>at</strong> changing<br />
wh<strong>at</strong> we do in order to become more effective.<br />
Unconscious Competence<br />
The st<strong>at</strong>e of development <strong>at</strong> which we communic<strong>at</strong>e effectively without thinking about<br />
it.<br />
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Mindfulness<br />
The process of thinking in new c<strong>at</strong>egories, being open to new inform<strong>at</strong>ion, and<br />
recognizing multiple perspectives.<br />
Uncertainty<br />
A cognitive variable based on Berger’s uncertainty reduction theory th<strong>at</strong> includes the<br />
doubts we have about our ability to predict the outcome of our encounters with<br />
strangers as well as to explain past behaviors.<br />
Anxiety<br />
An affective variable th<strong>at</strong> includes the feeling of being uneasy, tense, worried, or<br />
apprehensive about wh<strong>at</strong> might happen.<br />
Michael Sunnafrank<br />
Previously introduced in Chapter 10, this critic of uncertainty reduction theory<br />
acknowledges the impact and scope of Gudykunst’s work.<br />
Stella Ting-Toomey<br />
A communic<strong>at</strong>ion researcher <strong>at</strong> California St<strong>at</strong>e University, Fullerton, who suggests th<strong>at</strong><br />
AUM may reflect a Western bias.<br />
Principal Changes<br />
In keeping with the theory, this chapter has undergone significant revision. A main<br />
difference is th<strong>at</strong> Griffin now fe<strong>at</strong>ures new axioms on the causes of anxiety and uncertainty. In<br />
addition, he has clarified Gudykunst’s definition of effective communic<strong>at</strong>ion, incorpor<strong>at</strong>ed a<br />
new ethical focus, presented mindfulness as a way to overcome the force of intercultural<br />
anxiety and uncertainty, and expanded his tre<strong>at</strong>ment of the upper and lower thresholds. Figure<br />
30.1 has been upd<strong>at</strong>ed to reflect changes in the theory and the Second <strong>Look</strong> section fe<strong>at</strong>ures<br />
new cit<strong>at</strong>ions. Even for instructors with much experience teaching this theory, we recommend<br />
a very careful read of Griffin’s revised tre<strong>at</strong>ment as some of the fe<strong>at</strong>ured axioms changed<br />
numbers, others contain new m<strong>at</strong>erial but bear a previously incorpor<strong>at</strong>ed number, and others<br />
are new all together.<br />
Suggestions for Discussion<br />
Gudykunst’s scientific approach<br />
Gudykunst’s thoroughgoing empiricism should be quickly apparent from his definition<br />
of effective communic<strong>at</strong>ion (“the process of minimizing misunderstandings”), his interest in<br />
managing uncertainty and anxiety, and his focus on the scientific goals of prediction and<br />
explan<strong>at</strong>ion. If you have covered the book in a rel<strong>at</strong>ively linear fashion, your students should be<br />
hip to the empiricist nomencl<strong>at</strong>ure <strong>at</strong> this point in the semester and should be able quickly to<br />
place Gudykunst in the scientific camp without reading a detailed explan<strong>at</strong>ion of his research<br />
methodology. Nonetheless, be sure th<strong>at</strong> they understand his basic perspective on<br />
communic<strong>at</strong>ion theory and grasp how it grows from the work of fellow empiricist Charles<br />
Berger. As we suggested in our tre<strong>at</strong>ment of uncertainty reduction theory, it may be useful to<br />
discuss with your students wh<strong>at</strong> it means to define communic<strong>at</strong>ion in primarily inform<strong>at</strong>ional<br />
terms. (You may wish to review our discussion of Chapter 9.) Wh<strong>at</strong> other ways are there to<br />
define the process, and wh<strong>at</strong> are the strengths and weaknesses of competing approaches?<br />
(Integr<strong>at</strong>ive Essay Question #30 below addresses this issue.)<br />
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Tied to interpersonal theories<br />
Although Gudykunst owes an obvious debt to Berger, AUM—as Griffin notes—exhibits a<br />
“continual tie-in” with other communic<strong>at</strong>ion theories and research traditions (436), a tie-in th<strong>at</strong><br />
demonstr<strong>at</strong>es his belief th<strong>at</strong> intercultural communic<strong>at</strong>ion is an extension of interpersonal<br />
communic<strong>at</strong>ion. Notice, for example, the similarities between Gudykunst’s definition of<br />
“effective communic<strong>at</strong>ion” (427) and the perspective of Shannon and Weaver, or between<br />
mindfulness (431-32) and reframing, W<strong>at</strong>zlawick’s preferred method for dismantling<br />
destructive interpersonal systems (182-84). Be sure your students c<strong>at</strong>alogue the rich series of<br />
connections between AUM and other theories presented in this book. (Integr<strong>at</strong>ive Essay<br />
Question #29 below addresses this issue.) In addition, be sure your students come to<br />
appreci<strong>at</strong>e Gudykunst’s Herculean efforts to build theory. Even die-hard humanist rhetoricians<br />
respect such work.<br />
The loss of parsimony and the difficulty of teaching<br />
As we mentioned in our “Suggestions for Discussion” for Chapter 3, AUM epitomizes the<br />
“big h<strong>at</strong>, small rabbit” approach to theory building. Thus, AUM is ambitious, powerful, and<br />
precise, but it is also bulky and difficult to maneuver. One consequence of the big h<strong>at</strong> is th<strong>at</strong><br />
Gudykunst sacrifices—or <strong>at</strong> least compromises—the scientific criterion of simplicity, a point<br />
emphasized by Griffin on page 436.<br />
As we lamented in our tre<strong>at</strong>ment of interpersonal deception theory (Chapter 7), theories<br />
of such breadth and depth can be taxing to teach in the condensed timeframe of most college<br />
classes. Just as the challenge in IDT was seeing how the many threads weave together, so too<br />
with AUM the fe<strong>at</strong> is to see how so many axioms, only some of which are discussed in the text,<br />
revolve around anxiety, uncertainty, and effective communic<strong>at</strong>ion. With AUM, students have a<br />
bit of a leg-up based on a solid found<strong>at</strong>ion of uncertainty reduction theory though they may not<br />
realize it—you may want to remind them of this fact. Start your discussion by asking students to<br />
recall Berger’s axioms, keeping in mind the causal n<strong>at</strong>ure of each st<strong>at</strong>ement. From there, you<br />
can move to discussing the contrast between anxiety as an affect or feeling and uncertainty as<br />
a cognitive m<strong>at</strong>ter. We like the analogy of uncertainty as being discomfort in the head and<br />
anxiety as in the pit of the stomach.<br />
The next major step in the theory is the introduction of the superficial causes. While<br />
working through this m<strong>at</strong>erial, we persistently struggle with Gudykunst’s decision to label<br />
factors elemental to effective communic<strong>at</strong>ion “superficial causes.” Discuss with your students<br />
altern<strong>at</strong>ive terms th<strong>at</strong> better describe the key function of elements such as self and selfconcept<br />
or motiv<strong>at</strong>ion to interact with strangers. Possible candid<strong>at</strong>es are “secondary” (which<br />
complements “basic”) and “contributing.” Another approach worth considering is to think of<br />
the “superficial” causes as “independent” causes and the “basic” causes as “dependent”<br />
causes. Within the theory, Gudykunst arranges axioms under these causes and you may want<br />
to stress to students th<strong>at</strong> Griffin only samples from each of the c<strong>at</strong>egories. Although many<br />
students may balk <strong>at</strong> the complexity of Figure 30.1, we find it extremely useful as a roadmap<br />
for the theory. You may want to display it throughout the convers<strong>at</strong>ion either via overhead<br />
projector or on a PowerPoint ã slide, perhaps simplifying it slightly by elimin<strong>at</strong>ing the individual<br />
axioms but retaining the labels for the superficial causes (i.e., keeping “self-concept” but<br />
removing “social identities,” “personal identities,” and “collective self-esteem”). Similar to the<br />
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theorem machine th<strong>at</strong> Em Griffin uses in his class to illustr<strong>at</strong>e Berger’s theory (see our<br />
tre<strong>at</strong>ment of Chapter 9 for details), you may want to cre<strong>at</strong>e one of your own for AUM by asking<br />
two students to volunteer with one standing for anxiety and one representing uncertainty. As<br />
you move through the superficial causes and sample axioms, ask the volunteers to raise or<br />
lower their arms if there is a rel<strong>at</strong>ionship between the factor and anxiety or uncertainty. We<br />
have found th<strong>at</strong> a few key components will take students a long way towards an understanding<br />
of AUM.<br />
A small step toward the interpretivist side<br />
Veterans of A <strong>First</strong> <strong>Look</strong> will notice th<strong>at</strong> this l<strong>at</strong>est version of AUM has taken a small, but<br />
discernible step toward the interpretivist camp. As Griffin notes, Gudykunst came to believe<br />
th<strong>at</strong> although objectivist assumptions hold “when our behavior is strongly influenced by our<br />
culture, group memberships, environmental forces, and situ<strong>at</strong>ional factors . . . interpretivist<br />
assumptions of human n<strong>at</strong>ure are correct when we are mindful,” when “we are free to think in<br />
new ways and can consciously choose to act uncharacteristically—to break out of scripted<br />
behavior” (432). In this vein, note the explicit inclusion of the boundary condition for the ten<br />
axioms selected: “[These] axiom[s] hold only when our anxiety and uncertainty are between<br />
our minimum and maximum thresholds, and when we are not mindful” (433, emphasis<br />
added). In his Critique, Griffin tout’s this new twist in Gudykunst’s work as “a potentially<br />
brilliant move,” since it enables AUM to be simultaneously objectivist and interpretivist and, in<br />
the process, to account for increased communic<strong>at</strong>ive phenomena. As we shall see, Griffin<br />
accounts for this theoretical shift by moving the theory from c<strong>at</strong>egory 1 to 2 on page 518.<br />
This small, but very significant movement can be seen as demonstr<strong>at</strong>ing the potentially<br />
dynamic n<strong>at</strong>ure of theorizing. For many of us, Gudykunst epitomized the thoroughgoing<br />
empirical tradition, so his decision to reconceptualize his position should be emphasized. Is it<br />
going too far to say th<strong>at</strong> one of the characteristics of good—or even gre<strong>at</strong>—theorizing is<br />
change? A n<strong>at</strong>ural pluralist, Ralph Waldo Emerson wrote in “Self-Reliance,” “A foolish<br />
inconsistency is the hobgoblin of little minds, adored by little st<strong>at</strong>esmen and philosophers and<br />
divines.” If he had lived today, would Emerson have included overly consistent communic<strong>at</strong>ion<br />
theorists in his list of “little minds”? These are provoc<strong>at</strong>ive questions for us as we near the end<br />
of A <strong>First</strong> <strong>Look</strong>.<br />
A taste of the other axioms<br />
To enhance your ethos as the expert instructor and to introduce a little variety into your<br />
discussion, you may wish to mention an axiom or two not fe<strong>at</strong>ured in Griffin’s tre<strong>at</strong>ment of the<br />
theory. Below are a few to consider. Note the wide variety of concepts about which Gudykunst<br />
theorizes, including intriguing variables such as “moral inclusiveness”:<br />
Axiom 5: An increase in thre<strong>at</strong>s to our social identities when we interact with strangers<br />
will produce an increase in our anxiety and a decrease in our confidence to accur<strong>at</strong>ely<br />
predict their behavior.<br />
Axiom 16: An increase in our ability to emp<strong>at</strong>hize with strangers will produce a decrease<br />
in our anxiety and an increase in our ability in predicting their behavior accur<strong>at</strong>ely.<br />
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Axiom 18: An increase in our ability to c<strong>at</strong>egorize strangers in the same c<strong>at</strong>egories in<br />
which they c<strong>at</strong>egorize themselves will produce an increase in our ability to accur<strong>at</strong>ely<br />
predict their behavior.<br />
Axiom 25: An increase in the percentage of our in-group members present in a situ<strong>at</strong>ion<br />
will produce a decrease in our anxiety.<br />
Axiom 34: An increase in our moral inclusiveness toward strangers will produce a<br />
decrease in our anxiety.<br />
Axiom 36: An increase in our knowledge of strangers’ languages/dialects will produce a<br />
decrease in our anxiety and an increase in our ability to accur<strong>at</strong>ely predict their<br />
behavior.<br />
Sample Applic<strong>at</strong>ion Log<br />
Laura<br />
Two summers ago in London, I developed a romantic rel<strong>at</strong>ionship with a man I met over there.<br />
Axiom 31 explains th<strong>at</strong> because we were <strong>at</strong>tracted to each other, we were less anxious and<br />
more desirous to get to know each other, thereby reducing uncertainty.<br />
Because we found th<strong>at</strong> we both passion<strong>at</strong>ely liked the same kind of music and were mutually<br />
interested in journalism, we had plenty to talk about and plenty of reason to be interested in<br />
each other. Th<strong>at</strong>’s axiom 20—an increase in perceived similarity will produce a decrease in our<br />
anxiety and in our ability to reduce uncertainty.<br />
But alas, axiom 37 st<strong>at</strong>es th<strong>at</strong> an increase in shared networks will produce a decrease in<br />
anxiety. Well, we had no shared networks, so this worked in opposition to our rel<strong>at</strong>ionship.<br />
After I left we began faithfully writing letters, but they dwindled to nothing over time. Now we<br />
have no way of reducing uncertainty about each other. And because my anxieties have been<br />
increasing and predictability has decreased between us, I’m less and less likely to write to him<br />
as time passes.<br />
Eric<br />
When practicing conscious competence, we think about our communic<strong>at</strong>ion and continually<br />
work <strong>at</strong> changing wh<strong>at</strong> we do in order to become more effective. When I was in Spain for two<br />
months, I had many intercultural experiences, but one in particular stands out. In Salamanca, I<br />
went into a music store and bought a CD by the Spanish group Ketama. I brought the CD case<br />
up to the counter and the employee m<strong>at</strong>ched its number with the CD on file and sold it to me.<br />
When I returned to my host home, I quickly realized th<strong>at</strong> the CD I had was actually an album by<br />
The Cure. The number on the CD I wanted was very similar to th<strong>at</strong> of the CD I ended up with.<br />
Before returning to the store, I went over all the possible scenarios of wh<strong>at</strong> the employee’s<br />
reaction might be and rehearsed wh<strong>at</strong> I would say to him. When I arrived, I told him th<strong>at</strong> the CD<br />
had gotten itself into the wrong case, thus placing the blame on the CD. He muttered th<strong>at</strong> the<br />
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numbers were very similar as he got the right CD and I agreed understandingly. It was a<br />
success in intercultural communic<strong>at</strong>ion.<br />
Exercises and Activities<br />
Questions to Sharpen Your Focus<br />
Under Questions to Sharpen Your Focus in the textbook, Exercise #2 gives your<br />
students the opportunity to work with some of the axioms and the superficial causes th<strong>at</strong><br />
comprise AUM. If you wish to expand the possibilities of this exercise, ask them to consider the<br />
potential importance of other superficial causes listed in Figure 30.1. In addition, you can<br />
augment the exercise by fe<strong>at</strong>uring other diverse communic<strong>at</strong>ive pairings such as professor and<br />
student, Southerner and Yankee, management and labor, Christian and <strong>at</strong>heist, and<br />
environmentalist and logger. Exercise #3 under Questions to Sharpen Your Focus in the<br />
textbook gives you a chance to discuss the situ<strong>at</strong>ions in which mindfulness may be a<br />
communic<strong>at</strong>ive burden, r<strong>at</strong>her than an asset. This may provide an opportunity to specul<strong>at</strong>e<br />
about the Western bias th<strong>at</strong> may limit the concept of mindfulness. After all, it seems to be built<br />
upon mind/body and reason/emotion splits or dichotomies th<strong>at</strong> may not be oper<strong>at</strong>ive in all<br />
cultures. Essay Question #22 below may serve as a useful bridge to the upcoming section on<br />
gender and communic<strong>at</strong>ion.<br />
Does it reson<strong>at</strong>e with your experiences?<br />
Like Essay Question #25 below, Exercise #4 under Questions to Sharpen Your Focus in<br />
the text encourages students to test theory against their own experiences. Although both the<br />
essay question and the exercise focus on r<strong>at</strong>her specific elements of AUM, any aspect of the<br />
theory can be checked against the encounters of your students, and you should feel free to<br />
modify the questions if you wish to focus on different aspects of Gudykunst’s work. One<br />
intercultural experience th<strong>at</strong> is universal among your students was the experience of entering<br />
the college community. Ask them wh<strong>at</strong> it was like to move from unconscious incompetence to<br />
conscious incompetence, to conscious competence or mindfulness, and finally to unconscious<br />
competence. Wh<strong>at</strong> principal uncertainties and anxieties characterized their first days on<br />
campus? Do Hofstede’s dimensions of culture constitute a useful way to gauge cultural<br />
vari<strong>at</strong>ion in this case? For those students who particip<strong>at</strong>e in fr<strong>at</strong>ernities and sororities, the<br />
same set of questions can be asked about entering the Greek experience.<br />
Anxiety and uncertainty: A simul<strong>at</strong>ion<br />
Many intercultural communic<strong>at</strong>ion instructors—Gudykunst included—run simul<strong>at</strong>ions in<br />
class to illustr<strong>at</strong>e the kind of anxieties and uncertainties th<strong>at</strong> arise when strangers interact<br />
with members of an in-group. Here is a sample exercise if you want to give a mock intergroup<br />
interaction a try:<br />
Divide the class into two sections. The first comprises the cultural in-group and the<br />
second comprises the strangers. The in-group adopts the cultural conventions listed<br />
below, and the strangers—without prior knowledge of these conventions—<strong>at</strong>tempt to<br />
interact with them.<br />
Luck: You are very superstitious and must always try to avoid bad luck. The only sure<br />
way is to touch the professor’s chair/desk after a possible bad-luck situ<strong>at</strong>ion has<br />
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occurred. Good luck can be reinforced by touching your own desk. People who don’t<br />
understand the importance of luck are not worthy of being your friend. Talking with<br />
people who do not understand this is bad luck.<br />
Friends and Communic<strong>at</strong>ion: You never answer a question from a stranger with a<br />
definite “yes” or “no” because th<strong>at</strong> is impolite. You always equivoc<strong>at</strong>e unless you know<br />
the person very well. Correspondingly, you always answer a question from a friend with<br />
a definite “yes” or “no.” Viol<strong>at</strong>ing this convention is bad luck for the asker and the<br />
answerer.<br />
How to Win Friends: People get to be friends by laughing with each other. If you wish to<br />
be friends with someone else, laugh with them. The initi<strong>at</strong>or of laughter is the one who<br />
wants to be a friend. If you do not respond in kind with someone who first laughs, th<strong>at</strong><br />
means you do not wish to be a friend. It is not only polite to try to make friends with<br />
newcomers to your society, but also the more new friends you make, the more good<br />
luck you will have. You should try three times to make friends with someone new, but<br />
after three times it is time to move on and try to make friends with someone else.<br />
Otherwise, it could be bad luck.<br />
Nonverbal Communic<strong>at</strong>ion: In your culture, people who do not know each other well<br />
stand very close together and maintain direct eye contact. As you get to know someone,<br />
you cre<strong>at</strong>e a larger personal space. It is considered bad luck and bad manners to<br />
establish much physical distance between yourself and someone you do not know.<br />
After the strangers and the in-group interact for awhile, conclude the simul<strong>at</strong>ion and debrief<br />
the participants. Discuss in very specific terms how your students sought to cope with their<br />
anxieties and uncertainties. One problem with exercises such as this is th<strong>at</strong> they encourage<br />
people to overestim<strong>at</strong>e the effect of cultural identity on the behavior of people in an alien<br />
society and blur individual distinctions—a problem th<strong>at</strong> Griffin mentions in the chapter section<br />
entitled “Enter the Stranger” (427). If you enjoy using simul<strong>at</strong>ions, you may wish to consider<br />
trying “Bafa, Bafa,” which is available commercially.<br />
Howell’s levels of communic<strong>at</strong>ion competence<br />
When Em Griffin teaches this chapter, he places particular emphasis on the levels of<br />
competence (431-32). He wants to make sure his students understand why unconscious<br />
competence—which may be a good quality in situ<strong>at</strong>ions such as sports or music—may be<br />
harmful in the context of intercultural communic<strong>at</strong>ion. Griffin also enjoys using the cartoon on<br />
430 as a humorous, yet efficient and memorable way to unpack many elements of the theory,<br />
including the stranger, mindfulness, anxiety, uncertainty, and motiv<strong>at</strong>ion to interact. Finally,<br />
Griffin makes a point of reviewing the idea th<strong>at</strong> some anxiety and uncertainty are necessary to<br />
keep us on our communic<strong>at</strong>ive toes. It’s only when uncertainty or anxiety reaches “an upper<br />
threshold” th<strong>at</strong> our communic<strong>at</strong>ion suffers (431). Here, the notion of dialectics is helpful.<br />
410
Further Resources<br />
For a special forum on mindfulness, see Communic<strong>at</strong>ion Monographs 59 (1992): 301-<br />
27. C. Erik Timmerman applies the concept of mindfulness to organiz<strong>at</strong>ional media research in<br />
“The Moder<strong>at</strong>ing Effect of Mindlessness/Mindfulness upon Media Richness and Social<br />
Influence Explan<strong>at</strong>ions of Organiz<strong>at</strong>ional Media Use,” Communic<strong>at</strong>ion Monographs (June<br />
2002): 111-37.<br />
411
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
412
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
413
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
414
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 31<br />
FACE-NEGOTIATION THEORY<br />
Outline<br />
I. Introduction.<br />
A. Stella Ting-Toomey’s face-negoti<strong>at</strong>ion theory helps to explain cultural differences in<br />
response to conflict.<br />
B. A basic assumption is th<strong>at</strong> all people negoti<strong>at</strong>e “face.”<br />
1. Face is a metaphor for our public self-image.<br />
2. Facework refers to specific verbal and nonverbal messages th<strong>at</strong> help to<br />
maintain and restore face loss, and to uphold and honor face gain.<br />
C. Our identity can always be called into question, which inevitably leads to conflict and<br />
vulnerability.<br />
D. Facework and corresponding styles of handling conflict vary from culture to culture.<br />
E. Ting-Toomey suggests th<strong>at</strong> face maintenance is the crucial intervening variable th<strong>at</strong><br />
ties culture to people’s ways of handling conflict.<br />
II.<br />
III.<br />
Collectivistic and individualistic cultures.<br />
A. Harry Triandis says th<strong>at</strong> there are three important distinctions between collectivistic<br />
and individualistic cultures—the different ways members perceive self, goals, and<br />
duty.<br />
B. Japan and the U.S. represent collectivistic and individualistic cultures, respectively.<br />
C. Whereas Japanese value collective needs and goals (a we-identity), Americans value<br />
individualistic needs and goals (an I-identity).<br />
D. Whereas Japanese perceive others in us-them c<strong>at</strong>egories and <strong>at</strong>tach little<br />
importance to pursuing outsiders’ <strong>at</strong>titudes or feelings, Americans assume th<strong>at</strong> every<br />
person is unique and reduce uncertainty by asking questions.<br />
Self-construal: Varied self-images within a culture<br />
A. Ting-Toomey recognizes th<strong>at</strong> people within a culture differ on the rel<strong>at</strong>ive emphasis<br />
they place on individual self-sufficiency or group solidarity.<br />
B. She discusses the dimension of self-construal (or self-image) in terms of the<br />
independent and interdependent self, or the degree to which people conceive of<br />
themselves as rel<strong>at</strong>ively autonomous from, or connected to, others. Hazel Markus<br />
and Shinobu Kitayama call this dimension self construal, otherwise known as selfimage.<br />
C. The independent self is more self-face oriented and so this view of self is more<br />
prevalent within individualistic cultures, while the interdependent self is more<br />
concerned with other-face and is thus closely aligned with collectivistic cultures.<br />
D. However, individuals within a culture—particularly one th<strong>at</strong> is ethnically diverse—<br />
differ in these images of self as well as varied views on the degree to which they give<br />
others face or restore their own face in conflict situ<strong>at</strong>ions.<br />
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E. Ting-Toomey built her theory around the found<strong>at</strong>ional idea th<strong>at</strong> people from<br />
collectivistic/high-context cultures are different in the way they manage face and<br />
conflict situ<strong>at</strong>ions than individualistic/low-context cultures.<br />
F. Ting-Toomey now believes self-construal is a better predictor of face-concerns and<br />
conflict styles than ethnic/cultural background.<br />
IV.<br />
The multiple faces of face.<br />
A. Face is a universal concern because it is an extension of self-concept.<br />
1. Penelope Brown and Stephen Levinson define face as the public self-image th<strong>at</strong><br />
every member of society wants to claim for himself/herself.<br />
2. Ting-Toomey defines face as the projected image of one’s self in a rel<strong>at</strong>ional<br />
situ<strong>at</strong>ion.<br />
B. The meaning of face differs depending on differences in cultural and individual<br />
identities.<br />
C. Face concern focuses on whose face a person wants to save.<br />
1. One can save one’s own face or the face of others.<br />
2. Those in individualistic cultures tend to be more concerned with preserving their<br />
own face, whereas people in collectivistic cultures value maintaining the face of<br />
the other party.<br />
D. Mutual face is where there’s an equal concern for both parties’ image, as well as the<br />
public image or their rel<strong>at</strong>ionship.<br />
E. Face-restor<strong>at</strong>ion is the facework str<strong>at</strong>egy used to stake out a unique place in life,<br />
preserve autonomy, and defend against loss of personal freedom.<br />
1. It is the typical face str<strong>at</strong>egy across individualistic cultures.<br />
2. It often involves justifying one’s actions or blaming the situ<strong>at</strong>ion.<br />
F. Face-giving is the facework str<strong>at</strong>egy used to defend and support another’s need for<br />
inclusion.<br />
1. It means taking care not to embarrass or humili<strong>at</strong>e the other in public.<br />
2. It is the characteristic face str<strong>at</strong>egy across collectivist cultures.<br />
3. It often involves self-effacement.<br />
G. Although cultural difference is not absolute, people from collectivisitic and<br />
individualistic cultures tend to privilege other-face and self-face, respectively.<br />
V. Predictable styles of conflict management.<br />
A. Based on the work of M. Afzalur Rahim, Ting-Toomey identified five distinct<br />
responses to situ<strong>at</strong>ions in which there is an incomp<strong>at</strong>ibility of needs, interests, or<br />
goals.<br />
1. Avoiding (withdrawal)<br />
2. Obliging (giving in)<br />
3. Compromising (negoti<strong>at</strong>ion)<br />
4. Integr<strong>at</strong>ing (problem solving)<br />
5. Domin<strong>at</strong>ing (competing)<br />
B. Ting-Toomey and John Oetzel identified three additional styles based on more<br />
ethnically diverse samples.<br />
1. Emotional expression<br />
2. Passive aggression<br />
3. Third-party help<br />
417
C. The styles vary according to their culture-rel<strong>at</strong>ed face concern.<br />
D. They predicted th<strong>at</strong> different cultures would favor different conflict management<br />
styles.<br />
1. Collectivistic cultures would favor avoiding, obliging, compromising, third-party<br />
help and integr<strong>at</strong>ing.<br />
2. Individualistic cultures would favor emotional expression, passive aggression,<br />
and domin<strong>at</strong>ing.<br />
E. Avoiding is now r<strong>at</strong>ed almost as high as obliging on concern for other person face.<br />
F. Third-party help is used differently by collectivistic cultures than by individualistic<br />
cultures.<br />
1. In collectivistic cultures, parties voluntarily go to an admired person with whom<br />
they already have a rel<strong>at</strong>ionship.<br />
2. In individualistic cultures, parties go to an independent medi<strong>at</strong>or.<br />
G. The model assumes th<strong>at</strong> people from a given culture construe their self-image<br />
consistent with the collectivistic or individualistic n<strong>at</strong>ure of their society.<br />
H. Integr<strong>at</strong>ing, when adopted by collectivists, focuses on rel<strong>at</strong>ional-level collabor<strong>at</strong>ion<br />
whereas individualists concentr<strong>at</strong>e on solving the task and bringing closure.<br />
VI.<br />
Applic<strong>at</strong>ion: competent intercultural facework.<br />
A. Ting-Toomey believes there are three requirements for effectively communic<strong>at</strong>ing<br />
across cultures.<br />
1. Knowledge—one must be culturally sensitive.<br />
2. Mindfulness—one must choose to seek multiple perspectives on the same<br />
event.<br />
3. Interaction skill—one must be able to communic<strong>at</strong>e appropri<strong>at</strong>ely, effectively,<br />
and adaptively in a given situ<strong>at</strong>ion.<br />
VII. Critique: passing the test with a good grade.<br />
A. Ting-Toomey and Oetzel are committed to objective social science research agenda<br />
th<strong>at</strong> looks for measurable commonalities across cultures.<br />
B. Oetzel and Ting-Toomey tested the core of the theory in four n<strong>at</strong>ions using only the<br />
three primary conflict styles—domin<strong>at</strong>ing, integr<strong>at</strong>ing, and avoiding—with largely<br />
positive results.<br />
C. Results suggest th<strong>at</strong> culture- self-construal- face-concern- conflict style was a better<br />
predictor p<strong>at</strong>h than culture- conflict style directly.<br />
D. Their results should be interpreted with caution, as they are based on self-reports<br />
th<strong>at</strong> are often self-serving.<br />
E. Specific survey items may not tap into corresponding concepts as described in the<br />
theory.<br />
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Key Names and Terms<br />
Stella Ting-Toomey<br />
<strong>First</strong> introduced in Chapter 30, this California St<strong>at</strong>e University, Fullerton researcher<br />
cre<strong>at</strong>ed face-negoti<strong>at</strong>ion theory.<br />
Face<br />
A metaphor for our public self-image.<br />
Facework<br />
The enactment of specific verbal and nonverbal messages th<strong>at</strong> help maintain and<br />
restore face loss, and to uphold and hold face gain.<br />
Penelope Brown and Stephen Levinson<br />
Cambridge University linguists who define face as the public self-image th<strong>at</strong> every<br />
member of society wants to claim for himself/herself.<br />
Harry Triandis<br />
University of Illinois psychologist who distinguishes between collectivism and<br />
individualism.<br />
Collectivistic Culture<br />
A core dimension of cultural variability; people identify with a larger group th<strong>at</strong> is<br />
responsible for providing care in exchange for group loyalty, thus acting from a weidentity<br />
r<strong>at</strong>her than the I-identity found in individualistic cultures.<br />
Individualistic Culture<br />
A core dimension of cultural variability, people look out for themselves and their<br />
immedi<strong>at</strong>e families, thus acting from an I-identity r<strong>at</strong>her than the we-identify found in<br />
collectivistic cultures.<br />
Independent Self<br />
The self-construal of individuals who conceive of themselves as rel<strong>at</strong>ively autonomous<br />
from others; I-identity.<br />
Interdependent Self<br />
The self-construal of individuals who conceive of themselves as interconnected with<br />
many others; we-identity.<br />
Self-Construal<br />
Hazel Markus and Shinobu Kitayama’s term for the degree to which people conceive of<br />
themselves as rel<strong>at</strong>ively autonomous from, or connected to, others.<br />
Lin Yutang<br />
Taiwanese scholar who calls face a psychological image th<strong>at</strong> can be granted and lost,<br />
and fought for and presented as a gift.<br />
Face-Restor<strong>at</strong>ion<br />
The self-concerned facework str<strong>at</strong>egy used to preserve autonomy and defend against<br />
personal loss of freedom.<br />
Face-Giving<br />
The other-concerned facework str<strong>at</strong>egy used to defend and support another person’s<br />
need for inclusion.<br />
Avoiding<br />
A method of conflict management whereby an individual withdraws from open<br />
discussion.<br />
Obliging<br />
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A method of conflict management whereby an individual accommod<strong>at</strong>es the wishes of<br />
the other.<br />
Compromising<br />
A method of conflict management whereby an individual bargains to establish a middle<br />
way.<br />
Domin<strong>at</strong>ing<br />
A method of conflict management whereby an individual competes to win.<br />
Integr<strong>at</strong>ing<br />
A method of conflict management whereby an individual seeks to integr<strong>at</strong>e inform<strong>at</strong>ion<br />
to find a solution.<br />
Emotional Expression<br />
A method of conflict management whereby an individual lets his or her feelings show.<br />
Passive Aggression<br />
A method of conflict management whereby an individual tries to indirectly elicit a<br />
particular solution.<br />
Third-Party Help<br />
A method of conflict management whereby disputing parties seek the aid of a third<br />
party.<br />
Knowledge<br />
The most important dimension of facework competence, it involves being informed<br />
about individualistic and collectivistic cultures, self-construals, face-concerns, and<br />
conflict styles.<br />
Mindfulness<br />
A component of facework competence, it’s a recognition th<strong>at</strong> things are not always<br />
wh<strong>at</strong> they seem, and the need to make a conscious choice to seek multiple<br />
perspectives on the same event.<br />
Interaction Skill<br />
A component of facework competence, interaction skill concerns one’s ability to<br />
communic<strong>at</strong>e appropri<strong>at</strong>ely, effectively and adaptively in a given situ<strong>at</strong>ion.<br />
John Oetzel<br />
A researcher from the University of New Mexico who has worked with Ting-Toomey to<br />
test, critique, and expand face-negoti<strong>at</strong>ion theory.<br />
Principal Changes<br />
The chapter has been reorganized with added emphasis on self-construal and its<br />
important medi<strong>at</strong>ing role between one’s culture and the types of face maintenance and<br />
conflict management a person is likely to use. Discussion of Ting-Toomey and Oetzel’s<br />
compelling research concerning the three additional styles of conflict management has been<br />
expanded, further clarifying the third-party help and avoiding styles. Figure 31.4 has also been<br />
added to illustr<strong>at</strong>e their research findings rel<strong>at</strong>ed to the independent and interdependent<br />
selves. The chapter has been extensively edited for clarity and precision and Griffin has<br />
upd<strong>at</strong>ed the Second <strong>Look</strong> section.<br />
420
Suggestions for Discussion<br />
Confucianism<br />
To enrich this m<strong>at</strong>erial, you may find it useful to introduce your class to the<br />
Confucianism th<strong>at</strong> undergirds the collectivistic cultures of Japan, China, Korea, and other East<br />
Asian countries. The article by June Ock Yum cited below under “Further Resources” will be<br />
very helpful in this respect. The basic tenets of Confucianism will give students a way to ground<br />
several of Ting-Toomey’s concepts in broader cultural practices and beliefs. Students may also<br />
be interested in specul<strong>at</strong>ing about the ways in which Christianity—the form<strong>at</strong>ive religion of<br />
Western culture—or other key influences may have shaped America’s individualistic<br />
orient<strong>at</strong>ion. Max Weber’s work on the Protestant ethic and the spirit of capitalism may be<br />
particularly relevant here.<br />
Three additional conflict styles<br />
The three new conflict styles identified by Ting-Toomey and Oetzel (page 446) may<br />
stimul<strong>at</strong>e productive discussion with your students. However, you may need to provide some<br />
additional context about the research on these three styles. Students may be confused, for<br />
example, about why passive aggression and emotional expression tend to rank high on selfface<br />
concern, yet are still missed by scholarship focused on individualism. The key is th<strong>at</strong><br />
these styles surfaced in research with Americans from various ethnic groups (Griffin mentions<br />
an “ethnically diverse sample,” but he does not specify th<strong>at</strong> the sample consists of Americans<br />
r<strong>at</strong>her than of participants in different countries)—African Americans, L<strong>at</strong>ina(o) Americans,<br />
Asian Americans, and European Americans. In this richer context, the three additional conflict<br />
management styles emerge. Thus the styles can still be consistent with high self-face concern<br />
and an individualistic perspective, but surface more often in samples th<strong>at</strong> do not only use<br />
European-American participants (as has much communic<strong>at</strong>ion research). The source by Ting-<br />
Toomey, Oetzel, and Yee-Jung listed in “Further Resources” may be helpful to you and your<br />
students.<br />
Once your students have grasped the three styles, you may want to discuss their<br />
reactions to them. Emotional expression and passive aggression generally have a neg<strong>at</strong>ive<br />
connot<strong>at</strong>ion for Americans; third-party help may also (although to a lesser extent) be<br />
considered problem<strong>at</strong>ic. Ask your students why we often have these perspectives—in<br />
particular, try to elicit from them the Western individualistic assumptions th<strong>at</strong> support these<br />
judgments. You may also wish to try to reframe these views by asking them if these str<strong>at</strong>egies<br />
might actually have positive outcomes in certain conflict situ<strong>at</strong>ions. (See also Essay Question<br />
#25.)<br />
Self-construal<br />
You may also wish to discuss the notion of self-construal. Because it is an individual<br />
variable, intriguing questions may arise. Self-construal has broad connections to culture, but—<br />
as Ting-Toomey notes—it also varies among individuals within a culture (442). She connects<br />
this to our ethnic diversity, but might other factors also play a role? As a way into this issue,<br />
ask students to reflect on their own self-construal. Where do they think it origin<strong>at</strong>es—in the<br />
socializ<strong>at</strong>ion of their families, from genetics?<br />
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Individualistic vs. collectivistic cultures<br />
Griffin’s point th<strong>at</strong> the ultim<strong>at</strong>e usefulness of the medi<strong>at</strong>ion techniques c<strong>at</strong>alogued in<br />
Figure 31.1 depends to a large extent upon the cultural assumptions of the participants<br />
cannot be overst<strong>at</strong>ed. Furthermore, the disclaimer applies to most of the models and<br />
str<strong>at</strong>egies fe<strong>at</strong>ured in undergradu<strong>at</strong>e courses in interpersonal communic<strong>at</strong>ion, group<br />
interaction, persuasion, and so forth. (For example, Ting-Toomey’s claims, as reported by<br />
Griffin on page 448, th<strong>at</strong> “collectivists . . . focus on rel<strong>at</strong>ional-level collabor<strong>at</strong>ion, whereas<br />
individualists concentr<strong>at</strong>e on solving the task problem in a way th<strong>at</strong> brings closure” and th<strong>at</strong><br />
the term “problem-solving” “has a distinctly impersonal tone” clearly exemplify how the<br />
“win/win” style of conflict resolution th<strong>at</strong> many American communic<strong>at</strong>ion textbooks present as<br />
revealed Truth is thoroughly problem<strong>at</strong>ized when one considers the consequences of cultural<br />
differences.) So often in such courses, the variable of culture is seen as an add-on or<br />
afterthought, usually brought in toward the end of the textbook, when in fact it should be seen<br />
as found<strong>at</strong>ional, since virtually every assumption we make about effective communic<strong>at</strong>ion<br />
depends upon it. It might be useful to bring in introductory textbooks from communic<strong>at</strong>ion<br />
courses taught on your campus in order to discuss with your students the extent to which<br />
assumptions n<strong>at</strong>ive to individualistic cultures become assumptions about communic<strong>at</strong>ion in<br />
general. It would be particularly useful to focus the investig<strong>at</strong>ion on assumptions about conflict<br />
and negoti<strong>at</strong>ion.<br />
Sample Applic<strong>at</strong>ion Log<br />
Robyn<br />
Although I’m sure I have a very high need for affili<strong>at</strong>ion, I am a classic American who looks out<br />
for myself when the chips are down. As much as I h<strong>at</strong>e to admit th<strong>at</strong>, I’ve noticed as of l<strong>at</strong>e<br />
th<strong>at</strong> it’s really true. I have a really close rel<strong>at</strong>ionship with my best friend, and I put a lot of time<br />
and energy into him. But, try as I might to truly look out for his best interests first, I always end<br />
up getting in the way. He sees th<strong>at</strong> I do give a lot, but only where it’s convenient for me to do<br />
so. When it really starts infringing on me, my tendency is to do wh<strong>at</strong>’s best for me and separ<strong>at</strong>e<br />
myself from the situ<strong>at</strong>ion a little bit. Ting-Toomey would say th<strong>at</strong> my face concern is for myself:<br />
in conflict I become much more aggressive than cooper<strong>at</strong>ive. My face need is neg<strong>at</strong>ive as I<br />
strive for autonomy when I just can’t be bothered anymore. So, putting the two together, I<br />
spend time working on face-restor<strong>at</strong>ion by trying to give myself freedom and space.<br />
Exercises and Activities<br />
Facework in hypothetical situ<strong>at</strong>ions<br />
In order to put your students in the proper frame of mind for reading about this theory,<br />
we recommend asking them to begin by writing a brief response to the first part of item #4<br />
under Questions to Sharpen Your Focus, which refers to the group assignment situ<strong>at</strong>ion<br />
outlined in the chapter. During class discussion, ask students if their initial responses to the<br />
problem exemplify aspects of Ting-Toomey’s theory. Did their approaches to the conflict<br />
conform to her predictions? Turning next to the l<strong>at</strong>ter part of item #4 under Questions to<br />
Sharpen Your Focus, you can bring in the variables of gender, family background, and personal<br />
history, which may demonstr<strong>at</strong>e th<strong>at</strong> culture is not the only issue to consider when evalu<strong>at</strong>ing<br />
422
the n<strong>at</strong>ure of facework and its rel<strong>at</strong>ionship with conflict negoti<strong>at</strong>ion. Your discussion of gender<br />
may form an intriguing bridge to the next section of the textbook. (See also Essay Question<br />
#27, below.)<br />
Facework in actual situ<strong>at</strong>ions<br />
Another exercise for priming your students for this theory is to ask them to begin by<br />
writing about a real-life conflict th<strong>at</strong> they have experienced or are currently experiencing.<br />
(Essay Question #24 below addresses this issue.) In class, then, have students discuss the<br />
facework and modes of conflict management employed in their actual experiences. Here, as<br />
with the contrived problem above, the l<strong>at</strong>ter part of item #4 under Questions to Sharpen Your<br />
Focus may prove valuable to augment your discussion.<br />
Intern<strong>at</strong>ional business<br />
Depending on your students’ interests and experiences, intern<strong>at</strong>ional business may be<br />
a productive applic<strong>at</strong>ion of Ting-Toomey’s theory. Emphasizing specific elements of facework,<br />
specul<strong>at</strong>e with your students about potential problems th<strong>at</strong> could arise when represent<strong>at</strong>ives<br />
of American corpor<strong>at</strong>ions seek to negoti<strong>at</strong>e business deals with their counterparts in Japan or<br />
China. To focus the discussion, ask your students to imagine they are consultants hired by<br />
American business executives who know nothing about the negoti<strong>at</strong>ions into which they are<br />
about to enter. Scenes from the film The Rising Sun demonstr<strong>at</strong>e relevant face needs and face<br />
concerns.<br />
Doing culturally sensitive research<br />
Item #1 in the Questions to Sharpen Your Focus section, which brings up the cultural<br />
characteristics of Afghanistan, provides students with an excellent opportunity to play both<br />
theorist and researcher. After specul<strong>at</strong>ing about the cultural structure of Saudi Arabia (and/or<br />
other countries if you wish to choose another country with which your students might be<br />
familiar), they need to come up with research str<strong>at</strong>egies to test their assumptions. Str<strong>at</strong>egies<br />
chosen should be sensitive to the particulars of the culture in question. If, for example, most of<br />
the popul<strong>at</strong>ion of the country in question is comprised of minimally educ<strong>at</strong>ed laborers, then<br />
running tests on university students may not be particularly appropri<strong>at</strong>e.<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
For exploring face negoti<strong>at</strong>ion in interpersonal rel<strong>at</strong>ionships, we highly recommend the<br />
Japanese film Shall We Dance, the sensitive story of a Japanese businessman’s initi<strong>at</strong>ion into<br />
the world of ballroom dancing. The film emphasizes the point th<strong>at</strong> in Japan, ballroom dancing<br />
itself is an intercultural activity.<br />
When Em Griffin teaches this chapter, he uses the scene from the Joy Luck Club we<br />
discuss in our tre<strong>at</strong>ment of speech codes theory, below, to demonstr<strong>at</strong>e how one gives face<br />
and how foreign and unintuitive this concept may be to Westerners. Rich, the Anglo-American<br />
boyfriend, simply doesn’t understand the subtleties of Waverly’s mother’s messages, and his<br />
efforts to quell her ostensible anxieties about her cooking have the opposite effect of wh<strong>at</strong> is<br />
intended. The harder he tries, the worse it gets.<br />
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Further Resources<br />
• For further discussion of Ting-Toomey’s face-negoti<strong>at</strong>ion theory, see:<br />
o William B. Gudykunst and Tsukasa Nishida, “Interpersonal and Intergroup<br />
Communic<strong>at</strong>ion in Japan and the United St<strong>at</strong>es,” Communic<strong>at</strong>ion in Japan and<br />
the United St<strong>at</strong>es, ed. William B. Gudykunst (Albany: SUNY Press, 1992), 149-<br />
214.<br />
o Stella Ting-Toomey, John G. Oetzel, and Kimberlie Yee-Jung, “Self-Construal<br />
Types and Conflict Management Styles,” Communic<strong>at</strong>ion Reports 14 (Summer<br />
2001): 87-104.<br />
• Ruth M. Guzley, et al. analyze the connection of self-construal with individualism and<br />
collectivism in “Cross-Cultural Perspectives of Commitment: Individualism and<br />
Collectivism as a Framework for Conceptualiz<strong>at</strong>ion,” Southern Communic<strong>at</strong>ion Journal<br />
64 (Fall 1998): 1-19.<br />
• Deborah A. Cai and Edward L. Fink challenge the work of Ting-Toomey, Oetzel, and<br />
others on conflict styles in “Conflict Style Differences between Individualists and<br />
Collectivists,” Communic<strong>at</strong>ion Monographs 69 (March 2002): 67-87.<br />
• On communic<strong>at</strong>ion in East Asia, see Jun Ock Yum’s frequently referenced and<br />
anthologized article, “The Impact of Confucianism on Interpersonal Rel<strong>at</strong>ionships and<br />
Communic<strong>at</strong>ion P<strong>at</strong>terns in East Asia,” Communic<strong>at</strong>ion Monographs 55 (1988): 374-<br />
88.<br />
• Ge Gao and Stella Ting-Toomey apply face and rel<strong>at</strong>ed concepts in Communic<strong>at</strong>ing<br />
Effectively with the Chinese (Thousand Oaks, CA: Sage, 1998).<br />
• Although unevenly written in places, Chin-ning Chu’s The Chinese Mind Game: The Best<br />
Kept Trade Secret of the East (Beaverton: AMC, 1988) includes a revealing discussion<br />
of Chinese facework.<br />
• For an applic<strong>at</strong>ion of facework in an American employment setting, see Ruth Wagoner<br />
and Vincent R. Waldron, “How Supervisors Convey Routine Bad News: Facework <strong>at</strong><br />
UPS,” Southern Communic<strong>at</strong>ion Journal 64 (Spring 1999): 193-209.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
425
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
426
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
427
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 32<br />
SPEECH CODES THEORY<br />
Outline<br />
I. Introduction.<br />
A. Gerry Philipsen was influenced by linguist and anthropologist Dell Hymes.<br />
B. He spent three years analyzing the speech code of “Teamsterville.”<br />
C. A speech code is a system of socially constructed symbols and meanings, premises,<br />
and rules, pertaining to communic<strong>at</strong>ive conduct.<br />
D. He conducted a second multi-year study while teaching <strong>at</strong> the University of California,<br />
Santa Barbara, and the University of Washington.<br />
1. This study focused on the “Nacirema,” whose speech code is intelligible to, and<br />
practiced by, a majority of Americans.<br />
2. The Nacirema speech code is epitomized by the speech of the Donahue show.<br />
3. Its characteristic fe<strong>at</strong>ure is a preoccup<strong>at</strong>ion with metacommunic<strong>at</strong>ion.<br />
E. Philipsen’s ultim<strong>at</strong>e goal was to develop a general theory th<strong>at</strong> would capture the<br />
rel<strong>at</strong>ionship between communic<strong>at</strong>ion and culture.<br />
1. To indic<strong>at</strong>e th<strong>at</strong> his theory has moved from description to explan<strong>at</strong>ion and<br />
prediction, he labels his work speech codes theory.<br />
2. He has developed six general propositions.<br />
II.<br />
III.<br />
IV.<br />
The distinctiveness of speech codes.<br />
A. Proposition 1: Wherever there is a distinctive culture, there is to be found a<br />
distinctive speech code.<br />
B. For those within the culture, speech codes have a taken-for-granted quality.<br />
The multiplicity of speech codes.<br />
A. Proposition 2: In any given speech community, multiple speech codes are deployed.<br />
B. People may be affected by other codes or employ more than one code.<br />
The substance of speech codes.<br />
A. Proposition 3: A speech code involves a culturally distinct psychology, sociology, and<br />
rhetoric.<br />
B. Wh<strong>at</strong>ever the culture, the speech code reveals structures of self, society, and<br />
str<strong>at</strong>egic action.<br />
1. Psychology: Every speech code them<strong>at</strong>izes the n<strong>at</strong>ure of individuals in a<br />
particular way.<br />
2. Sociology: Every speech code provides a system of answers about wh<strong>at</strong> linkages<br />
between self and others can properly be sought, and wh<strong>at</strong> symbolic resources<br />
can properly and efficaciously be employed in seeking those linkages.<br />
3. Rhetoric: Every speech code involves ways to discover truth and cre<strong>at</strong>e<br />
persuasive appeals.<br />
V. The interpret<strong>at</strong>ion of speech codes.<br />
429
A. Proposition 4: The significance of speaking depends on the speech codes used by<br />
speakers and listeners to cre<strong>at</strong>e and interpret their communic<strong>at</strong>ion.<br />
B. People in a culture decide wh<strong>at</strong> their prominent speech practices mean.<br />
VI.<br />
The site of speech codes.<br />
A. Proposition 5: The terms, rules, and premises of a speech code are inextricably<br />
woven into speaking itself.<br />
B. Highly structured cultural forms often display the cultural significance of symbols and<br />
meanings, premises, and rules th<strong>at</strong> might not be accessible through normal<br />
convers<strong>at</strong>ion.<br />
1. Social dramas are public confront<strong>at</strong>ions in which one party invokes a moral rule<br />
to challenge the conduct of another.<br />
2. Totemizing rituals involve careful performances of structured sequences of<br />
actions th<strong>at</strong> pay homage to sacred objects.<br />
VII. The force of speech codes in discussions.<br />
A. Proposition 6: The artful use of a shared speech code is a sufficient condition for<br />
predicting, explaining, and controlling the form of discourse about the intelligibility,<br />
prudence, and morality of communic<strong>at</strong>ion conduct.<br />
B. Proposition 6 suggests th<strong>at</strong> by a thoughtful use of shared speech codes, participants<br />
can guide metacommunic<strong>at</strong>ion.<br />
VIII. Perform<strong>at</strong>ive ethnography.<br />
A. Some researchers favor the concept of performing ethnography over doing<br />
ethnography.<br />
B. Perform<strong>at</strong>ive ethnography is grounded in several theoretical principles.<br />
1. Performance is both the subject and method of performance ethnography.<br />
a. All social interactions are performance because speech not only reflects but<br />
also alters the world.<br />
b. Metaperformance—actions participants recognize as symbolic—serve as<br />
reminders th<strong>at</strong> performance defines and perme<strong>at</strong>es life.<br />
2. Researchers consider their work perform<strong>at</strong>ive; they do not just observe<br />
performance but are co-performers.<br />
3. Performance ethnographers are also concerned about performance when they<br />
report their fieldwork.<br />
a. They wish to cre<strong>at</strong>e actable ethnographies.<br />
b. Through performances, ethnographers can recognize the limit<strong>at</strong>ions of, and<br />
uncover the cultural bias in his or her written work.<br />
C. Performance ethnography almost always takes place among marginalized groups.<br />
IX.<br />
Critique: different speech codes in communic<strong>at</strong>ion theory.<br />
A. Most interpretive scholars applaud Philipsen’s commitment to long-term participant<br />
observ<strong>at</strong>ion.<br />
B. However, they criticize his efforts to generalize across cultures and his scientific<br />
goals of explan<strong>at</strong>ion, prediction, and control.<br />
C. Theorists from feminist, critical, or cultural studies perspectives charge th<strong>at</strong> he is<br />
silent—even naïve—about power rel<strong>at</strong>ionships.<br />
430
D. Empiricists wish th<strong>at</strong> Philipsen backed his generaliz<strong>at</strong>ions with more scientific rigor.<br />
1. The Nacirema study raises a number of important methodological questions.<br />
2. Philipsen needs more than two d<strong>at</strong>a sets—otherwise, his work suggests th<strong>at</strong><br />
there are only two cultural clusters.<br />
Key Names and Terms<br />
Gerry Philipsen<br />
A researcher <strong>at</strong> the University of Washington who developed the speech codes<br />
approach to intercultural communic<strong>at</strong>ion.<br />
Dell Hymes<br />
A University of Virginia anthropologist and linguist whose call for a “close to the ground”<br />
study of the gre<strong>at</strong> variety of communic<strong>at</strong>ion practices around the world inspired<br />
Philipsen.<br />
Teamsterville<br />
A working-class community in Chicago in which Philipsen studied speech codes.<br />
Speech Code<br />
A system of socially constructed symbols, meanings, premises, and rules pertaining to<br />
communic<strong>at</strong>ive conduct.<br />
Nacirema<br />
The culture whose speech code is intelligible to, and practiced by, a majority of<br />
Americans.<br />
Tamar K<strong>at</strong>riel<br />
A communic<strong>at</strong>ion researcher <strong>at</strong> the University of Haifa who worked with Philipsen on<br />
the Nacirema project and who l<strong>at</strong>er studied dugri, a distinctive style of speaking in<br />
Israel.<br />
Social Dramas<br />
Public confront<strong>at</strong>ions in which one party invokes a moral rule to challenge the conduct<br />
of another.<br />
Totemizing Rituals<br />
Careful performances of structured sequences of actions th<strong>at</strong> pay homage to sacred<br />
objects.<br />
Performance Ethnography<br />
Ethnographic research method grounded in the notions th<strong>at</strong> performance is both the<br />
subject and method of research, th<strong>at</strong> researchers’ work is performance, and th<strong>at</strong><br />
reports of fieldwork should be actable.<br />
Dwight Conquergood<br />
A Northwestern University performance ethnographer who performed participant<br />
observ<strong>at</strong>ion among local street gangs in the “Little Beirut” section of Chicago.<br />
Metaperformance<br />
Ritual actions th<strong>at</strong> group members recognize as symbolic.<br />
431
Principal Changes<br />
Griffin has upd<strong>at</strong>ed this chapter to include Philipsen’s additional proposition concerning<br />
multiple speech codes present within a given community. He has also added Philipsen<br />
rejoinder to the suggestion th<strong>at</strong> he is naïve about power differences. In addition, the chapter<br />
was edited for clarity and precision, and new references are included in the Second <strong>Look</strong><br />
section.<br />
Suggestions for Discussion<br />
Wh<strong>at</strong> is a “culture”?<br />
In your discussions of the three intercultural theories, you will likely encounter<br />
questions about how each theorist defines culture or wh<strong>at</strong> marks a culture’s “boundaries.”<br />
Gudykunst’s theory (Chapter 30) concentr<strong>at</strong>es on the tensions between th<strong>at</strong> which we know<br />
(in-group) and the unfamiliar other (stranger) regardless of the other’s place of origin. Ting-<br />
Toomey (Chapter 31) comes closest to defining culture in geographical terms, but she is still<br />
more concerned with ethnicity and cultural identity as individualistic or collectivistic than with<br />
place of birth or residency. With Philipsen, queries about the definition of culture are intriguing<br />
though difficult to answer. Clearly, there are some geographic dimensions (i.e., Teamsterville<br />
represents a distinct Chicago neighborhood), but it is also more diffused as in the case of<br />
Nacirema, which represents a transcontinental American way of speaking. On the other hand,<br />
Philipsen argues th<strong>at</strong> members of a distinctive culture share a common speech code. Is it,<br />
therefore, fair to say th<strong>at</strong> the parameter of a culture is such so as to include anyone who<br />
shares th<strong>at</strong> code? You may want to remind students th<strong>at</strong> Philipsen believes a speech code is<br />
much more than dialect differences, vocabulary, or regional slang.<br />
As Philipsen uses it, the term speech codes seems to have a very broad applic<strong>at</strong>ion.<br />
Gender roles, myths, rituals, dramas, as well as beliefs about children, individualism, honor,<br />
and integrity, become inextricably bound up with the concept of a speech code. One might<br />
suggest, in fact, th<strong>at</strong> speech code is simply a synonym for culture. If this is the case, then the<br />
principal virtue of Philipsen’s work, it seems to us, is not so much the establishment of<br />
universal principles as the demonstr<strong>at</strong>ion of the vital link between communic<strong>at</strong>ion and culture.<br />
In short, the structure of the former structures the l<strong>at</strong>ter. (Essay Question #27 below<br />
addresses this issue.)<br />
Strengths and weaknesses<br />
Like Geertz, Philipsen is a brilliant ethnographer whose thick descriptions reveal much<br />
about a culture’s intric<strong>at</strong>e production of meaning. As captured by Griffin, Philipsen’s accounts<br />
of the communic<strong>at</strong>ive practices of Teamsterville and Nacirema and his six propositions should<br />
give your students much to ponder.<br />
Griffin’s Critique covers some important problems with speech codes theory, and it’s<br />
prudent to spend some time discussing the potential weaknesses of Philipsen’s work. In<br />
Chapter 30, Griffin emphasizes Gudykunst’s warning th<strong>at</strong> strangers “tend to overestim<strong>at</strong>e the<br />
effect of cultural identity on the behavior of people in an alien society, while blurring individual<br />
distinctions” (427). Does Philipsen seem to heed Gudykunst’s warning, or is he guilty of this<br />
432
common error? Although, as Griffin notes, Philipsen’s use of the term code is meant to imply<br />
th<strong>at</strong> speech codes are not absolute laws (462), he puts considerable emphasis on the power<br />
these codes have in shaping communic<strong>at</strong>ive practice. Certainly the lines he draws between<br />
Teamsterville and Nacirema are bold.<br />
Is he an empiricist or a humanist?<br />
Philipsen stresses the scientific goals of prediction, control, and explan<strong>at</strong>ion (thus<br />
sounding a good deal like empiricists such as Berger or Gudykunst), yet his participant<br />
observ<strong>at</strong>ion methodology places him firmly in the camp of humanists such as Pacanowsky and<br />
Geertz. You may want to take some time to examine Philipsen’s theory for evidence of his<br />
paradigm<strong>at</strong>ic assumptions and ask students which set of criteria as presented in Chapter 3<br />
seem to best evalu<strong>at</strong>e speech codes. This discussion can serve as a well-timed review of<br />
previous theories as you talk about how he aligns and diverges from other theorists. How<br />
should we process this apparent theoretical schizophrenia? (Essay Question #30 below<br />
addresses this issue.)<br />
Distinct propositions or one large axiom?<br />
As you and your students study the six propositions presented in this chapter, they may<br />
have a tendency to blend one into the other. You may remember vividly the specific differences<br />
between the two speech codes fe<strong>at</strong>ured, but have more trouble recalling the general issues or<br />
universal points th<strong>at</strong> Philipsen via Griffin <strong>at</strong>tempts to establish with the examples. At times, in<br />
fact, it might seem th<strong>at</strong> the propositions could be collapsed into one basic proposition or<br />
axiom—Communic<strong>at</strong>ive p<strong>at</strong>terns and str<strong>at</strong>egies are specific to culture and produce and<br />
reinforce culturally specific values. If this is the case, then Philipsen’s work is not so much a<br />
general theory of communic<strong>at</strong>ion as an extension of the Sapir-Whorf hypothesis and an<br />
articul<strong>at</strong>e and convincing pitch for ethnographic research—such as th<strong>at</strong> produced by Geertz,<br />
Pacanowsky, Conquergood, and K<strong>at</strong>riel—th<strong>at</strong> fe<strong>at</strong>ures specific communic<strong>at</strong>ive p<strong>at</strong>terns and<br />
str<strong>at</strong>egies.<br />
Gender issues rel<strong>at</strong>ed to speech codes<br />
Reading Integr<strong>at</strong>ive Question #35, below, you might wonder why the gender of the<br />
adventurer is specifically st<strong>at</strong>ed. We have done so because Philipsen emphasizes qualities and<br />
communic<strong>at</strong>ive p<strong>at</strong>terns of the Teamsterville male th<strong>at</strong> members of Nacirema may consider<br />
sexist, and we are particularly interested in seeing how students would address the man’s<br />
reactions to his new environment. How would he cope with different approaches to gender and<br />
power rel<strong>at</strong>ions? To enrich the question, you may also wish to consider the intercultural<br />
experiences of a Teamsterville female.<br />
As you discuss the Critique section, you may want to address the concerns of feminists<br />
and others th<strong>at</strong> Philipsen is silent about power and sexism. Is it the ethnographer’s job to<br />
critique the culture he or she observes and particip<strong>at</strong>es in? Wouldn’t he or she risk being elitist<br />
and judgmental—and, as a result, lose the trust of those in the culture? On the other hand,<br />
without making such evalu<strong>at</strong>ions, isn’t the ethnographic approach limited?<br />
433
Sample Applic<strong>at</strong>ion Log<br />
Bradden<br />
I grew up in England where speech is a vital indic<strong>at</strong>ion of st<strong>at</strong>us in life. There are many<br />
common accents, such as the famous “Cockney” dialect where words are rhymed and don’t<br />
seem to make any sense (Rosie Lee=cup of tea). If you are born within the sound of the bells<br />
of St. Mary’s you are a true Cockney and will grow up learning this language. Each area of<br />
Britain has its common accents, but only for the working-class people. The aristocracy speak a<br />
unanimous English which is “The Queen’s English.” Everyone who <strong>at</strong>tends boarding school<br />
speaks the Queen’s English, but the richer you are the more pronounced this accent becomes.<br />
So, speech in England not only defines the area where you come from, but it also can show the<br />
wealth of the family.<br />
Exercises and Activities<br />
Speech codes on TV and film<br />
One useful activity for vivifying Philipsen’s ideas is to present video from a talk show or<br />
other program. Wh<strong>at</strong> will your students discover about speech codes from a portion of an<br />
episode of Oprah, Dr. Phil, Friends, Will & Grace, or Jerry Springer? Although Philipsen claims<br />
th<strong>at</strong> Donahue epitomized the speech code of Nacirema, many of the characters fe<strong>at</strong>ured on a<br />
talk show such as Jerry Springer may be oper<strong>at</strong>ing under r<strong>at</strong>her different sets of<br />
communic<strong>at</strong>ive norms and expect<strong>at</strong>ions. If you want to stray further afield, consider the speech<br />
codes oper<strong>at</strong>ing in musicals such as West Side Story or Fiddler on the Roof. The Joy Luck Club,<br />
particularly the scene in which Waverly takes her boyfriend Rich to her parents’ house for<br />
dinner (0:44-46), does a fine job of demonstr<strong>at</strong>ing the differences between the speech code of<br />
Nacirema and the Asian-American speech code. For the African-American speech code,<br />
consider the documentary Hoop Dreams or the film noir detective story Devil in a Blue Dress.<br />
The Farmer’s Wife, which we’ve pitched earlier, provides wonderful examples of the speech<br />
code of the rural American heartland. Billy Elliot, a charming British film about a working-class<br />
boy’s entrance into the world of ballet, vividly demonstr<strong>at</strong>es the painful clash between the<br />
working- and upper-class speech codes. Billy is the product of a coal-mining community with a<br />
speech code th<strong>at</strong> is in many ways a British counterpart of the language of Teamsterville.<br />
Particularly revealing—and comically agonizing—is Billy’s interview for admission to an elite<br />
ballet school.<br />
It may be interesting to compare the speech p<strong>at</strong>terns—or <strong>at</strong> least those characterized<br />
by Hollywood—of Baby Boomers with represent<strong>at</strong>ives from Gener<strong>at</strong>ion X by showing segments<br />
from films such as The Big Chill and Reality Bites back to back. Make the comparison more<br />
dram<strong>at</strong>ic by working in clips from Casablanca and A Rebel without a Cause. Are there different<br />
speech codes oper<strong>at</strong>ing in the different gener<strong>at</strong>ions, or simply slight vari<strong>at</strong>ions of the same?<br />
Lyrics from punk, grunge, or rap music may reveal intriguing glimpses into speech codes not<br />
mentioned in this chapter.<br />
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McNamara’s In Retrospect: The Tragedy and Lessons of Vietnam<br />
In his discussion of “the multiplicity of speech codes,” Griffin references Lisa Coutu’s<br />
analysis of Robert McNamara’s In Retrospect: The Tragedy and Lessons of Vietnam. We would<br />
also like to call your <strong>at</strong>tention to this provoc<strong>at</strong>ive memoir, which may itself reveal the presence<br />
of <strong>at</strong> least two speech codes, including the “code of spirituality” Couto claims reviewers of the<br />
book favored. One could argue, in fact, th<strong>at</strong> McNamara employs the code of r<strong>at</strong>ionality to<br />
support or provide evidence for an overriding argument about his conduct (th<strong>at</strong> he was a good,<br />
p<strong>at</strong>riotic man acting morally in wh<strong>at</strong> he thought were the best interests of his country) best<br />
expressed in something more closely resembling the code of spirituality. Regardless of the<br />
position one takes on this interpretive issue, this book is an intriguing exemplar of speech<br />
codes theory, as well as face negoti<strong>at</strong>ion theory, the narr<strong>at</strong>ive paradigm, and the five theories<br />
Griffin includes in the group decision making and organiz<strong>at</strong>ional communic<strong>at</strong>ion sections of A<br />
<strong>First</strong> <strong>Look</strong>.<br />
Is Philipsen an “unbiased” researcher?<br />
It is notable to us th<strong>at</strong> in presenting the speech codes of Teamsterville and Nacirema,<br />
Philipsen via Griffin makes the l<strong>at</strong>ter culture sound more <strong>at</strong>tractive and humane. It’s no<br />
coincidence, of course, th<strong>at</strong> Philipsen hales from the l<strong>at</strong>ter culture. Of course you and your<br />
students may disagree with this assessment, but perhaps implicit judgment is inherent in the<br />
work of speech codes theorists. On the other hand, as Griffin mentions (and we discuss<br />
above), some fault Philipsen for not being judgmental enough. Is it possible to compare two<br />
different codes without subtly evalu<strong>at</strong>ing their rel<strong>at</strong>ive values? Is it desirable to do so? How can<br />
one keep from privileging one’s own culture? It might be interesting to specul<strong>at</strong>e with your<br />
students about how one might rewrite the comparison between the two cultures to make<br />
Teamsterville appear more <strong>at</strong>tractive. One might say, for example, th<strong>at</strong> in Teamsterville talk is<br />
centered around family and friends. In convers<strong>at</strong>ion and action, loyalty remains a primary<br />
virtue, and defending the honor of one’s home and neighborhood is paramount. Tradition still<br />
m<strong>at</strong>ters here, and parents do their best to pass on the wisdom of elder gener<strong>at</strong>ions to their<br />
children. Members of this culture know who their friends are and practice a form of Rogerian<br />
congruence in daily interaction. You know who you are—folks don’t put on airs or try to talk as<br />
though they’re someone else. Teamsterville is a genuine community in which—to steal a line<br />
from a popular show—“everybody knows your name.” You and your students can imagine how<br />
an ethnographer with these views might describe the communic<strong>at</strong>ive practices of Nacirema.<br />
(Essay Question #29 below addresses this issue.)<br />
Doing performance ethnography<br />
You may wish to ask your students to develop—and possibly carry out, depending on<br />
time constraints—a performance ethnography of a particular culture to which they have access,<br />
such as a fr<strong>at</strong>ernity or sorority, a religious organiz<strong>at</strong>ion, a sports team, a family, a class <strong>at</strong> your<br />
college or university, or a service organiz<strong>at</strong>ion. Preferably, they should choose a culture to<br />
which they do not currently belong in order for them to fully consider the process of becoming<br />
a participant observer. How would they report their conclusions—in other words, how would<br />
they make their ethnographies actable? Also, ask them how they feel—excited?<br />
uncomfortable? skeptical?—about such an approach to research. How might they perform<br />
r<strong>at</strong>her than merely conduct research?<br />
435
Placing theorists on the continuum<br />
When Em Griffin teaches this chapter, he makes sure his students understand the<br />
significance of Philipsen’s claims about prediction and control with respect to proposition six<br />
(461-62). He wants them to see th<strong>at</strong> within the context of this particular theory, which is in<br />
most ways highly interpret<strong>at</strong>ive, these goals seem ostensibly out of place. Referring back to<br />
Chapter 3, notions of prediction and control fall squarely in the camp of objective scholars.<br />
Thus, speech codes theory teaches a good lesson in complexity---not every theorist fits into<br />
ne<strong>at</strong> boxes. Thank goodness!<br />
Further Resources<br />
• For more discussion of the discourse of Donahue, see Donal Carbaugh, Talking<br />
American: Cultural Discourses on Donahue (Norwood, NJ: Ablex, 1989). We also<br />
recommend Carbaugh’s Situ<strong>at</strong>ing Selves: The Communic<strong>at</strong>ion of Social Identities in<br />
American Scenes (Albany: St<strong>at</strong>e University of New York Press, 1996).<br />
• K<strong>at</strong>herine L. Fitch examines speech codes of Columbia in Speaking Rel<strong>at</strong>ionally: Culture,<br />
Communic<strong>at</strong>ion, and Interpersonal Connection (New York: Guilford Press, 1998).<br />
• Two other ethnographic studies th<strong>at</strong> invite a speech codes analysis are Chase Hensel’s<br />
Telling Our Selves: Ethnicity and Discourse in Southwestern Alaska (New York: Oxford<br />
University Press, 1996), and Andrew Arno’s The World of Talk on a Fijian Island: An<br />
Ethnography of Law and Communic<strong>at</strong>ive Caus<strong>at</strong>ion (Norwood, NJ: Ablex, 1993).<br />
Literary examples<br />
• A superb illustr<strong>at</strong>ion of speech codes in conflict is found in a work of recent American<br />
liter<strong>at</strong>ure, Maxine Hong Kingston’s The Woman Warrior: Memoirs of a Girlhood among<br />
Ghosts (New York: Vintage Intern<strong>at</strong>ional-Random, 1989). Particularly relevant is the final<br />
chapter, entitled “A Song for a Barbarian Reed Pipe,” in which the protagonist-narr<strong>at</strong>or, a<br />
Chinese-American girl caught between her old-world ancestry and her new-world home,<br />
challenges the traditional Chinese values and linguistic practices to which her parents<br />
cling.<br />
• For further discussion of this novel, see Victoria Chen, “(De)hyphen<strong>at</strong>ed Identity: The<br />
Double Voice in The Woman Warrior,” in Our Voices: Essays in Culture, Ethnicity, and<br />
Communic<strong>at</strong>ion, ed. Alberto Gonzalez, Marsha Houston, and Victoria Chen (Los Angeles:<br />
Roxbury, 1994), 3-11.<br />
• Amy Tan’s popular novels, The Joy Luck Club (New York: Ivy-Ballantine, 1989), The<br />
Kitchen God’s Wife (New York: Putnam, 1991), and The Hundred Secret Senses (New<br />
York: Putnam, 1995), are also useful in this respect.<br />
• An illumin<strong>at</strong>ing account of conflicting speech codes is Yuan-Tsung Chen’s The Dragon’s<br />
Village: An Autobiographical Novel of Revolutionary China (New York: Penguin, 1981),<br />
which chronicles the tumultuous communic<strong>at</strong>ion among urban reformers and rural<br />
peasants in post-revolutionary China. The central protagonist, a young woman who<br />
moves from cosmopolitan Shanghai to a distant province to help enact socialist land<br />
reform, functions as both ethnographer and advoc<strong>at</strong>e as she struggles to communic<strong>at</strong>e<br />
with people very different from herself. The richness of the young woman’s intercultural<br />
436
experience also makes this text a good source for study of uncertainty/anxiety<br />
management and face-negoti<strong>at</strong>ion theories.<br />
• For an interesting study of the speech code of the Mississippi Chinese, see Gwendolyn<br />
Gong, “When Mississippi Chinese Talk,” in Our Voices: Essays in Culture, Ethnicity, and<br />
Communic<strong>at</strong>ion, 92-99.<br />
• Although d<strong>at</strong>ed in some ways, Elliot Liebow’s Tally’s Corner: A Study of Negro<br />
Streetcorner Men (Boston: Little, Brown, 1967) provides a vivid look <strong>at</strong> the life and<br />
language of urban African-American men in the 1960s.<br />
• A more recent book, Ernest J. Gaines’s novel A Lesson Before Dying (which we<br />
recommend in the introduction to this manual), poignantly presents the speech codes of<br />
African Americans of the deep South in the 1940s.<br />
• Melanie Thernstrom chronicles a deadly story of clashing speech codes and cultural<br />
difference in Halfway Heaven: Diary of a Harvard Murder (New York: Plume, 1998).<br />
Thernstrom’s tre<strong>at</strong>ment of Ethiopian and Vietnamese conventions about communic<strong>at</strong>ion<br />
is particularly revealing.<br />
Performance studies<br />
• Performance ethnography rel<strong>at</strong>es to a large territory of communic<strong>at</strong>ion theory called<br />
performance studies. Recent work in performance studies is diverse and often<br />
controversial.<br />
• Carol Simpson Stern and Bruce Henderson’s textbook, Performance: Text and Context<br />
(New York: Longman, 1993), is a very good basic resource.<br />
• Articles of interest include:<br />
o Elizabeth Bell’s “Weddings and Pornography: The Cultural Performance of Sex,”<br />
Text and Performance Quarterly 19 (1999): 173-95.<br />
o Stephen P. Banks, “Performing Flight Announcements: The Case of Flight<br />
Attendants’ Work Discourse,” Text and Performance Quarterly 14 (July 1994):<br />
253-67.<br />
o Dean Scheibel, “Faking Identity in Clubland: The Communic<strong>at</strong>ive Performance of<br />
‘Fake ID,’” Text and Performance Quarterly 12 (April 1992): 160-75.<br />
o The most controversial scholarship we’ve seen in this area is Fredrick Corey’s<br />
piece, “Sextext,” Text and Performance Quarterly 17 (January 1997): 58-68.<br />
This article ignited a stunning, entertaining, and disturbing exchange on CRTNET<br />
th<strong>at</strong> was subsequently analyzed by Peter M. Kellett and H.L. Goodall in “The<br />
De<strong>at</strong>h of Discourse in Our Own (Ch<strong>at</strong>) Room: ‘Sextext,’ Skillful Discussion, and<br />
Virtual Communities,” in Soundbite Culture: The De<strong>at</strong>h of Discourse in a Wired<br />
World, 155-90.<br />
Whiteness studies<br />
• The new (and growing) field of whiteness studies—scholarship th<strong>at</strong> explores how whites’<br />
perspectives of race and ethnic identity are constructed socially and through language—<br />
is connected to speech codes theory. Scholars in this field challenge the perspective of<br />
most discussions of race in America th<strong>at</strong> focus only on those who are not white, and<br />
437
they argue th<strong>at</strong> social constructions of racial identity influence the perspectives and<br />
experiences of white people. Whiteness studies provides a critical edge th<strong>at</strong> may<br />
sharpen the findings of much speech codes research.<br />
• General sources on whiteness include:<br />
o Ruth Frankenberg, White Women, Race M<strong>at</strong>ters: The Social Construction of<br />
Whiteness (Minneapolis: University of Minnesota Press, 1993).<br />
o Richard Delgado and Jean Stefancic, eds., Critical White Studies: <strong>Look</strong>ing<br />
Behind the Mirror (Philadelphia: Temple University Press, 1997).<br />
o Michelle Fine, et al., Off White: Readings on Race, Power, and Society (New<br />
York: Routledge, 1997). The l<strong>at</strong>ter collection contains a section on whiteness,<br />
media, and cultural studies th<strong>at</strong> may prove interesting in the context of previous<br />
chapters on the media.<br />
• For discussions of—and research about—whiteness by scholars in the communic<strong>at</strong>ion<br />
field, see:<br />
o Judith N. Martin, et al., “Exploring Whiteness: A Study of Self Labels for White<br />
Americans,” Communic<strong>at</strong>ion Quarterly 44 (Spring 1996): 125-44.<br />
o Carrie Crenshaw, “Resisting Whiteness’s Rhetorical Silence,” Western Journal of<br />
Communic<strong>at</strong>ion 61 (Summer 1997): 253-78.<br />
o Jane H. Hill, “Langauge, Race, and White Public Space,” American<br />
Anthropologist 100 (1999): 680-89.<br />
o Ronald L. Jackson II, “White Space, White Privilege: Mapping Discursive Inquiry<br />
Into the Self,” Quarterly Journal of Speech 85 (February 1999): 38-54.<br />
o Thomas K. Nakayama and Robert L. Krizek, “Whiteness: A Str<strong>at</strong>egic Rhetoric,”<br />
Quarterly Journal of Speech 81 (August 1995): 291-309.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
439
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
440
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
441
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
442
Key Names and Terms<br />
GENDER AND COMMUNICATION<br />
Robin Lakoff<br />
A linguist <strong>at</strong> the University of California, Berkeley, who was one of the first scholars to<br />
<strong>at</strong>tempt to classify regularities of women’s speech th<strong>at</strong> differenti<strong>at</strong>e “women-talk”<br />
from “men-talk.”<br />
K<strong>at</strong>hryn Dindia<br />
University of Wisconsin–Milwaukee communic<strong>at</strong>ion professor whose meta-analysis of<br />
research studies reporting gender differences in communic<strong>at</strong>ion revealed th<strong>at</strong> the<br />
differences were quite small.<br />
Sandra Lipsitz Bem<br />
A Stanford University psychologist who developed the sex-role inventory to<br />
differenti<strong>at</strong>e among people on the basis of their masculine-feminine psychological<br />
orient<strong>at</strong>ions.<br />
Androgyny<br />
The quality of having a blend of both strong masculine and strong feminine<br />
characteristics.<br />
Gender<br />
A social construction of the characteristics of men and women th<strong>at</strong> are often labeled<br />
as masculine and feminine; sex is a fact, while gender is an idea th<strong>at</strong> has been<br />
learned from and reinforced by others.<br />
Further Resources<br />
• A good general essay is Lynn H. Turner and Helen M. Sterk, “Gender, Communic<strong>at</strong>ion,<br />
and Community,” in Differences th<strong>at</strong> Make a Difference: Examining the Assumptions<br />
in Gender Research, eds. Turner and Sterk (Westport, CT: Greenwood, 1994), 213-21.<br />
• Ruth Wodak’s collection of essays, Gender and Discourse (Thousand Oaks, CA: Sage,<br />
1997), contains many useful pieces.<br />
• For upd<strong>at</strong>es of Lakoff’s initial work comparing women-talk and men-talk, see:<br />
o Lakoff, Talking Power: The Politics of Language (New York: Basic Books, 1990).<br />
o Diana K. Ivy and Phil Backlund, Exploring Genderspeak: Personal Effectiveness<br />
in Gender Communic<strong>at</strong>ion, 2 nd ed. (New York: WCB/McGraw-Hill, 1999).<br />
o Judy Cornelia Pearson, Lynn H. Turner, and William Todd-Mancillas, Gender and<br />
Communic<strong>at</strong>ion, 3rd ed. (New York: McGraw-Hill, 1994).<br />
o Jennifer Co<strong>at</strong>es and Deborah Cameron, eds., Women and Their Speech<br />
Communities (London: Longman, 1988).<br />
o Julia T. Wood, Gendered Lives: Communic<strong>at</strong>ion, Gender, and Culture, 4 th ed.<br />
(Belmont, CA: Wadsworth, 2000).<br />
443
o Jane Blankenship and Deborah C. Robson, “A ‘Feminine Style’ in Women’s<br />
Political Discourse: An Explor<strong>at</strong>ory Essay,” Communic<strong>at</strong>ion Quarterly 43 (1995):<br />
353-66.<br />
o Helen Mott and Helen Petrie, “Workplace Interactions: Women’s Linguistic<br />
Behavior,” Journal of Language and Social Psychology 14 (1995): 324-36.<br />
• In “Gender Differences in Management Communic<strong>at</strong>ion: A Meta-Analysis,”<br />
Management Communic<strong>at</strong>ion Quarterly 5 (1991): 6-35, Brenda M. Wilkins and Peter<br />
A. Andersen downplay the differences between men’s and women’s communic<strong>at</strong>ion<br />
p<strong>at</strong>terns. In fact, they argue, “It can be safely concluded th<strong>at</strong> there is no meaningful<br />
difference in the communic<strong>at</strong>ion behavior of male and female managers based on<br />
current quantit<strong>at</strong>ive findings” (27).<br />
• Laura Stafford, Marrianne Dainton, and Stephen Haas argue th<strong>at</strong> although sex is a<br />
weak predictor of str<strong>at</strong>egic behaviors, gender predicts r<strong>at</strong>her well in “Measuring<br />
Routine and Str<strong>at</strong>egic Rel<strong>at</strong>ional Maintenance: Scale Revision, Sex versus Gender<br />
Roles, and the Prediction of Rel<strong>at</strong>ional Characteristics,” Communic<strong>at</strong>ion Monographs<br />
67 (September 2000): 306-23.<br />
• Donald J. Ragsdale draws on a variety of theoretical concepts covered in A <strong>First</strong> <strong>Look</strong><br />
in “Gender, S<strong>at</strong>isfaction Level, and the Use of Rel<strong>at</strong>ional Maintenance Str<strong>at</strong>egies in<br />
Marriage,” Communic<strong>at</strong>ion Monographs 63 (December 1996): 354-69.<br />
• For those interested in issues rel<strong>at</strong>ed to gender, childhood, and communic<strong>at</strong>ion, we<br />
recommend a special issue of Research on Language and Social Interaction entitled<br />
“Constituting Gender through Talk in Childhood: Convers<strong>at</strong>ions in Parent-Child, Peer<br />
and Sibling Rel<strong>at</strong>ionships” 29 (1996).<br />
• For those who wish to know more about the rel<strong>at</strong>ionship between gender and<br />
communic<strong>at</strong>ing emotional support, see Communic<strong>at</strong>ion Reports 15 (Winter 2002).<br />
Wendy Samter’s essay, “How Gender and Cognitive Complexity Influence the Provision<br />
of Emotional Support” (5-16), provides a good link back to constructivism. Samter<br />
argues th<strong>at</strong> gender remains an important variable, even when one controls for<br />
cognitive complexity.<br />
• For additional discussion of androgyny and rel<strong>at</strong>ed issues, see:<br />
o Sandra Lipsitz Bem, “The Measurement of Psychological Androgyny,” Journal of<br />
Consulting and Clinical Psychology 42 (1974): 155-62.<br />
o Bem, The Lenses of Gender: Transforming the Deb<strong>at</strong>e on Sexual Inequality<br />
(New Haven: Yale University Press, 1993).<br />
o Ken Burke, Nancy Burroughs-Denhart, and Glen McClish, “Androgyny and<br />
Identity in Gender Communic<strong>at</strong>ion,” Quarterly Journal of Speech 80 (November<br />
1994): 482-97.<br />
• The classic literary work on androgyny is Virginia Woolf’s A Room of One’s Own (New<br />
York: Harcourt, 1929), which has been sadly neglected by communic<strong>at</strong>ion scholars.<br />
For further discussion, see Glen McClish, “Virginia Woolf, Androgyny, and the Discipline<br />
of Communic<strong>at</strong>ion,” Furman Studies 37 (June 1995): 55-65.<br />
• For discussion of gender and the Internet, see Susan B. Barnes, Online Connections:<br />
Internet Interpersonal Rel<strong>at</strong>ionships (Cresskill, NJ: Hampton Press, 2001).<br />
444
• For a distinctly conserv<strong>at</strong>ive approach to gender and communic<strong>at</strong>ion, see Kay E.<br />
Payne, Different but Equal: Communic<strong>at</strong>ion between the Sexes (Westport, CT: Praeger,<br />
2001).<br />
• For rel<strong>at</strong>ed work in the field of composition studies, see Mary Ann Cain, Revisioning<br />
Writers’ Talk: Gender and Culture in Acts of Composing (Albany: St<strong>at</strong>e University of<br />
New York Press, 1995).<br />
• The film He Said, She Said offers a humorous portrayal of differences between men’s<br />
and women’s perceptions and communic<strong>at</strong>ion p<strong>at</strong>terns.<br />
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CHAPTER 33<br />
GENDERLECT STYLES<br />
Outline<br />
I. Introduction.<br />
A. Deborah Tannen argues th<strong>at</strong> male-female communic<strong>at</strong>ion is cross-cultural.<br />
B. Miscommunic<strong>at</strong>ion between men and women is both common and insidious<br />
because the parties usually don’t realize th<strong>at</strong> the encounters are cross-cultural.<br />
C. Tannen’s writing underscores the mutually alien n<strong>at</strong>ure of male and female<br />
convers<strong>at</strong>ion styles.<br />
D. Tannen’s approach departs from much feminist scholarship th<strong>at</strong> claims th<strong>at</strong><br />
convers<strong>at</strong>ions between men and women reflect male domin<strong>at</strong>ion.<br />
1. She assumes th<strong>at</strong> male and female convers<strong>at</strong>ional styles are equally valid.<br />
2. The term genderlect suggests th<strong>at</strong> masculine and feminine styles of discourse<br />
are best viewed as two distinct cultural dialects r<strong>at</strong>her than as inferior or<br />
superior ways of speaking.<br />
E. At the risk of reinforcing a reductive biological determinism, Tannen insists th<strong>at</strong> there<br />
are gender differences in the ways we speak.<br />
II.<br />
III.<br />
Women’s desire for connection versus men’s desire for st<strong>at</strong>us.<br />
A. More than anything else, women seek human connection.<br />
B. Men are concerned mainly with st<strong>at</strong>us.<br />
C. Tannen does not believe th<strong>at</strong> men and women seek only st<strong>at</strong>us and connection,<br />
respectively, but these are their primary goals.<br />
Rapport talk versus report talk.<br />
A. Public speaking versus priv<strong>at</strong>e speaking.<br />
1. Women talk more than men in priv<strong>at</strong>e convers<strong>at</strong>ions.<br />
2. In the public arena, men vie for ascendancy and speak much more than women.<br />
3. Men assume a lecture style to establish a “one-up” position, command<br />
<strong>at</strong>tention, convey inform<strong>at</strong>ion, and insist on agreement.<br />
4. Men’s monologue style is appropri<strong>at</strong>e for report, but not for rapport.<br />
B. Telling a story.<br />
1. Men tell more stories and jokes than do women.<br />
2. Telling jokes is a masculine way to negoti<strong>at</strong>e st<strong>at</strong>us.<br />
3. Men are the heroes in their own stories.<br />
4. When women tell stories, they downplay themselves.<br />
C. Listening.<br />
1. Women show <strong>at</strong>tentiveness through verbal and nonverbal cues.<br />
2. Men may avoid these cues to keep from appearing “one-down.”<br />
3. A woman interrupts to show agreement, to give support, or to supply wh<strong>at</strong> she<br />
thinks the speaker will say (a cooper<strong>at</strong>ive overlap).<br />
4. Men regard any interruption as a power move.<br />
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D. Asking questions.<br />
1. Men don’t ask for help because it exposes their ignorance.<br />
2. Women ask questions to establish a connection with others.<br />
3. When women st<strong>at</strong>e their opinions, they often use tag questions to soften the<br />
sting of potential disagreement and to invite particip<strong>at</strong>ion in open, friendly<br />
dialogue.<br />
E. Conflict.<br />
1. Men usually initi<strong>at</strong>e and are more comfortable with conflict.<br />
2. To women, conflict is a thre<strong>at</strong> to connection to be avoided <strong>at</strong> all costs.<br />
3. Men are extremely wary about being told wh<strong>at</strong> to do.<br />
IV.<br />
“Now you’re beginning to understand.”<br />
A. Tannen believes th<strong>at</strong> both men and women need to learn how to adopt the other’s<br />
voice.<br />
B. However, she expresses only guarded hope th<strong>at</strong> men and women will alter their<br />
linguistic styles.<br />
C. She has more confidence in the benefits of multicultural understanding between<br />
men and women.<br />
V. Critique: is Tannen soft on research and men?<br />
A. Tannen suggests we use the “aha factor”—a subjective standard of validity—to test<br />
her truth claims.<br />
B. Tannen’s analysis of common misunderstandings between men and women has<br />
struck a chord with millions of readers.<br />
C. Critics suggest th<strong>at</strong> selective d<strong>at</strong>a may be the only way to support a reductionist<br />
claim th<strong>at</strong> women are one way and men another.<br />
D. Tannen’s intimacy/independence dichotomy echoes one of Baxter and<br />
Montgomery’s tensions, but it suggests none of the ongoing complexity of human<br />
existence th<strong>at</strong> rel<strong>at</strong>ional dialectics describes.<br />
E. Tannen’s assertions about male and female styles run the risk of becoming selffulfilling<br />
prophecy.<br />
F. Ken Burke, Nancy Burroughs-Denhart, and Glen McClish suggest th<strong>at</strong> although<br />
Tannen claims both female and male styles are equally valid, many of her comments<br />
and examples tend to disparage masculine values.<br />
G. Julia Wood and Christopher Inman observe th<strong>at</strong> the prevailing ideology of intimacy<br />
discounts the ways th<strong>at</strong> men draw close to each other.<br />
H. Adrianne Kunkel and Brant Burleson challenge the different cultures perspective<br />
th<strong>at</strong> is <strong>at</strong> the heart of Tannen’s genderlect theory, citing their work on comforting as<br />
equally valuable to both sexes.<br />
I. Senta Troemel-Ploetz accuses Tannen of ignoring issues of male dominance, control,<br />
power, sexism, discrimin<strong>at</strong>ion, sexual harassment, and verbal insults.<br />
1. You cannot omit issues of power from communic<strong>at</strong>ion.<br />
2. Men understand wh<strong>at</strong> women want but give it only when it suits them.<br />
3. Tannen’s theory should be tested to see if men who read her book talk more<br />
emp<strong>at</strong>hetically with their wives.<br />
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Key Names and Terms<br />
Deborah Tannen<br />
A linguist <strong>at</strong> Georgetown University who has pioneered research in genderlect styles.<br />
Genderlect<br />
A term th<strong>at</strong> suggests th<strong>at</strong> masculine and feminine styles of discourse are best viewed<br />
as two distinct cultural dialects and not inferior or superior ways of speaking.<br />
You Just Don’t Understand<br />
Tannen’s best-seller, which presents genderlects styles to a popular audience.<br />
Rapport Talk<br />
The convers<strong>at</strong>ional style Tannen associ<strong>at</strong>es with women, which seeks to establish<br />
connection.<br />
Report Talk<br />
The convers<strong>at</strong>ional style Tannen associ<strong>at</strong>es with men, which seeks to command<br />
<strong>at</strong>tention, convey inform<strong>at</strong>ion, and insist on agreement.<br />
Cooper<strong>at</strong>ive Overlap<br />
When a woman interrupts to add words of agreement, to show support, or to finish a<br />
sentence with wh<strong>at</strong> she thinks the speaker will say. It is a sign of rapport r<strong>at</strong>her than a<br />
competitive ploy.<br />
Tag Question<br />
A short question <strong>at</strong> the end of a declar<strong>at</strong>ive st<strong>at</strong>ement, often used by women to soften<br />
the sting of potential disagreement and to invite particip<strong>at</strong>ion in open, friendly dialogue.<br />
Aha Factor<br />
A subjective standard ascribing validity to an idea when it reson<strong>at</strong>es with one’s personal<br />
experience.<br />
Ken Burke, Nancy Burroughs-Denhart, and Glen McClish<br />
Communic<strong>at</strong>ion scholars who suggest th<strong>at</strong> although Tannen claims both female and<br />
male styles are equally valid, many of her comments and examples tend to disparage<br />
masculine values.<br />
Julia Wood and Christopher Inman<br />
Communic<strong>at</strong>ion scholars from the University of North Carolina who observe th<strong>at</strong> the<br />
prevailing ideology of intimacy discounts the ways th<strong>at</strong> men draw close to each other.<br />
Adrianne Kunkel and Brant Burleson<br />
Communic<strong>at</strong>ion scholars from the University of Kansas and Purdue University,<br />
respectively, who challenge the different cultures perspective based on results from<br />
their research on comforting.<br />
Senta Troemel-Ploetz<br />
A German linguist and feminist who accuses Tannen of ignoring issues of male<br />
dominance, control, power, sexism, discrimin<strong>at</strong>ion, sexual harassment, and verbal<br />
insults.<br />
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Principal Changes<br />
Griffin has changed the section on conflict to better align it with Tannen’s thinking,<br />
added Kunkel and Burleson’s objection to the Critique section, and has upd<strong>at</strong>ed the Second<br />
<strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Of all the theorists fe<strong>at</strong>ured in A <strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, Deborah Tannen<br />
is the only one who qualifies as a genuine celebrity in contemporary popular culture—a fact<br />
conclusively proven by the cartoon on page 477. She is quoted, praised, and criticized<br />
everywhere you turn. Indeed, the “aha factor” has been a reality for millions of Americans, and<br />
you’ll have no trouble interesting your students in this provoc<strong>at</strong>ive, germane m<strong>at</strong>erial.<br />
Sex and gender: a very important distinction<br />
Although they are often used synonymously, sex and gender are not the same and it’s a<br />
point worth making <strong>at</strong> the onset of the discussion of the gender theories. As Griffin points out<br />
in the introduction to this section (469), sex is an objective fact based on biological criteria<br />
while gender is a social, symbolic cre<strong>at</strong>ion learned through cultural training. Put in the<br />
vernacular, sex is about the hardware and gender the software. To say th<strong>at</strong> a true sex<br />
difference exists is to imply th<strong>at</strong> a difference between men and women is somehow linked to<br />
biological or chromosomal differences. For example, there is a true sex difference between<br />
men and women in physical strength based on differing muscle potency. However, to say th<strong>at</strong><br />
something is a gender difference suggests th<strong>at</strong> the discrepancy is not rel<strong>at</strong>ed to biology, but to<br />
a culturally learned, cognitive construction. Therefore, genderlects is an apt title for Tannen’s<br />
position, though the point becomes distorted because distinctions are drawn between males<br />
and females, biological-based terms, when it would be more appropri<strong>at</strong>e to label the two<br />
camps by their gender-based titles—masculine and feminine.<br />
How much of a difference is this difference?<br />
As with any claim th<strong>at</strong> any single factor makes an enormous difference, the<br />
conscientious student of communic<strong>at</strong>ion theory must ask how much of the variability can be<br />
explained. In her theory, Tannen claims th<strong>at</strong> gender differences make all the difference, a<br />
point you may want to discuss with your students. To use Julia Woods’s terminology, is Tannen<br />
“essentializing” or implying th<strong>at</strong> all members of a sex are essentially the same? But, as Griffin<br />
points out in his section introduction (467-69), other researchers have suggested th<strong>at</strong> gre<strong>at</strong><br />
variability exists within the members of each sex and furthermore, much similarity exists<br />
between the two camps. You may want to discuss K<strong>at</strong>hryn Dindia and Mike Allen’s metaanalysis<br />
(“Sex Differences in Self-Disclosure: A Meta-Analysis,” Psychological Bulletin 112, 1<br />
[1992], 106-124), which found a -.01 correl<strong>at</strong>ion between men and women on self-disclosure,<br />
a finding th<strong>at</strong> clearly challenges Tannen’s claim of a vast divide.<br />
449
The merit in being <strong>at</strong>tacked on all sides<br />
In the previous chapter on speech codes, Griffin gives Philipsen some profound praise<br />
when he suggests th<strong>at</strong> important theories are widely <strong>at</strong>tacked. Quoting his own professor,<br />
Griffin says, “You know you’re in the wrong place on an issue if you aren’t getting well roasted<br />
from all sides” (463). It’s important to show your students th<strong>at</strong> this “golden mean” standard<br />
also applies to Tannen’s work. As Griffin’s Critique section succinctly demonstr<strong>at</strong>es, she has<br />
been <strong>at</strong>tacked both for being too tough on men and for being insufficiently tough on them. To<br />
some, she has unlocked the secrets of male-female communic<strong>at</strong>ion, and to others she has<br />
locked us into the prison house of gender stereotypes. The point, it seems to us, is not to<br />
condemn her for this variety of responses, but to applaud her for stirring the thoughts and<br />
beliefs of so many people. Right, wrong, or somewhere in between, she has been a terrific<br />
c<strong>at</strong>alyst for discussions of communic<strong>at</strong>ion theory and methodology.<br />
The missing metamessage<br />
Tannen’s books are filled with many interesting ideas, and unfortun<strong>at</strong>ely Griffin had to<br />
cut much to keep this chapter an appropri<strong>at</strong>e length. One of the most important excluded<br />
concepts is the “metamessage.” In both Th<strong>at</strong>’s Not Wh<strong>at</strong> I Meant! and You Just Don’t<br />
Understand, Tannen suggests th<strong>at</strong> women are more sensitive to the communic<strong>at</strong>ive power of<br />
context, whereas men tend to focus more narrowly on messages in isol<strong>at</strong>ion from situ<strong>at</strong>ional<br />
factors. When misunderstandings arise over metamessages, women accuse men of being<br />
“insensitive” and men blame women for “reading things into” wh<strong>at</strong> they say. (One could argue,<br />
in fact, th<strong>at</strong> interpret<strong>at</strong>ive differences concerning metamessages correspond to the different<br />
communic<strong>at</strong>ive styles of collectivistic and individualistic cultures as fe<strong>at</strong>ured in Chapter 31.<br />
Tannen seems to be suggesting th<strong>at</strong> whereas women’s culture is high context, men’s is low<br />
context.) The concept of the metamessage also rel<strong>at</strong>es closely to a key axiom of the<br />
interactional view (communic<strong>at</strong>ion = content + rel<strong>at</strong>ionship). You might consider adding<br />
differences in the interpret<strong>at</strong>ion of metamessages to the list of five major distinctions between<br />
male and female communic<strong>at</strong>ion included in the section of the chapter titled “Rapport Talk<br />
versus Report Talk.”<br />
Unappreci<strong>at</strong>ed emp<strong>at</strong>hy<br />
At the beginning of the Critique section, Griffin covers the basic point th<strong>at</strong> women are<br />
more likely to desire understanding than advice in convers<strong>at</strong>ion (478), but he is unable to<br />
include Tannen’s important counterpoint th<strong>at</strong> men may not appreci<strong>at</strong>e displays of emp<strong>at</strong>hy<br />
because they undermine their autonomy and the uniqueness of their particular problem (You<br />
Just Don’t Understand 51). Unlike women, men may not like their partners to say, “I know just<br />
how you feel.” It will be interesting to see how your class responds to this claim.<br />
B<strong>at</strong>eson’s “complementary schismogenesis”: A worsening spiral<br />
One of Tannen’s most useful concepts (fe<strong>at</strong>ured in both Th<strong>at</strong>’s Not Wh<strong>at</strong> I Meant! and<br />
You Just Don’t Understand) has been borrowed from Gregory B<strong>at</strong>eson—“complementary<br />
schismogenesis.” This notion aptly describes the worsening spiral of miscommunic<strong>at</strong>ion th<strong>at</strong><br />
often frustr<strong>at</strong>es men and women. B<strong>at</strong>eson’s electric-blanket analogy is priceless.<br />
450
High involvement convers<strong>at</strong>ional style<br />
Perhaps the most underr<strong>at</strong>ed and provoc<strong>at</strong>ive section of You Just Don’t Understand is<br />
Tannen’s discussion of the “high consider<strong>at</strong>eness”/”high involvement” dichotomy in<br />
convers<strong>at</strong>ion (196-202). She suggests th<strong>at</strong> some people who interrupt and overlap frequently<br />
aren’t being rude; they’re simply oper<strong>at</strong>ing under the convers<strong>at</strong>ional norms of high<br />
involvement. Wh<strong>at</strong>’s particularly interesting here is th<strong>at</strong> Tannen <strong>at</strong>tributes differences in<br />
communic<strong>at</strong>ive style to culture and geographical region, r<strong>at</strong>her than gender, thus complic<strong>at</strong>ing<br />
her approach to convers<strong>at</strong>ional styles considerably.<br />
Genderlects as a self-fulfilling prophecy?<br />
Be sure your students understand Griffin’s point th<strong>at</strong> Tannen’s theory could function as<br />
self-fulfilling prophecy (479). If self and gender are socially constructed, then the work of<br />
celebrity theorists such as Tannen can have a terrific impact on actual human development. In<br />
this sense, books th<strong>at</strong> claim to reveal the “truth” about male or female p<strong>at</strong>terns have the<br />
potential to become norm<strong>at</strong>ive. If influential writers such as Tannen and John Gray—author of<br />
Men Are from Mars, Women Are from Venus: A Practical Guide for Improving Communic<strong>at</strong>ion<br />
and Getting Wh<strong>at</strong> You Want in Your Rel<strong>at</strong>ionships (New York: HarperCollins, 1992) and several<br />
sequels—tell us th<strong>at</strong> men and women invariably act in certain ways, then it is but a small step<br />
to believing th<strong>at</strong> they should do so. How, then, should one view women professors who<br />
consistently put their careers ahead of rel<strong>at</strong>ionships and friendships? More to the point, how<br />
should these women view themselves? Are they unfeminine or abnormal? Are husbands who<br />
put their wives ahead of their jobs effemin<strong>at</strong>e? When does mere description become<br />
prescription? (An example of an explicit transl<strong>at</strong>ion of description of gender differences into<br />
prescription is the popular and controversial book The Rules: Time-Tested Secrets for<br />
Capturing the Heart of Mr. Right, by Ellen Fein and Sherrie Schneider [New York: Warner<br />
Books, 1995.]) (Essay Questions #23 and #27 below address this issue.)<br />
Is genderlect theory ethnocentric?<br />
The critique of Burke, Burroughs-Denhart, and McClish th<strong>at</strong> You Just Don’t Understand<br />
contains an implicit bias against the male style raises an issue th<strong>at</strong> was initially brought up in<br />
our tre<strong>at</strong>ment of speech codes theory: the difficulty of comparing your own culture to another<br />
without inherently favoring th<strong>at</strong> with which you are more familiar. Just as Philipsen could be<br />
seen to paint a more favorable picture of the communic<strong>at</strong>ive practices of Nacirema than those<br />
of Teamsterville, so Tannen may give a better impression of female convers<strong>at</strong>ion than its male<br />
counterpart. It’s a point worth considering. Another way to approach the issue would be to ask<br />
the following question: “Wh<strong>at</strong> would You Just Don’t Understand be like if it had been written by<br />
a man?”<br />
With regard to Kunkel and Burleson’s claim th<strong>at</strong> the different cultures perspective “has<br />
lost its narr<strong>at</strong>ive force” (479), we are reminded of a like-minded bumper sticker: “Men are from<br />
Earth, women are from Earth—Get used to it!”<br />
451
Sample Applic<strong>at</strong>ion Log<br />
N<strong>at</strong>e<br />
The best example of a real difference between the need for connection and st<strong>at</strong>us is how my<br />
wife and I get into conflicts. I usually initi<strong>at</strong>e arguments by bringing up things we need to work<br />
on, whereas my wife needs to know th<strong>at</strong> everything is good right now. You see, I want to have<br />
the best rel<strong>at</strong>ionship of anyone we know. My wife does want the same, but she thinks it should<br />
be th<strong>at</strong> way to start off with—a difficult thing for a male communic<strong>at</strong>ions student.<br />
Exercises and Activities<br />
Is genderlects outd<strong>at</strong>ed?<br />
Many of our students have suggested th<strong>at</strong> distinct behavioral and communic<strong>at</strong>ive<br />
differences between the genders are more relics of the past than conditions of the present. In<br />
this era of rel<strong>at</strong>ive gender equality, they claim, the kinds of dichotomies Tannen describes are<br />
primarily m<strong>at</strong>ters of history, r<strong>at</strong>her than contemporary life. Challenge students to provide<br />
evidence for this “Brave New World” claim. (Essay Question #24, below, addresses this issue.)<br />
You might also want students to discuss how cultural factors intersect with gender to<br />
complic<strong>at</strong>e Tannen’s claims. (See Essay Question #27 below.)<br />
Bem’s sex role inventory (BSRI)<br />
Before covering genderlects theory in class, consider asking your students to complete<br />
Sharon Lipsitz Bem’s sex role inventory th<strong>at</strong> Griffin discusses in the gender section’s<br />
introduction (468). The inventory is based on evalu<strong>at</strong>ing how aptly or characteristically 60<br />
adjectives are of one’s self and the tallied score indic<strong>at</strong>es a person’s degree of masculinity and<br />
femininity, or amount of identific<strong>at</strong>ion with a particular sex role. While some students may find<br />
themselves a perfect m<strong>at</strong>ch between sex and sex role identific<strong>at</strong>ion (i.e. the very masculine<br />
man or the ultra feminine woman), others may find themselves in a more undefined place, by<br />
either straddling neutral ground or by being extremely high or low in both masculine and<br />
feminine traits. As with any pencil-and-paper personality indic<strong>at</strong>or, it is good to remind<br />
students not to allow a number on a paper define who they are. Based on their BSRI scores, do<br />
students support or object to Tannen’s gender-based claims? It’s likely th<strong>at</strong> those who are<br />
either highly masculine or feminine will be more likely to endorse her position than those in<br />
murky w<strong>at</strong>ers.<br />
A tricky test question<br />
You’ll notice th<strong>at</strong> the second half of Essay Question #21 below is deliber<strong>at</strong>ely<br />
controversial and provoc<strong>at</strong>ive. Students can choose the safe answer (Tannen’s official<br />
response)—th<strong>at</strong> they are different, but equally valid. They can also opt for the integr<strong>at</strong>ive<br />
approach, arguing th<strong>at</strong> since both styles are potentially useful it’s best to be as androgynous<br />
and flexible as possible. (Integr<strong>at</strong>ive Essay Question #30 below may be applicable here.) Or<br />
they can go out on a limb and explic<strong>at</strong>e the inherent superiority of one approach or the other.<br />
To do so, they’ll have to establish appropri<strong>at</strong>e criteria for judgment. Essay Question #25, which<br />
452
takes an instrumental approach to the issue of differing styles, may provide some help in<br />
cre<strong>at</strong>ing such criteria.<br />
Media and literary portrayals of genderlects<br />
Gender differences are an extremely popular theme for contemporary television shows<br />
and movies, and you’ll have no trouble finding recent clips th<strong>at</strong> illustr<strong>at</strong>e ostensible differences<br />
between the ways males and females communic<strong>at</strong>e. In some ways, though, it might be more<br />
revealing to go back <strong>at</strong> least a decade or two, when writers and producers were less deliber<strong>at</strong>e<br />
about portraying the ways in which men and women converse.<br />
Tannen is extremely adept <strong>at</strong> drawing upon liter<strong>at</strong>ure to support her theory, so it may be<br />
interesting to present a literary example or two th<strong>at</strong> complic<strong>at</strong>es the picture. One possible<br />
candid<strong>at</strong>e is Thorton Wilder’s classic play Our Town. Consider, for example, the long encounter<br />
in Act II when George and Emily communic<strong>at</strong>e their true feelings for one another. George<br />
listens diligently and nondefensively to Emily’s r<strong>at</strong>her harshly worded complaint about his<br />
character and focuses his response on rel<strong>at</strong>ional—r<strong>at</strong>her than hierarchical—issues. Because<br />
their rapport is of central importance to him, he confirms her perceptions and willingly<br />
discloses his priv<strong>at</strong>e feelings to her. George, a sensitive young man of the early twentieth<br />
century, seeks to establish supportive, egalitarian, open communic<strong>at</strong>ion about their<br />
rel<strong>at</strong>ionship—there is no complementary schismogenesis here. Whereas the passage does not<br />
overturn every stereotypical expect<strong>at</strong>ion we have developed about communic<strong>at</strong>ion between<br />
males and females, it suggests to students th<strong>at</strong> individual differences and m<strong>at</strong>ters of<br />
personality are often the most salient aspects of communic<strong>at</strong>ive p<strong>at</strong>terns. Perhaps George<br />
would have eventually turned out like his f<strong>at</strong>her, who avoids important rel<strong>at</strong>ional<br />
communic<strong>at</strong>ion with his wife by refusing to discuss a romantic vac<strong>at</strong>ion in Paris, but <strong>at</strong> this<br />
moment, <strong>at</strong> least, he seems to be a male <strong>at</strong> home with intim<strong>at</strong>e connections and webs of<br />
rel<strong>at</strong>ionships. Another excellent text is PBS’s The Farmer’s Wife. The evolution of Juanita and<br />
Darrel’s communic<strong>at</strong>ion over the course of the film provides a profound case study for<br />
genderlect theory.<br />
When Em Griffin teaches this chapter, he shows his students the clip on male-female<br />
friendship from When Harry Met Sally (Cue Point: 0:08:50) fe<strong>at</strong>ured in the chapter (471-72).<br />
He also recommends Tannen herself on video and encourages instructors to check out videos<br />
in which she is fe<strong>at</strong>ured from their institutions’ libraries or media centers. He notes th<strong>at</strong> the<br />
audiences for these video performances tend to be white and middle class, a point th<strong>at</strong> could<br />
lead to some interesting discussion of the scope and range of her theoretical principles. In<br />
addition, Griffin likes to interrog<strong>at</strong>e the “aha factor” Tannen claims valid<strong>at</strong>es her approach<br />
(478). To do this, he asks his students about their “aha” experiences, then discusses the<br />
extent to which these personal epiphanies are legitim<strong>at</strong>ely generalizable for the class. Is the<br />
“aha factor” really a valid way to conduct or test theory?<br />
453
Further Resources<br />
• A good general collection of essays on rel<strong>at</strong>ed issues is Linda A.M. Perry, Lynn H.<br />
Turner, and Helen M. Sterk, eds., Constructing and Reconstructing Gender: The Links<br />
among Communic<strong>at</strong>ion, Language, and Gender (Albany: St<strong>at</strong>e University of New York<br />
Press, 1992). Particularly relevant is Nancy Hoar’s piece, “Genderlect, Powerlect, and<br />
Politeness,” 127-36.<br />
• Annette Hannah and Tamar Murachver explore the genderlect hypothesis in “Gender<br />
and Convers<strong>at</strong>ional Style as Predictors of Convers<strong>at</strong>ional Behavior,” Journal of<br />
Language and Social Psychology 18 (June 1999): 153-74.<br />
• Suzanne Braun Levine examines the importance of genderlects in the profession of<br />
journalism in “News-Speak and ‘Genderlect’—(It’s Only News if You Can Sell It),” Media<br />
Studies Journal 7 (Winter 1993): 114-23.<br />
• William Rawlins’s Friendship M<strong>at</strong>ters, which Griffin fe<strong>at</strong>ures in the Second <strong>Look</strong> section<br />
of Chapter 11, has much of interest to say about the ways males and females<br />
communic<strong>at</strong>e with their friends and romantic partners.<br />
• For a good example of the influence of Tannen’s work on the communic<strong>at</strong>ion field, see<br />
Richard L. Weaver’s chapter, “Gender Communic<strong>at</strong>ion: Understanding the Other Sex,”<br />
in Understanding Interpersonal Communic<strong>at</strong>ion, 7 th ed. (Boston: Allyn & Bacon, 1996),<br />
245-70. Although Weaver includes the usual cautions about generaliz<strong>at</strong>ions, his<br />
discussion—like Tannen’s—could be seen to perpetu<strong>at</strong>e the very differences he seeks<br />
merely to describe, particularly his claim th<strong>at</strong> “gender differences have as much to do<br />
with the biology of the brain as the way we are raised” (252).<br />
• Heidi Reeder examines the assumptions, ideologies, and methodologies for studying<br />
gender differences in interpersonal communic<strong>at</strong>ion in her article, “A Critical <strong>Look</strong> <strong>at</strong><br />
Gender Difference in Communic<strong>at</strong>ion Research,” Communic<strong>at</strong>ion Studies 47, 4 (1996):<br />
318-31.<br />
• For a critical assessment of the male genderlect, see Peter F. Murphy, Studs, Tools, and<br />
the Family Jewels: Metaphors Men Live By (Madison: University of Wisconsin Press,<br />
2001).<br />
• For discussion of interruptions, see Sara Hayden, “Interruptions and the Construction of<br />
Reality,” in Differences th<strong>at</strong> Make a Difference: Examining the Assumptions in Gender<br />
Research, eds. Lynn H. Turner and Helen M. Sterk (Westport, CT: Greenwood, 1994),<br />
99-106.<br />
• Shawn Parry-Giles and Trevor Parry-Giles analyze problems with the “feminine style” of<br />
discourse in the political realm in “Gendered Politics and Presidential Image<br />
Construction: A Reassessment of the ‘Feminine Style,’” Communic<strong>at</strong>ion Monographs<br />
63 (December 1996): 337-53.<br />
454
Other texts by Tannen<br />
• Framing and Discourse (New York: Oxford University Press, 1993); and Gender and<br />
Convers<strong>at</strong>ional Interaction (New York: Oxford University Press, 1993).<br />
• You may wish to check out her work, The Argument Culture: Stopping America’s War of<br />
Words (New York: Ballantine Books, 1999). Although probably misnamed—Tannen is<br />
not really against argument when it is conducted r<strong>at</strong>ionally, fairly, and productively—it<br />
takes on the discourse of contentiousness th<strong>at</strong> may be too prevalent in our society.<br />
Two-cultures hypothesis in groups<br />
• Renee A. Myers, et al. provide empirical support for the dual cultures approach to malefemale<br />
communic<strong>at</strong>ion in “Sex Differences and Group Argument: A Theoretical<br />
Framework and Empirical Investig<strong>at</strong>ion,” Communic<strong>at</strong>ion Studies 48 (Spring 1997): 19-<br />
41.<br />
• K<strong>at</strong>herine Hawkins and Christopher B. Power explore the presence of genderlects in<br />
small groups in “Gender Differences in Questions Asked During Small Decision-Making<br />
Group Discussions,” Small Group Research 30 (April 1999): 235-56.<br />
Critiques of Tannen<br />
• In The Mismeasure of Women (New York: Simon and Schuster, 1992), Carol Tavris<br />
offers an interesting critique of Tannen’s genderlects theory (297-301). For example,<br />
she argues, “Wh<strong>at</strong> Tannen’s approach overlooks is th<strong>at</strong> people’s ways of speaking . . .<br />
often depend more on the gender of the person they are speaking with than on their<br />
own intrinsic ‘convers<strong>at</strong>ion style’” (298-99).<br />
• Other critiques of the two-cultures approach to gender and communic<strong>at</strong>ion can be<br />
found in Mary Crawford’s Talking Difference: On Gender and Language (London: Sage,<br />
1995); and Elizabeth Aries’s Men and Women in Interaction: Reconsidering the<br />
Differences (New York: Oxford University Press, 1996).<br />
• An <strong>at</strong>tack on Tannen’s evidence for You Just Don’t Understand is launched by Daena J.<br />
Goldsmith and P<strong>at</strong>ricia A. Fulfs in “‘You Just Don’t Have the Evidence’: An Analysis of<br />
Claims and Evidence in Deborah Tannen’s You Just Don’t Understand,” Communic<strong>at</strong>ion<br />
Yearbook 22 (1999): 1-49.<br />
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CHAPTER 34<br />
STANDPOINT THEORY<br />
Outline<br />
I. Introduction.<br />
A. A standpoint is a place from which to view the world th<strong>at</strong> determines wh<strong>at</strong> we focus<br />
on as well as wh<strong>at</strong> is obscured from us.<br />
B. Sandra Harding and Julia Wood claim th<strong>at</strong> the social groups to which we belong<br />
shape wh<strong>at</strong> we know and how we communic<strong>at</strong>e.<br />
C. Standpoint theorists suggest th<strong>at</strong> societal inequalities gener<strong>at</strong>e distinctive accounts<br />
of n<strong>at</strong>ure and social rel<strong>at</strong>ionships.<br />
D. According to Harding, the perspective from the lives of the less powerful can provide<br />
a more objective view than the perspective from the lives of the more powerful.<br />
E. Wood has applied standpoint logic to the field of communic<strong>at</strong>ion.<br />
II.<br />
III.<br />
A feminist standpoint rooted in philosophy and liter<strong>at</strong>ure.<br />
A. Georg Hegel revealed th<strong>at</strong> wh<strong>at</strong> people “know” depends upon which group they are<br />
in and th<strong>at</strong> the powerful control received knowledge.<br />
B. Early feminist standpoint theorists were influenced by Marx and Engels’s idea th<strong>at</strong><br />
the poor can be society’s “ideal knowers.”<br />
C. Standpoint theory is also influenced by symbolic interactionism, which suggests th<strong>at</strong><br />
gender is socially constructed, and by the postmodernism of theorists such as Jean-<br />
Francois Lyotard, which suggests a critique of male-centered epistemologies.<br />
D. However, standpoint theorists reject postmodernism’s absolute rel<strong>at</strong>ivism.<br />
E. Although Harding and Wood draw from these somewh<strong>at</strong> conflicting influences, their<br />
theory is held together by the central tenet th<strong>at</strong> all scholarly inquiry should start from<br />
the lives of women and others who are marginalized.<br />
Women as a marginalized group.<br />
A. Standpoint theorists see important differences between men and women th<strong>at</strong> affect<br />
their communic<strong>at</strong>ion.<br />
1. These differences are a result of cultural expect<strong>at</strong>ions and the tre<strong>at</strong>ment th<strong>at</strong><br />
each group receives from the other.<br />
2. Culture is not experienced identically by all members of society because of<br />
inequities.<br />
3. Women are underadvantaged; men are overadvantaged.<br />
B. Harding and Wood point out th<strong>at</strong> women are not a monolithic group, and thus they<br />
do not all share the same standpoint.<br />
1. Economic condition, race, and sexual orient<strong>at</strong>ion also contribute to a woman’s<br />
position in society.<br />
2. Yet Wood feels th<strong>at</strong> a sense of solidarity is politically necessary if women are to<br />
effectively challenge male domin<strong>at</strong>ion and gain full particip<strong>at</strong>ion in public life.<br />
C. People <strong>at</strong> the top of the societal hierarchy have the power to define others.<br />
460
IV.<br />
Knowledge from nowhere versus local knowledge.<br />
A. Standpoint theorists believe th<strong>at</strong> those who define a field shape the picture of the<br />
world th<strong>at</strong> emerges from th<strong>at</strong> field.<br />
B. This view contrasts sharply with the claim th<strong>at</strong> “truth” is value-free and accessible to<br />
any objective observer.<br />
C. Harding believes th<strong>at</strong> each person can achieve only a partial view of reality from the<br />
perspective of his or her own position in the social hierarchy.<br />
D. She does not want to abandon the search for reality; she simply believes th<strong>at</strong> the<br />
search should begin from the lives of those in the underclass.<br />
1. Like all knowledge, the perspectives arising from the standpoint of women or<br />
any other minority are partial or situ<strong>at</strong>ed knowledge.<br />
2. However, standpoint theorists believe th<strong>at</strong> the perspectives of subordin<strong>at</strong>e<br />
groups are more complete and thus better than those of privileged groups in a<br />
society.<br />
V. Strong objectivity: less partial views from the standpoint of women.<br />
A. Harding emphasizes th<strong>at</strong> it’s the perspective generalized from women’s lives th<strong>at</strong><br />
provides a preferred standpoint from which to begin research.<br />
1. She calls this approach “strong objectivity.”<br />
2. By contrast, knowledge gener<strong>at</strong>ed from the standpoint of dominant groups<br />
offers only “weak objectivity.”<br />
B. Wood offers two reasons why the standpoints of women and other marginalized<br />
groups are less partial, distorted, and false than those of men in dominant positions.<br />
1. Marginalized people have more motiv<strong>at</strong>ion to understand the perspective of the<br />
powerful than vice versa.<br />
2. Marginalized people have little reason to defend the st<strong>at</strong>us quo.<br />
VI.<br />
<strong>Theory</strong> to practice: communic<strong>at</strong>ion research based on women’s lives.<br />
A. Wood’s study of caregiving in the United St<strong>at</strong>es exemplifies research th<strong>at</strong> starts from<br />
the lives of women.<br />
B. Wood suggests th<strong>at</strong> a standpoint approach is practical to the extent th<strong>at</strong> it gener<strong>at</strong>es<br />
an effective critique of unjust practices.<br />
VII. The standpoint of Black feminist thought.<br />
A. P<strong>at</strong>ricia Collins claims th<strong>at</strong> “intersecting oppressions” puts Black women in a<br />
different marginalized place in society than either white women or Black men.<br />
B. The different social loc<strong>at</strong>ion means th<strong>at</strong> Black women’s way of knowing is different<br />
from Harding and Wood’s standpoint epistemology.<br />
C. Four ways th<strong>at</strong> Black women valid<strong>at</strong>e knowledge.<br />
1. Lived experience as a criterion of meaning.<br />
2. The use of dialogue in assessing knowledge claims.<br />
3. The ethic of caring.<br />
4. The ethic of personal accountability.<br />
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VIII. Critique: do standpoints on the margins give a less false view?<br />
A. Wood st<strong>at</strong>es th<strong>at</strong> the concept of women as a single social group is politically useful,<br />
but this may not be an actual reality.<br />
B. As proponents become more and more specific about the standpoints from which<br />
particular women communic<strong>at</strong>e, the concept of group solidarity <strong>at</strong> the heart of<br />
standpoint theory becomes questionable.<br />
C. Some feminist scholars contend th<strong>at</strong> Harding’s version of standpoint theory<br />
underestim<strong>at</strong>es the role of language, which is influenced by society and culture and<br />
which cannot be separ<strong>at</strong>ed from standpoint.<br />
D. Other critics see the concept of strong objectivity as inherently contradictory, since it<br />
seems to appeal to universal standards of judgment.<br />
E. Wood acknowledges th<strong>at</strong> it may be difficult to determine which social groups are<br />
more marginalized than others.<br />
Key Names and Terms<br />
Sandra Harding<br />
A philosopher of science <strong>at</strong> the University of California, Los Angeles, who has most<br />
advanced standpoint theory among feminist scholars.<br />
Julia Wood<br />
A professor of communic<strong>at</strong>ion <strong>at</strong> the University of North Carolina <strong>at</strong> Chapel Hill who has<br />
championed and applied standpoint theory within the field of communic<strong>at</strong>ion.<br />
Standpoint<br />
Perspective; a place in time and space from which to view the world around us.<br />
Standpoint <strong>Theory</strong><br />
An approach th<strong>at</strong> suggests th<strong>at</strong> inquiry and research grounded in the standpoints of<br />
women and other marginalized groups is more objective and more complete than<br />
research based on the perspectives of the privileged.<br />
Georg Hegel<br />
German philosopher whose 1807 analysis of the master-slave rel<strong>at</strong>ionship revealed<br />
th<strong>at</strong> wh<strong>at</strong> people “know” depends upon which group they are in and th<strong>at</strong> the powerful<br />
control received knowledge.<br />
Jean-Francois Lyotard<br />
Previously introduced in the Media and Culture section, a postmodernist who favors a<br />
stance of “incredulity toward metanarr<strong>at</strong>ives,” including Enlightenment r<strong>at</strong>ionality and<br />
Western science.<br />
Situ<strong>at</strong>ed Knowledge<br />
The inevitably partial knowledge th<strong>at</strong> is based in the standpoint of the knower.<br />
According to standpoint theorists, all knowledge is situ<strong>at</strong>ed knowledge.<br />
Strong Objectivity<br />
Harding’s term for the intentional practice of starting research from the lives of women<br />
and other marginalized groups whose perspectives are less partial than those of<br />
person’s with power.<br />
Weak Objectivity<br />
The characteristic of knowledge gener<strong>at</strong>ed from the standpoint of dominant groups.<br />
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P<strong>at</strong>ricia Hill Collins<br />
African-American sociologist <strong>at</strong> Brandeis University who claims the p<strong>at</strong>terns of<br />
“intersecting oppressions” means th<strong>at</strong> Black women are in a different marginalized<br />
place in society than white women or Black men.<br />
Principal Changes<br />
In this <strong>edition</strong>, Griffin has elimin<strong>at</strong>ed his discussion of Wood’s invit<strong>at</strong>ional rhetoric and<br />
replaced it with a new section, “The standpoint of black feminist thought” detailing the position<br />
of P<strong>at</strong>ricia Hill Collins th<strong>at</strong> challenges Harding and Wood’s idea of a unified women’s<br />
standpoint. He has also upd<strong>at</strong>ed the Second <strong>Look</strong> section.<br />
Suggestions for Discussion<br />
Standpoint’s critical side<br />
Having read about Tannen, your students should find standpoint theory an intriguing<br />
change. After Tannen’s perspective, which many perceive as nonjudgmental, some will be<br />
gr<strong>at</strong>ified and others will be frustr<strong>at</strong>ed by Harding’s and Wood’s strong st<strong>at</strong>ements about the<br />
superior n<strong>at</strong>ure of women’s standpoint and communic<strong>at</strong>ion. We suspect there will be much<br />
discussion, most of which will probably not be neutral, about this aspect of standpoint theory.<br />
You may want to remind students of the first challenge of critical theorists, to bring to light<br />
language’s ability to perpetu<strong>at</strong>e power imbalances and be an impetus to change society. Em<br />
Griffin asks his classes to consider the implic<strong>at</strong>ions of Harding’s assertion th<strong>at</strong> we should<br />
begin research with people on the margins. Would there, for example, be more studies of<br />
breast cancer and coronary disease in women, more <strong>at</strong>tention paid to the importance of<br />
m<strong>at</strong>riarchs in the African-American family, and so forth?<br />
Wh<strong>at</strong> is a standpoint and why does it m<strong>at</strong>ter?<br />
A fairly germane entry point for standpoint theory is the fundamentality of a standpoint.<br />
We like to make the apt comparison of a se<strong>at</strong> <strong>at</strong> a concert. While all concertgoers <strong>at</strong>tend the<br />
same event, every se<strong>at</strong>’s sightlines are different. By typical standards, the premiere se<strong>at</strong>s are<br />
closest to the stage and in the heart of the action. But, if you wanted to view the concert more<br />
holistically, sitting in the front row is less than optimal as it limits one’s view to all but the stage<br />
act. In this case, the perspective from the nosebleed se<strong>at</strong>s in the high, upper decks would be<br />
more inform<strong>at</strong>ive. From there, you could see it all. Another analogy th<strong>at</strong> we have used<br />
effectively is the Eiffel Tower. If I wanted to understand how the structure was built, I would<br />
likely understand more standing on the ground looking up than on the observ<strong>at</strong>ions many<br />
stories in the air. Harding and Wood suggest th<strong>at</strong> the “perspectives of subordin<strong>at</strong>e groups are<br />
more complete and thus, better than those of privileged groups in a society.” Both examples<br />
clearly demonstr<strong>at</strong>e this point, but you may want to argue the case with your students th<strong>at</strong> this<br />
distance may cause some distortion of its own. Is there merit in arguing for Aristotle’s golden<br />
mean? From the middle, is it possible to understanding wh<strong>at</strong> is both above and below you?<br />
The rhetoric in standpoint theory<br />
You may also want to discuss the role of rhetoric in standpoint theory. (See Integr<strong>at</strong>ive<br />
Essay Question #34 below.) As scholars have noted, no articul<strong>at</strong>ion of standpoint can be an<br />
463
unproblem<strong>at</strong>ic reflection of experience; every standpoint is medi<strong>at</strong>ed by one’s language,<br />
motives, and ethos. On this topic, it may be useful to see Susan Hekman’s and Nancy<br />
Hirschmann’s articles referred to in Griffin’s Critique. In addition, you may want to discuss how<br />
standpoint theory can lead to more productive rhetorical analysis th<strong>at</strong> takes seriously voices<br />
th<strong>at</strong> are often ignored.<br />
The heterogeneity of women<br />
Griffin notes th<strong>at</strong> “Harding and Wood are quick to warn against thinking of women as a<br />
monolithic group,” since “economic condition, race, and sexuality” are also factors th<strong>at</strong><br />
influence standpoint. Yet they also seek solidarity among women (486). Depending on your<br />
students’ interests (and perhaps their standpoints), this point could lead to productive<br />
discussion. Women of color (for example, prominent writers such as bell hooks and Audre<br />
Lorde) have long criticized the feminist movement for its focus on upper-middle-class white<br />
women, arguing th<strong>at</strong> it privileges a viewpoint th<strong>at</strong> excludes most women. They also reject any<br />
<strong>at</strong>tempts to divide their racial identity from their gender identity. Thus, we are glad to see<br />
Griffin’s new section on “The Standpoint of Black Feminist Thought,” which introduces<br />
provoc<strong>at</strong>ive intersections between African-American scholarship and standpoint theory.<br />
(Including this section is particularly important when one considers Griffin’s extensive use of<br />
Beloved throughout the chapter to illustr<strong>at</strong>e the theory.) This fresh theorizing extends and<br />
complic<strong>at</strong>es the original theory. An interesting project for you or your students, in fact, would<br />
be to search Beloved (or another narr<strong>at</strong>ive by Morrison, Alice Walker, or Terry McMillan) for the<br />
presence of the four ways African-American women valid<strong>at</strong>e knowledge claims th<strong>at</strong> Griffin has<br />
excerpted from Collins (491).<br />
The standpoint of other marginalized groups<br />
How might standpoint theory shed light on the experience of other marginalized<br />
groups? Wood’s and Harding’s research focuses on women, but students may be interested in<br />
discussing the ways research could arise from the experiences of men. Griffin’s example of<br />
Sixo (480) certainly suggests th<strong>at</strong> African-American men develop unique local knowledge worth<br />
careful study. In particular, Wood’s argument th<strong>at</strong> marginalized groups have more motiv<strong>at</strong>ion<br />
to understand the powerful than vice versa (488) can be seen as a reiter<strong>at</strong>ion of W.E.B. Du<br />
Bois’s famous notion of “double consciousness” from The Souls of Black Folk, which was<br />
originally published in 1903. Du Bois st<strong>at</strong>es, “It is a peculiar sens<strong>at</strong>ion, this doubleconsciousness,<br />
this sense of always looking <strong>at</strong> one’s self through the eyes of others, of<br />
measuring one’s soul by the tape of a world th<strong>at</strong> looks on in amused contempt and pity” ([New<br />
York: Penguin, 1989], 5). Correspondingly, James Weldon Johnson st<strong>at</strong>es in his Autobiography<br />
of an Ex-Coloured Man, originally published in 1912, “I believe it to be a fact th<strong>at</strong> the coloured<br />
people of this country know and understand the white people better than the white people<br />
know and understand them” ([New York: Vintage-Random, 1989], 22). If you wish to expand<br />
your discussion beyond gender, these famous pronouncements may be a good place to start.<br />
The Invisible Man, which we’ve mentioned in our tre<strong>at</strong>ments of symbolic interactionism and<br />
the narr<strong>at</strong>ive paradigm, is a compelling explor<strong>at</strong>ion of an African-American man’s standpoint <strong>at</strong><br />
the midpoint of the twentieth century.<br />
You may have noticed th<strong>at</strong> Griffin marshals the same passage from Beloved (containing<br />
Sixo’s failed effort to convince schoolteacher th<strong>at</strong> he was justified in appropri<strong>at</strong>ing a pig) to<br />
demonstr<strong>at</strong>e standpoint theorists’ emphasis on social loc<strong>at</strong>ion (480) th<strong>at</strong> we use in our<br />
464
tre<strong>at</strong>ment of CMM to illustr<strong>at</strong>e how power imbalances limit the ability of persons in<br />
convers<strong>at</strong>ion to co-construct social realities. Perhaps, ultim<strong>at</strong>ely, we are making the same<br />
point.<br />
Strong objectivity<br />
To understand the implic<strong>at</strong>ions of a research program based on “strong objectivity,” you<br />
might try having students go through some recent issues of a communic<strong>at</strong>ion journal. Since<br />
there are many feminists working in the field, they will probably find many studies th<strong>at</strong> already<br />
favor the str<strong>at</strong>egy of “strong objectivity.” Ask them about how they might reframe other studies<br />
th<strong>at</strong> exhibit wh<strong>at</strong> Harding would call a “weak objectivity” in order to give them a “strong<br />
objectivity.” Rel<strong>at</strong>ed questions can be explored. Wh<strong>at</strong> is gained and lost through this<br />
reframing? If all knowledge is partial, wh<strong>at</strong> happens if all studies are based on “strong<br />
objectivity”? In other words, notwithstanding the implic<strong>at</strong>ions of the neg<strong>at</strong>ive term “weak,”<br />
might there be value in incorpor<strong>at</strong>ing both kinds of research in the field?<br />
You may wish to discuss in some detail the critique of strong objectivity (492). Ask your<br />
students to consider if and how some knowledge can be “less partial” if one questions<br />
traditional definitions of objectivity. Wh<strong>at</strong> standard might Harding and Wood be using to judge<br />
knowledge—and why are they contradicting themselves? Or is there some validity to their<br />
position because, as they posit, marginalized groups see power imbalances more fully?<br />
Standpoint in the Academy<br />
You may also wish to apply standpoint theory to the classroom setting. In this situ<strong>at</strong>ion,<br />
is the viewpoint of the students more valid than th<strong>at</strong> of the professors, who obviously have the<br />
power? If so, wh<strong>at</strong> should happen to the educ<strong>at</strong>ional process? On a broader level, the<br />
educ<strong>at</strong>ional establishment itself tends to be domin<strong>at</strong>ed by people of power and privilege, and,<br />
although they are women, Harding and Wood are no exceptions. The kind of research th<strong>at</strong><br />
scholars do requires educ<strong>at</strong>ion and other resources th<strong>at</strong> are the result of societal power. Even<br />
if they publish on marginalized people, it is the voices of the privileged th<strong>at</strong> we hear in journals<br />
and textbooks.<br />
Sample Applic<strong>at</strong>ion Log<br />
Adrianna<br />
I applaud Harding’s “insistence on local knowledge.” The idea th<strong>at</strong> a person can be a<br />
“transparent eyeball” (like Emerson claimed) is not realistic; each person sees through his or<br />
her own personal interpretive lens. No one can be completely objective. We have discussed<br />
this extensively in my Early American liter<strong>at</strong>ure class, and I think th<strong>at</strong> this realiz<strong>at</strong>ion is one<br />
important contribution of postmodern theory.<br />
At first I was hesitant to embrace the idea th<strong>at</strong> marginalized people have a more objective or<br />
less distorted view. But then I thought about Frederick Douglass’s narr<strong>at</strong>ive and his analysis of<br />
slavery. Douglass saw not only how destructive slavery was to the slaves, but also to the<br />
slaveholders. The power owners had over their slaves was usually corrupting. Douglass also<br />
saw how hypocritical the slave owners were preaching love and grace on Sunday, while on<br />
Monday they were whipping their slaves for insignificant or imagined offenses. Douglass’s view<br />
465
was much more objective, much more realistic than th<strong>at</strong> of his white masters, because of his<br />
marginalized st<strong>at</strong>us. I think today we have much to learn from feminist writers as they offer a<br />
distinct perspective on a male-domin<strong>at</strong>ed world.<br />
Exercises and Activities<br />
Perceptions of sexual harassment<br />
If the topic of sexual harassment reson<strong>at</strong>es for your students, you can use this issue to<br />
illustr<strong>at</strong>e how standpoint influences wh<strong>at</strong> we know and how we understand the world. In her<br />
article “Dialogue through Standpoint: Understanding Women’s and Men’s Standpoints of<br />
Sexual Harassment,” Debbie S. Dougherty discusses the gap between men’s and women’s<br />
understandings of sexual harassment (see “Further Resources,” below, for full cit<strong>at</strong>ion). She<br />
explains th<strong>at</strong> research demonstr<strong>at</strong>es th<strong>at</strong> men view fewer behaviors as harassing and th<strong>at</strong><br />
men perceive most harassing behavior as “normal.” To bring these findings into the classroom,<br />
ask students to identify behaviors th<strong>at</strong> would be considered harassment. To allow students to<br />
give their opinions without being influenced by others, you may want to have them write down<br />
their lists and hand them in to you (if you have them do so anonymously, be sure they identify<br />
their gender on their list). Then explore whether or not female students have a different<br />
understanding of the behaviors th<strong>at</strong> constitute harassment than male students do. If there are<br />
behaviors th<strong>at</strong> both genders perceive to be harassment, ask about their severity.<br />
If your class replic<strong>at</strong>es current research (i.e., men perceive fewer behaviors as<br />
harassment and perceive harassing behaviors as more “normal” than women), your results<br />
should allow you to talk about different standpoints. If not, you may wish to explore whether<br />
other experiences—like being part of a campus community—may override gender as a basis for<br />
students’ view of this issue (a finding th<strong>at</strong> would to some extent challenge feminist standpoint<br />
theory). Incidentally, Dougherty believes th<strong>at</strong> men and women need to engage in dialogue to<br />
avoid an oversimplified view of harassment; you may want to encourage such dialogue in your<br />
class and explore whether it helps foster understanding of this issue th<strong>at</strong> goes beyond<br />
traditional gender-based responses.<br />
Fe<strong>at</strong>ure film illustr<strong>at</strong>ions<br />
When Em Griffin teaches this chapter, he shows the first few minutes of White Man’s<br />
Burden, in which a reversal of race vividly demonstr<strong>at</strong>es strong objectivity. Other excellent<br />
films th<strong>at</strong> illustr<strong>at</strong>e standpoint theory principles include The Remains of the Day, Gosford Park,<br />
and the BBC series, Upstairs/Downstairs. In each case, the household staff of English manors<br />
is shown in contrast to the lords and ladies of the house. While the upper classes are largely<br />
unaware of the peculiarities of the staff members, the workers demonstr<strong>at</strong>e a complex<br />
understanding not only of their own realm, but also th<strong>at</strong> “upstairs.”<br />
466
Further Resources<br />
• Nancy C.M. Hartsock scrutinizes the future in “Standpoint Theories for the Next<br />
Century,” Women & Politics 19 (1997): 93-101.<br />
• Kristin J. Anderson and Campbell Leaper question several of Wood’s assertions about<br />
emotional differences in “Emotion Talk between Same- and Mixed-Gender Friends:<br />
Form and Function,” Journal of Language and Social Psychology 17 (December 1998):<br />
419-48.<br />
• M. Lane Bruner expands standpoint theory, suggesting how it can help us critique<br />
gender stereotypes and the limits they impose in “Producing Identities: Gender<br />
Problem<strong>at</strong>iz<strong>at</strong>ion and Feminist Argument<strong>at</strong>ion,” Argument<strong>at</strong>ion and Advocacy 32<br />
(1996): 185-98.<br />
Standpoint theory applic<strong>at</strong>ions<br />
• Debbie S. Dougherty, “Dialogue through Standpoint: Understanding Women’s and<br />
Men’s Standpoints of Sexual Harassment,” Management Communic<strong>at</strong>ion Quarterly 12<br />
(February 1999): 436-68.<br />
• Joey Sprague and Margaret Greer, “Standpoints and the Discourse on Abortion: The<br />
Reproductive Deb<strong>at</strong>e,” Women & Politics 19 (1998): 49-80.<br />
• Brenda J. Allen, “Feminist Standpoint <strong>Theory</strong>: A Black Woman’s (Re)View of<br />
Organiz<strong>at</strong>ional Socializ<strong>at</strong>ion,” Communic<strong>at</strong>ion Studies 47 (Winter 1996): 257-71.<br />
• Aaronette M. White, “Talking Feminist, Talking Black: Micromobiliz<strong>at</strong>ion Processes in a<br />
Collective Protest against Rape,” Gender & Society 13 (February 1999): 77-100.<br />
African-American women scholarship<br />
For critiques of white feminists’ viewpoints by African-American women scholars and<br />
discussion of the ways in which racial and gender identities intersect in their lives, see:<br />
• bell hooks, Ain’t I A Woman: Black Women and Feminism (Boston: South End Press,<br />
1981).<br />
• hooks’s essays “Reflections on Race and Sex” and “Represent<strong>at</strong>ions: Feminism and<br />
Black Masculinity” in her collection Yearning: Race, Gender, and Cultural Politics<br />
(Boston: South End Press, 1990).<br />
• Audre Lorde’s “The Master’s Tools Will Never Dismantle the Master’s House” in her<br />
collection Sister Outsider: Essays and Speeches (Freedom, CA: Crossing Press, 1984).<br />
Postmodernism<br />
• For general discussion of postmodernism and the contribution of Jean-Francois Lyotard,<br />
see Arthur Berger’s Postmortem for a Postmodernist, which we’ve referenced in the<br />
preface to this manual.<br />
467
• D. Lynn O’Brien Hallstein explores the postmodern connection in “A Postmodern Caring:<br />
Feminist Standpoint Theories, Revisioned Caring, and Communic<strong>at</strong>ion Ethics,” Western<br />
Journal of Communic<strong>at</strong>ion 63 (Winter 1999): 32-56.<br />
Standpoint theory and rhetoric<br />
• For a general assessment of standpoint theory and a discussion and applic<strong>at</strong>ion of its<br />
relevance to rhetorical studies, see Glen McClish and Jacqueline Bacon’s article<br />
“‘Telling the Story Her Own Way’: The Role of Feminist Standpoint <strong>Theory</strong> in Rhetorical<br />
Studies,” Rhetoric Society Quarterly 32 (Spring 2002): 27-55.<br />
• K<strong>at</strong>hleen Ryan and Elizabeth J. N<strong>at</strong>alle explore connections between standpoint theory<br />
and invit<strong>at</strong>ional rhetoric in “Fusing Horizons: Standpoint Hermeneutics and Invit<strong>at</strong>ional<br />
Rhetoric,” Rhetoric Society Quarterly 31 (Spring 2001): 69-90.<br />
468
Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
470
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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CHAPTER 35<br />
MUTED GROUP THEORY<br />
Outline<br />
I. Introduction.<br />
A. To Cheris Kramarae, language is a man-made construction.<br />
B. Women’s words and thoughts are discounted in our society.<br />
C. When women try to overcome this inequity, the masculine control of communic<strong>at</strong>ion<br />
places them <strong>at</strong> a disadvantage.<br />
D. Women are a muted group because man-made language aids in defining,<br />
depreci<strong>at</strong>ing, and excluding them.<br />
E. Kramarae began her research studying gender bias in cartoons.<br />
II.<br />
III.<br />
Muted groups: black holes in someone else’s universe.<br />
A. Edwin Ardener first proposed th<strong>at</strong> women are a muted group.<br />
B. He noted th<strong>at</strong> many ethnographers claimed to have “cracked the code” of a culture<br />
without referencing female speech.<br />
C. He and Shirley Ardener discovered th<strong>at</strong> mutedness is caused by the lack of power<br />
th<strong>at</strong> besets any group of low st<strong>at</strong>us.<br />
D. He claimed th<strong>at</strong> muted groups are “black holes” because they are overlooked,<br />
muffled, and rendered invisible.<br />
E. Shirley Ardener argues th<strong>at</strong> the key issue is whether people can say wh<strong>at</strong> they want<br />
to say when and where they want to say it, or must they re-encode their thoughts to<br />
make them understood in the public domain?<br />
F. Kramarae’s extension of the Ardeners’ initial concept explores why women are<br />
muted and how to free them.<br />
G. She argues th<strong>at</strong> the public-priv<strong>at</strong>e distinction in language exagger<strong>at</strong>es gender<br />
differences, poses separ<strong>at</strong>e sexual spheres of activity, and devalues priv<strong>at</strong>e<br />
communic<strong>at</strong>ion.<br />
The masculine power to name experience.<br />
A. Kramarae’s basic assumption is th<strong>at</strong> women perceive the world differently from men<br />
because of women’s and men’s different experiences and activities rooted in the<br />
division of labor.<br />
B. Kramarae argues th<strong>at</strong> because of their political dominance, men’s system of<br />
perception is dominant, impeding the free expression of women’s altern<strong>at</strong>ive models<br />
of the world.<br />
C. Men’s control of the dominant mode of expression has produced a vast stock of<br />
derog<strong>at</strong>ory, gender-specific terms to refer to women’s talking.<br />
D. There are also more words to describe sexually promiscuous women than men.<br />
E. The Sapir-Whorf hypothesis suggests th<strong>at</strong> muted women may come to doubt the<br />
validity of their experience and the legitimacy of their feelings.<br />
473
IV.<br />
Men as the g<strong>at</strong>ekeepers of communic<strong>at</strong>ion.<br />
A. Kramarae believes th<strong>at</strong> even if the public mode of expression contained a rich<br />
vocabulary to describe feminine experience, women would still be muted if their<br />
modes of expression were ignored or ridiculed.<br />
1. The cultural establishment virtually excludes women’s art, poetry, plays, film,<br />
and so forth.<br />
2. Mainstream communic<strong>at</strong>ion is “malestream” expression.<br />
B. Authors such as Virginia Woolf and Dorothy Smith have argued th<strong>at</strong> women have not<br />
been given their rightful place in history.<br />
C. Kramarae cites the politics surrounding her change of name as an example of male<br />
control.<br />
V. The unfulfilled promise of the Internet.<br />
A. The Internet demonstr<strong>at</strong>es men’s g<strong>at</strong>ekeeper role.<br />
B. Metaphors used to describe the Internet reveal why women are often unable to gain<br />
access to cyberspace or find the <strong>at</strong>mosphere of the Internet unappealing.<br />
C. The Internet offers the potential for women to find community, but there are limits.<br />
D. Kramarae feels th<strong>at</strong>, because the technology is interactive, cyberspace has the<br />
potential to be a humane space for women.<br />
VI.<br />
Women’s truth into men’s talk: the problem of transl<strong>at</strong>ion.<br />
A. Kramarae believes th<strong>at</strong> in order to particip<strong>at</strong>e in society, women must transform<br />
their own models in terms of the received male system of expression.<br />
B. This transl<strong>at</strong>ion process requires constant effort and leaves women wondering if they<br />
said it right.<br />
VII. Speaking out in priv<strong>at</strong>e: networking with women.<br />
A. Kramarae believes th<strong>at</strong> females are likely to find ways to express themselves outside<br />
the dominant public modes of expression used by males.<br />
B. She labels women’s outlets the female “sub-version” th<strong>at</strong> runs bene<strong>at</strong>h the surface<br />
of male orthodoxy.<br />
C. She is convinced th<strong>at</strong> males have more difficulty than females understanding wh<strong>at</strong><br />
members of the other gender mean because they haven’t made the effort.<br />
D. Dale Spender hypothesizes th<strong>at</strong> men realize th<strong>at</strong> listening to women would involve a<br />
renunci<strong>at</strong>ion of their privileged position.<br />
VIII. Speaking out in public: a feminist dictionary.<br />
A. The ultim<strong>at</strong>e goal of muted group theory is to change the man-made linguistic system<br />
th<strong>at</strong> oppresses women.<br />
B. Such reform includes challenging sexist dictionaries.<br />
C. Kramarae and Paula Treichler compiled a feminist dictionary.<br />
IX.<br />
Sexual harassment: coining a term to label experience.<br />
A. The populariz<strong>at</strong>ion of the term sexual harassment represents a gre<strong>at</strong> victory for<br />
feminist communic<strong>at</strong>ion scholarship—encoding women’s experience into the<br />
received language of society.<br />
B. Although unwanted sexual <strong>at</strong>tention is not new, until recently it went unnamed.<br />
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C. The b<strong>at</strong>tle over sexual harassment is as much a struggle over language as it is over<br />
sexual conduct.<br />
X. Critique: is a good man hard to find (and change)?<br />
A. Kramarae’s central contention th<strong>at</strong> questions of power are central to all human<br />
rel<strong>at</strong>ionships is supported by W<strong>at</strong>zlawick’s interactional view and Baxter and<br />
Montgomery’s dialectical perspective.<br />
B. Her perspective on men’s motives is contested by scholars such as Tannen.<br />
Key Names and Terms<br />
Cheris Kramarae<br />
A visiting professor <strong>at</strong> the Center for the Study of Women <strong>at</strong> the University of Oregon<br />
and leader in the study of muted group theory.<br />
Muted Group <strong>Theory</strong><br />
An approach to communic<strong>at</strong>ion th<strong>at</strong> considers women a muted group because manmade<br />
language aids in defining, depreci<strong>at</strong>ing, and excluding them.<br />
Edwin Ardener<br />
A social anthropologist <strong>at</strong> Oxford University who first proposed the idea th<strong>at</strong> women are<br />
a muted group.<br />
Shirley Ardener<br />
An Oxford University researcher who collabor<strong>at</strong>ed with Edwin Ardener on the<br />
development of muted group theory.<br />
Virginia Woolf<br />
A British novelist who protested women’s absence in recorded history.<br />
Dorothy Smith<br />
A feminist writer who claims th<strong>at</strong> women’s absence in history is a result of male control<br />
of scholarship.<br />
Dale Spender<br />
A British author who hypothesizes th<strong>at</strong> men realize th<strong>at</strong> listening to women would<br />
involve a renunci<strong>at</strong>ion of their privileged position.<br />
Paula Treichler<br />
Kramarae’s collabor<strong>at</strong>or on a feminist dictionary.<br />
Sexual Harassment<br />
The unwanted imposition of sexual requirements in the context of a rel<strong>at</strong>ionship of<br />
unequal power.<br />
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Principal Changes<br />
This chapter remains the same except for light editing and an upd<strong>at</strong>ed Second <strong>Look</strong><br />
section.<br />
Suggestions for Discussion<br />
A note of caution<br />
In our experience, students’ opinions regarding the muted group theory tend to be<br />
r<strong>at</strong>her fiery—and not always in predictable directions. One Dale Spender quote cited by Griffin<br />
in the chapter tends to elicit a mix of responses: “The crucial issue here is th<strong>at</strong> if women cease<br />
to be muted, men cease to be so dominant and to some males this may seem unfair because<br />
it represents a loss of rights” (501). On some occasions, the male students will adamantly<br />
object to their portrayal as controlling (496), exclusionary (497), or ignorant (501), while in<br />
other situ<strong>at</strong>ions, we have noted th<strong>at</strong> men were reluctant to say anything for fear of <strong>at</strong>tack or of<br />
being seen to promote the type of domin<strong>at</strong>ion Kramarae describes. The responses of women<br />
are equally varied ranging from anim<strong>at</strong>ed endorsement to perturbed disagreement. Some<br />
women fiercely protest the characteriz<strong>at</strong>ion of women as powerless, a point you may want to<br />
clarify. Kramarae does not assert th<strong>at</strong> women have no power, but instead she argues th<strong>at</strong> they<br />
do not have equal standing with their male counterparts. You may also want to revisit the<br />
concept of hegemony presented in Chapter 26 on Hall’s cultural studies, asking students if it<br />
may be a factor in mutedness, especially for women passion<strong>at</strong>ely against the muted group<br />
perspective.<br />
Gender-specific language<br />
The issue of gender-specific pronouns and terms is highly relevant to muted group<br />
theory. You may have some students who are perplexed by—or perhaps even resent—the<br />
implic<strong>at</strong>ion th<strong>at</strong> gender-specific language is sexist. They’ll protest, “Why do I have to say ‘he or<br />
she’ when everyone knows th<strong>at</strong> I include both males and females when I say ‘he’?” The Sapir-<br />
Whorf hypothesis is a good vehicle for understanding the potential effect of non-inclusive<br />
language. To turn the tables, it may be helpful to ask students how, for example, a male flight<br />
<strong>at</strong>tendant would feel if passengers referred to him by the supposedly generic term<br />
“stewardess.”<br />
Contrasting Kramarae and Tannen<br />
Integr<strong>at</strong>ive Essay Question #30 below is closely rel<strong>at</strong>ed to item #4 under Questions to<br />
Sharpen Your Focus in the textbook, although the former concentr<strong>at</strong>es more on the<br />
disagreement between the two scholars and the l<strong>at</strong>ter fe<strong>at</strong>ures the student’s opinion about the<br />
disagreement. In this sense, the l<strong>at</strong>ter will function as a good follow-up question for the former.<br />
Constructing a new language<br />
Along with sexual harassment, another legal issue th<strong>at</strong> rel<strong>at</strong>es to muted group theory is<br />
the traditional standard of the “reasonable man.” In recent years, our judicial system is<br />
developing a “reasonable woman” concept th<strong>at</strong> applies to situ<strong>at</strong>ions such as sexual<br />
harassment having particular relevance to women. The point is th<strong>at</strong> we are beginning to realize<br />
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th<strong>at</strong> men’s thinking is not necessarily an appropri<strong>at</strong>e benchmark, and we are constructing<br />
language th<strong>at</strong> reflects this growing awareness.<br />
Other muted groups<br />
In the quote from Kramarae with which Griffin opens the chapter, she notes th<strong>at</strong> not<br />
only women but also “members of other subordin<strong>at</strong>e groups” can be muted (494). Depending<br />
on the interests of your students, you may wish to probe this additional dimension of muted<br />
group theory. How are ethnic minorities, the poor, or gays and lesbians muted in our society?<br />
Wh<strong>at</strong> altern<strong>at</strong>ive discursive modes—the equivalent of the female “sub-version” of discourse<br />
described by Kramarae (501)—do they cre<strong>at</strong>e? (See Essay Question #25, below.) One example<br />
is from America’s hobo culture of the Gre<strong>at</strong> Depression. Unemployed people who traveled the<br />
rails left encrypted messages for other travelers on the side of fences or barns to denote such<br />
things as a home th<strong>at</strong> was hospitable, place th<strong>at</strong> might offered a warm meal, or loc<strong>at</strong>ion of<br />
safe shelter. These symbols might have served as a language system for a powerless, muted<br />
group. It is interesting to note th<strong>at</strong> though culture was largely made up of white men, their lack<br />
of employment made them powerless and muted.<br />
Mutedness on the Internet<br />
You may also wish to ask students about the section of the chapter on the Internet<br />
(498-99). Griffin notes both Kramarae’s research on the Internet’s replic<strong>at</strong>ion of the male<br />
control of discourse and her optimism about the potential for women in cyberspace. Ask<br />
students about their experiences with the Internet and about whether they agree with<br />
Kramarae’s assessment of current norms in cyberspace and/or her optimism about the future.<br />
(See also Essay Question #28.)<br />
Sample Applic<strong>at</strong>ion Log<br />
Glenda<br />
It all started when I pointed out the serious lack of women in the Warner Bros. cartoon cast. I<br />
was <strong>at</strong> lunch with a mixed group of men and women. The women clammed up. The men<br />
formed an offensive line and prepared to tackle me with every 400-pound argument they had.<br />
It was a simple comment really. All I said was th<strong>at</strong>, as far as I could see, there are only two<br />
female Warner Brothers characters—the clearly addlep<strong>at</strong>ed Granny and the hotly pursued c<strong>at</strong><br />
who, in the end, really does mean “yes” when she says “no.”<br />
Th<strong>at</strong> was enough. The men came <strong>at</strong> me with both guns, but I was armed with Kramarae’s<br />
theory and the strength of my convictions. They started out by telling me th<strong>at</strong> I was making a<br />
big deal out of nothing and called me “sweetie.” I said th<strong>at</strong> cartoons raise most American<br />
children—they help define and reflect our value system. They said there are plenty of good<br />
female role models for kids and called me “hon.” I countered with a reference to grotesquely<br />
proportioned Barbie dolls . . . . It went on this way for approxim<strong>at</strong>ely half an hour. I lost. And<br />
here’s where muted group theory comes in. None of the other women <strong>at</strong> the table joined into<br />
the convers<strong>at</strong>ion, and th<strong>at</strong>’s understandable since by the end of it I was tagged as a “femi-<br />
Nazi” by everyone within hearing distance. The women seemed to understand th<strong>at</strong> the things<br />
they could say in priv<strong>at</strong>e would be discounted in the public forum of the lunchroom deb<strong>at</strong>e<br />
table—so they probably knew they’d get bulldozed. Also, a consequence of my getting he<strong>at</strong>ed in<br />
477
<strong>at</strong>tle is th<strong>at</strong> the pitch of my voice raises; since this made me sound less and less like a man,<br />
my arguments were completely plowed under by the men who thought I was getting myself<br />
upset and just being “silly.” On top of th<strong>at</strong>, the men devalued me as an arguer by calling me<br />
diminutive names. Basically, although my arguments were well thought out and valid, I lost the<br />
b<strong>at</strong>tle because the men couldn’t hear them—with every intelligent defense of women’s issues I<br />
was losing credibility with the men. In the bowling ball game of life, I was knocking down all the<br />
pins, but the men were keeping score. So I lost.<br />
Exercises and Activities<br />
Diagramming mutedness<br />
We have found it useful to show the diagram from Kramarae’s Women and Men<br />
Speaking (2) and to ask students how they would explain it to someone unfamiliar with the<br />
muted group theory. How does this process of mutedness occur so th<strong>at</strong> the experiences of one<br />
group must be transl<strong>at</strong>ed into the language of the other before they can be articul<strong>at</strong>ed? Wh<strong>at</strong><br />
happens in the “transl<strong>at</strong>ion” process?<br />
Dominant<br />
Worldview<br />
Muted<br />
Worldview<br />
A A A<br />
A<br />
A = Articul<strong>at</strong>ions<br />
Is it possible th<strong>at</strong> there are some messages th<strong>at</strong> lack an appropri<strong>at</strong>e transl<strong>at</strong>ion and as such<br />
are lost? Often, this question can promote an interesting discussion about wh<strong>at</strong> has been lost<br />
in transl<strong>at</strong>ion over the ages and how women (and other muted groups) have found methods of<br />
getting their messages across.<br />
Is muted group theory outd<strong>at</strong>ed? Is it happening on your campus?<br />
To many of your students, muted group theory may have the ring of PC (wrongheaded<br />
political correctness) or, to be more blunt, male bashing. Some will suggest th<strong>at</strong> the problems<br />
raised by Kramarae and her associ<strong>at</strong>es may have been the concerns of previous gener<strong>at</strong>ions<br />
of women but no longer affect the modern gener<strong>at</strong>ion. On the other hand, it is important for<br />
those students who may not feel muted to understand th<strong>at</strong> many of their contemporaries do.<br />
To test the current applicability of muted group theory, have each student bring an issue of a<br />
magazine or newspaper th<strong>at</strong> has a non-gender-specific readership to class. Have them count<br />
the number of published letters to the editor written by men and the number written by<br />
women. The totals should spark an interesting discussion.<br />
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Even in colleges and universities, where equality and freedom of speech are supposed<br />
to give everyone a voice, many members of our communities feel stifled in certain contexts—as<br />
the sample applic<strong>at</strong>ion log above demonstr<strong>at</strong>es. To help you gener<strong>at</strong>e meaningful discussion<br />
on this topic, we include the text of a letter written by a communic<strong>at</strong>ion theory student. You<br />
may wish to read it to your students or distribute copies to them. (Note th<strong>at</strong> you may find<br />
aspects of the letter applicable to the chapter on genderlects styles.)<br />
I think it is extremely important for a professor to consider just how close to home<br />
this chapter can hit students. The muted group theory was alive and well in my<br />
U.S. foreign policy class. The class was 70% male, and was led by a teacher who<br />
seemed to get a kick out of he<strong>at</strong>ed deb<strong>at</strong>e—whether logic was involved or not! The<br />
undeclared rule of the class went something like this: Those who make their<br />
opinions heard (whether thought-out or not) gained points with the professor. The<br />
topic of the class was policy str<strong>at</strong>egies for dealing with other countries. Much of<br />
the class was spent discussing war negoti<strong>at</strong>ions, trade policies, and the like. The<br />
topic is very definitely a male-domin<strong>at</strong>ed territory historically and in my class.<br />
Most class discussions were domin<strong>at</strong>ed by outlandish assertions on the part of<br />
the males. They argued about policy, but mostly concentr<strong>at</strong>ed on the importance<br />
of nuclear buildup, aggressiveness, and “be<strong>at</strong>ing out the competitors.” For the<br />
men in the class, this topic was second n<strong>at</strong>ure. Whether liberal or conserv<strong>at</strong>ive,<br />
they enjoyed each other’s jokes. Even the professor seemed to egg on comments<br />
such as “we should have bombed them sooner” or “we have a right—we’re<br />
Americans.”<br />
Under the pretense th<strong>at</strong> we are all pretty sensitive people <strong>at</strong> this university, the<br />
assumption of the deb<strong>at</strong>es was th<strong>at</strong> no one really thought these things. R<strong>at</strong>her,<br />
making such assertions was just keeping the discussion lively—which, the<br />
professor told me, he appreci<strong>at</strong>ed! But the women of the class rarely spoke. I<br />
believe most of them felt as I did: the joke wasn’t funny. And wh<strong>at</strong>’s more, we<br />
didn’t understand the fascin<strong>at</strong>ion with domin<strong>at</strong>ing the world, even for discussion’s<br />
sake.<br />
This <strong>at</strong>mosphere really affected my motiv<strong>at</strong>ion for this class. Since I never once<br />
felt confident enough to offer my opinion into this chaos, my grade suffered. In<br />
fact, it was my lowest grade of the semester. When I was writing my final essay for<br />
the course, all I could hear in my head were the voices of the men in my class.<br />
With each question, I knew more about how the men in my class would answer<br />
than how I would respond.<br />
<strong>Look</strong>ing <strong>at</strong> muted group theory in terms of classroom experience might yield other<br />
stories like mine th<strong>at</strong> can really bring this chapter home. Perhaps some stories<br />
could reveal a female dominance and male mutedness. The point is th<strong>at</strong> everyone<br />
should have something to say about this issue. Hopefully in a communic<strong>at</strong>ion<br />
theory class, everyone will be equally heard.<br />
479
The student’s comments rel<strong>at</strong>e to Essay Question #27 below, which considers campus<br />
practices th<strong>at</strong> contribute to male linguistic and social dominance. On a campus where Glen<br />
once taught, for example, we used to call the course required of first-year students “freshman<br />
symposium.” Never mind th<strong>at</strong> the majority of our students were women. (L<strong>at</strong>er, the course was<br />
renamed “first-year colloquium.”) For many years, department heads were often called<br />
“chairmen,” regardless of their gender. Some members of the campus community became<br />
sensitive to the use of male pronouns to refer to God in worship services in the chapel and in<br />
prayers <strong>at</strong> public ceremonies such as convoc<strong>at</strong>ion and gradu<strong>at</strong>ion. They suggest th<strong>at</strong> phrases<br />
such as “F<strong>at</strong>her, Son, and Holy Spirit” be replaced with altern<strong>at</strong>ives such as “Cre<strong>at</strong>or,<br />
Redeemer, and Sustainer.” Another problem concerns the asymmetric terms many members<br />
of the campus community used for male and female students. Habitually, the former are<br />
referred to as “men” and the l<strong>at</strong>ter as “girls.” At Glen’s current institution, which has a<br />
prestigious women’s studies department, administr<strong>at</strong>ion and faculty continue to refer to firstyear<br />
students as “freshmen,” and there seems to be no movement afoot to make a change.<br />
Despite their progressive professions, academic institutions can be very slow to innov<strong>at</strong>e.<br />
Toni Morrison’s Song of Solomon<br />
One of the distinct pleasures of Toni Morrison’s Song of Solomon (which we fe<strong>at</strong>ure in<br />
the Preface as a possible supplementary text for the course) is its success in identifying,<br />
vivifying, and giving powerful voice to the traditionally marginalized and discredited, including<br />
those who are fe<strong>at</strong>ured by muted group theory and standpoint theory. One such kind of<br />
individual is brought to life in the character of Ruth Dead, an African-American woman<br />
hemmed in both by white culture and the most prominent man in her life, her husband.<br />
Discussing the conflict between Ruth and her husband over their son, Morrison portrays the<br />
struggle in terms of competing notions of wh<strong>at</strong> Pearce might call coherence. As the following<br />
passage suggests, however, the novelist’s focus on the inherent inequality between the two<br />
comb<strong>at</strong>ants evokes more overtly critical theories of gender and race such as those developed<br />
by Kramarae and Wood (you’ll note th<strong>at</strong> like Kenneth Burke, Morrison relies on masculinebased<br />
language th<strong>at</strong> seems problem<strong>at</strong>ic to us now, particularly since it is embedded within a<br />
narr<strong>at</strong>ive so conscious of gender inequality):<br />
[Their son] became a plain on which, like the cowboys and Indians in the movies, she<br />
and her husband fought. Each one befuddled by the values of the other. Each one<br />
convinced of his own purity and outraged by the idiocy he saw in the other. She was the<br />
Indian, of course, and lost her land, her customs, her integrity to the cowboy and<br />
became a spread-eagled footstool resigned to her f<strong>at</strong>e and holding fast to tiny irrelevant<br />
defiances. (133)<br />
Like the N<strong>at</strong>ive Americans, Ruth experiences the devalu<strong>at</strong>ion of her standpoint and her voice.<br />
A thoroughly marginalized character, she retre<strong>at</strong>s into herself.<br />
Altern<strong>at</strong>e word choice<br />
We find the second item under Questions to Sharpen Your Focus in the textbook<br />
particularly provoc<strong>at</strong>ive. In the sample sentence, the verb “vagin<strong>at</strong>ed” gives the mode of<br />
thought referenced a uniquely female cast, which may be an advantage if one wants to call<br />
special <strong>at</strong>tention to a feminine way of thinking. On the other hand, there are potential<br />
problems with the term. For one thing, suggesting th<strong>at</strong> thinking is rel<strong>at</strong>ed to, influenced, or<br />
480
shaped by our genitalia could encourage a kind of physiological determinism th<strong>at</strong> most<br />
scholars of communic<strong>at</strong>ion mistrust. Do we really want to give biologically determined sex such<br />
authority? Second, the male equivalent of vagin<strong>at</strong>ing is a common insult in today’s parlance.<br />
When we want to call <strong>at</strong>tention to a man’s obsession with sex (or perhaps his stubbornness,<br />
insensitivity, misguided machismo, or competitiveness), we accuse him of thinking with his<br />
penis. How do we handle gender-specific terms for thinking th<strong>at</strong> immedi<strong>at</strong>ely put men <strong>at</strong> a<br />
connot<strong>at</strong>ive disadvantage? Altern<strong>at</strong>ive verbs include “rumin<strong>at</strong>ed” (which derives from the<br />
notion of chewing the cud), “pondered” (which derives from the notion of weighing), “reflected”<br />
(which derives from the notion of bending back), and “thought,” which also reminds us of<br />
“contempl<strong>at</strong>ed” and “medi<strong>at</strong>ed.”<br />
Talking about experiences of muting and mutedness<br />
When Em Griffin teaches this chapter, he asks his students—who have just returned<br />
from their mid-class break—to divide into two groups, male and female, then sit on opposite<br />
sides of the room, facing one another. Next, he asks the women to discuss, without<br />
interruption from the men, their experiences with being muted or with muting others. After the<br />
women have spoken for fifteen minutes, the men are asked to take their turn discussing their<br />
experiences. In Griffin’s experience, his female students tend to emphasize moments when<br />
they have been muted, and his male students tend to discuss times when they have muted<br />
others, but sometimes they talk about being muted. He has also discovered th<strong>at</strong> simply asking<br />
the class to discuss their experiences with being muted will not draw out women’s frank and<br />
full responses—a finding th<strong>at</strong> reinforces the theory! It is only by drawing them together as a<br />
group and by temporarily silencing the men th<strong>at</strong> the women speak their minds. After both sides<br />
have spoken, the class critiques the exercise as a whole.<br />
Heightening awareness<br />
When Ed McDaniel teaches this chapter, he uses the following exercises:<br />
To elicit and heighten class <strong>at</strong>tention, I bring in copies of the school’s newspaper<br />
(Daily Aztec <strong>at</strong> San Diego St<strong>at</strong>e University) th<strong>at</strong> contain reports of sexual assault<br />
and harassment. After reading four or five headlines, I ask the class if they can<br />
discern any recurring theme in these reports. Only rarely have I had any of the<br />
males point out th<strong>at</strong> the assaults and harassments are all directed toward<br />
women. This provides a point of departure for discussing the social<br />
marginaliz<strong>at</strong>ion of women.<br />
To demonstr<strong>at</strong>e how men control public space, ask the class males to indic<strong>at</strong>e the<br />
last time they felt self-conscious when walking past a construction site during the<br />
noon hour or returning to the parking lot l<strong>at</strong>e <strong>at</strong> night.<br />
To illustr<strong>at</strong>e how words often reflect the male perspective, I use a series of<br />
graphics with the word “foreplay.” The first graphic, showing the word written in<br />
capitals (e.g., FOREPLAY) is a guaranteed <strong>at</strong>tention getter. Then, I (gingerly) talk<br />
about how the male perspective of the activity might be better displayed by writing<br />
forePLAY and the females’ by FOREplay.<br />
481
Fe<strong>at</strong>ure film and liter<strong>at</strong>ure illustr<strong>at</strong>ions<br />
Griffin also finds it fruitful to ask his students to discuss, in light of wh<strong>at</strong> they have<br />
learned in this chapter, whether or not a man can be a feminist. Finally, he often enjoys<br />
discussing an intriguing children’s film th<strong>at</strong> may or not contribute to the muting of females, The<br />
Little Mermaid, in which the mermaid is compelled to win the heart of her beloved without<br />
speech—giving up her “voice.” The film’s “message” may spark a lively discussion among your<br />
students.<br />
A forward-leaning nineteenth-century novel th<strong>at</strong> demonstr<strong>at</strong>es th<strong>at</strong> awareness of the<br />
limit<strong>at</strong>ions of man-made language is hardly new is Thomas Hardy’s Far from the Madding<br />
Crowd (The Modern Library, 2001). When, for example, the heroine, B<strong>at</strong>hsheba Everdene, is<br />
pressured by one of her suitors, Boldwood, to clarify her sentiments about him, the following<br />
exchange ensues (Boldwood begins):<br />
“You never liked me.”<br />
“I did; and respected you, too.”<br />
“Do you now?”<br />
“Yes.”<br />
“Which?”<br />
“How do you mean which?”<br />
“Do you like me, or do you respect me?”<br />
“I don’t know—<strong>at</strong> least, I cannot tell you. It is difficult for a woman to define her<br />
feelings in language which is chiefly made by men to express theirs.” (376-77)<br />
It is also interesting to note th<strong>at</strong> in 1920, Virginia Woolf wrote insightfully of the<br />
communic<strong>at</strong>ive quandary faced by Hardy’s heroine and the real-life women she represents. In<br />
an essay entitled “Men and Women” (Books and Portraits: Some Further Selections from the<br />
Literary and Biographical Writings of Virginia Woolf, ed. Mary Lyon [London: The Hogarth<br />
Press], 28-30), Woolf declared th<strong>at</strong> from B<strong>at</strong>hsheba’s dilemma “arise infinite confusions and<br />
complic<strong>at</strong>ions. Energy has been liber<strong>at</strong>ed, but into wh<strong>at</strong> forms is it to flow? To try the accepted<br />
forms, to discard the unfit, to cre<strong>at</strong>e others which are more fitting, is a task th<strong>at</strong> must be<br />
accomplished before there is freedom or achievement” (30). In her typically forward-thinking<br />
way, Woolf understood th<strong>at</strong> the problem of women’s mutedness cannot be solved in isol<strong>at</strong>ion.<br />
To pour women’s energy “into new forms without wasting a drop,” Woolf concludes, “is the<br />
difficult problem which can be only solved by the simultaneous evolution and emancip<strong>at</strong>ion of<br />
man” (30). Thus, over half a century before Kramarae’s work, Woolf begins to chart much of<br />
the territory covered by muted group theory. Sharing this evolution of theory-building with your<br />
students will demonstr<strong>at</strong>e to them how, truly, the theorists working today stand on the<br />
shoulders of those thinkers—whether they be novelists, essayists, poets, theologians, or<br />
conventional academics—who went before them.<br />
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Further Resources<br />
• We’ll begin by specifically pitching a source th<strong>at</strong> Griffin mentions in the Second <strong>Look</strong><br />
section of the chapter: Foss, Foss, and Griffin’s essay in Feminist Rhetorical Theories.<br />
Because Foss, Foss, and Griffin present Kramarae’s work as a rhetorical theory, they<br />
establish useful connections between gender and communic<strong>at</strong>ion and public rhetoric.<br />
• Sonja Foss discusses and exemplifies “feminist criticism” in the sixth chapter of<br />
Rhetorical Criticism: Explor<strong>at</strong>ion and Practice. Much of the analysis fe<strong>at</strong>ured by Foss<br />
rel<strong>at</strong>es directly to the work of Kramarae and her associ<strong>at</strong>es.<br />
• For a recent analysis of the “centrist” feminist position, see Julia T. Wood, “Dominant<br />
and Muted Discourses in Popular Represent<strong>at</strong>ions of Feminism,” Quarterly Journal of<br />
Speech 82 (1996): 171-85.<br />
• Mark P. Orbe combines muted group and standpoint theories to explore the<br />
communic<strong>at</strong>ion of traditionally marginalized group members in mainstream<br />
organiz<strong>at</strong>ional situ<strong>at</strong>ions in “An Outsider within Perspective to Organiz<strong>at</strong>ional<br />
Communic<strong>at</strong>ion: Explic<strong>at</strong>ing the Communic<strong>at</strong>ive Practices of Co-Cultural Group<br />
Members,” Management Communic<strong>at</strong>ion Quarterly 12 (November 1998): 230-79.<br />
• Frances Trix and Andrea Sankar discuss the media’s role in silencing the female<br />
perspective in “Women’s Voices and Experiences of the Hill-Thomas Hearings,”<br />
American Anthropologist 100 (March 1998): 32-40.<br />
• The ultim<strong>at</strong>e fictional example of women as a muted group is Margaret Atwood’s<br />
dystopian novel, The Handmaid’s Tale (New York: Fawcett Crest, 1986), which is also<br />
available as a film.<br />
• For specul<strong>at</strong>ion about why women’s voices are underrepresented in the media, see<br />
Naomi Wolf, “Are Opinions Male?” The New Republic (November 29, 1993): 20-26.<br />
Wolf’s piece partially addresses the issue raised by Essay Question #21, below.<br />
• For further discussion of mutedness “on line,” see Barbara Warnick, “Masculinizing the<br />
Feminine: Inviting Women on Line 1997,” Critical Studies in Mass Communic<strong>at</strong>ion 16<br />
(March 1999): 1-19.<br />
• For an altern<strong>at</strong>ive view of male power, see Warren Farrell, “The Myth of Male Power,”<br />
Part One, Playboy 40 (July 1993): 112-13, 152, 154-56; Part Two, Playboy 40 (August<br />
1993): 104-05, 108, 151-53.<br />
• For a study th<strong>at</strong> challenges some of Kramarae’s assumptions about public discourse,<br />
see Ann We<strong>at</strong>herall, “Language about Women and Men: An Example from Popular<br />
Culture,” Journal of Language and Social Psychology 15 (1996): 59-75. We<strong>at</strong>herall<br />
argues, “A quantit<strong>at</strong>ive content analysis of the selected convers<strong>at</strong>ions gave virtually no<br />
support for the claim th<strong>at</strong> general p<strong>at</strong>terns of language use largely ignore or narrowly<br />
define women but not men” (70).<br />
• For discussion of gender-specific language, sexist linguistic practice, and rel<strong>at</strong>ed<br />
problems, see Pearson, Turner, and Todd-Mancillas, Gender and Communic<strong>at</strong>ion<br />
(Dubuque, IA: William C. Brown, 1991).<br />
483
• For further discussion of name choices, see Laura Stafford and Susan L. Kline,<br />
“Married Women’s Name Choices and Sense of Self,” Communic<strong>at</strong>ion Reports 9<br />
(1996): 85-92.<br />
• Controversial analysis of marginalizing discourse in our own profession is provided by<br />
Carole Blair, Leslie Baxter, and Julie R. Brown in “Disciplining the Feminine,” Quarterly<br />
Journal of Speech 80 (1994): 383-409.<br />
• For applic<strong>at</strong>ions of muted group theory to rhetorical analysis in general and to<br />
nineteenth-century abolitionist rhetoric of women and African Americans in specific, see<br />
Jacqueline Bacon, The Humblest May Stand Forth (Columbia: University of South<br />
Carolina Press, 2002), 53-54, 112-13, 141-42, 157, 175-76.<br />
Sexual harassment<br />
• Shereen G. Bingham, Conceptualizing Sexual Harassment as Discourse Practice<br />
(Westport, CT: Greenwood, 1994).<br />
• Gary L. Kreps, ed., Sexual Harassment: Communic<strong>at</strong>ion Implic<strong>at</strong>ions (Cresskill, NJ:<br />
Hampton Press, 1993).<br />
• Diana K. Ivy and Stephen Hamlet, “College Students and Sexual Dynamics: Two Studies<br />
of Peer Sexual Harassment,” Communic<strong>at</strong>ion Educ<strong>at</strong>ion 45 (1996): 149-66.<br />
• To explore connections between sexual harassment and organiz<strong>at</strong>ional culture, see<br />
Joann Keyton, P<strong>at</strong> Ferguson, and Steven C. Rhodes, “Cultural Indic<strong>at</strong>ors of Sexual<br />
Harassment,” Southern Communic<strong>at</strong>ion Journal 67 (Fall 2001): 38-50.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
486
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
487
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
488
Key Names and Terms<br />
ETHICAL REFLECTIONS<br />
GILLIGAN AND BENHABIB<br />
Carol Gilligan<br />
A professor of educ<strong>at</strong>ion in the Harvard Gradu<strong>at</strong>e School of Educ<strong>at</strong>ion whose<br />
landmark book, In A Different Voice, presents a theory of moral development th<strong>at</strong><br />
claims th<strong>at</strong> women tend to think and speak in an ethical voice different from men.<br />
Lawrence Kohlberg<br />
A Harvard University professor who identified increasing levels of ethical m<strong>at</strong>urity by<br />
analyzing responses to hypothetical moral dilemmas. His work characterizes the male<br />
ethic of justice th<strong>at</strong> Gilligan contrasts with the female ethic of care.<br />
Seyla Benhabib<br />
A professor of government <strong>at</strong> Harvard University who champions the ethic of<br />
interactive universalism.<br />
Interactive Universalism<br />
According to Seyla Benhabib, the goal of an ethical consensus th<strong>at</strong> would be<br />
interactive r<strong>at</strong>her than legisl<strong>at</strong>ive; cognizant of gender differences instead of gender<br />
blind; and contextually sensitive as opposed to situ<strong>at</strong>ion indifferent.<br />
Postmodern Critique of Enlightenment R<strong>at</strong>ionality<br />
Transcendental guarantees of truth are dead; there is only the endless struggle of<br />
local narr<strong>at</strong>ives vying with one another for legitimiz<strong>at</strong>ion.<br />
Communitarian Critique of Enlightenment R<strong>at</strong>ionality<br />
Regarding people as disembodied moral agents who are devoid of history,<br />
rel<strong>at</strong>ionships, or oblig<strong>at</strong>ions renders one unable to deal with the messiness of real-life<br />
contexts.<br />
Feminist Critique of Enlightenment R<strong>at</strong>ionality<br />
Women’s experiences and the way they talk about them are different from men’s.<br />
Suggestions for Discussion<br />
Griffin’s space requirements have necessit<strong>at</strong>ed severe trunc<strong>at</strong>ion of Gilligan’s work.<br />
Therefore, it is important to add here th<strong>at</strong> although In a Different Voice does establish two<br />
different ethics—justice based on hierarchical moral reasoning and care based on a web-like<br />
concern for others—Gilligan also emphasizes th<strong>at</strong> in morally m<strong>at</strong>ure males and females, the<br />
two approaches to reasoning, decision making, and communic<strong>at</strong>ing typified by masculine<br />
justice and feminine care come together. Here is Gilligan’s description of the phenomenon,<br />
taken from the conclusion of In a Different Voice:<br />
To understand how the tension between responsibilities and rights sustains the<br />
dialectic of human development is to see the integrity of two dispar<strong>at</strong>e modes of<br />
experience th<strong>at</strong> are in the end connected. While an ethic of justice proceeds from the<br />
premise of equality—th<strong>at</strong> everyone should be tre<strong>at</strong>ed the same—an ethic of care rests<br />
489
on the premise of nonviolence—th<strong>at</strong> no one should be hurt. In the represent<strong>at</strong>ion of<br />
m<strong>at</strong>urity, both perspectives converge. . . . (174)<br />
Although men and women come to this point of convergence from different perspectives, as<br />
morally m<strong>at</strong>ure adults they learn to synthesize the competing needs of the individual and the<br />
community as they formul<strong>at</strong>e key decisions and make difficult choices.<br />
Further Resources<br />
Recent Scholarship by Carol Gilligan<br />
• Although In a Different Voice is Gilligan’s most famous work, she has continued to<br />
produce interesting scholarship since its public<strong>at</strong>ion in the early 1980s.<br />
o With Lyn M. Brown she wrote Meeting <strong>at</strong> the Crossroads: Women’s Psychology<br />
and Girls’ Development (Cambridge: Harvard University Press, 1992).<br />
o With Jill M. Taylor and Amy M. Sullivan she edited Between Voice and Silence:<br />
Women and Girls, Race and Rel<strong>at</strong>ionship (Cambridge: Harvard University Press,<br />
1995).<br />
o With Jamie Ward and Jill M. Taylor she edited Mapping the Moral Domain: A<br />
Contribution of Woman’s Thinking to Psychological <strong>Theory</strong> and Educ<strong>at</strong>ion<br />
(Cambridge: Harvard University Press, 1988).<br />
o With Nona P. Lyons and Trudy J. Hanmer she edited Making Connections: The<br />
Rel<strong>at</strong>ional Worlds of Adolescent Girls <strong>at</strong> the Emma Willard School (Cambridge:<br />
Harvard University Press, 1990).<br />
o Her recent book, The Birth of Pleasure (New York: Knopf, 2002), analyzes how<br />
p<strong>at</strong>riarchal structures impede men’s and women’s realiz<strong>at</strong>ion of their full<br />
potential and stifle authentic communic<strong>at</strong>ion and rel<strong>at</strong>ionships between men<br />
and women.<br />
• For further analysis of Gilligan’s work and its rel<strong>at</strong>ionship to Kohlberg’s, see:<br />
o Linda K. Kerber, et al., “On In a Different Voice: An Interdisciplinary Forum,”<br />
Signs: Journal of Women in Culture and Society 11 (1986): 304-33.<br />
o Lawrence Kohlberg, et al., Moral Stages: A Current Formul<strong>at</strong>ion and a Response<br />
to Critics (New York: Karger, 1983).<br />
o Sohan Modgil and Celia Modgil, Lawrence Kohlberg: Consensus and<br />
Controversy (Philadelphia: Falmer, 1986).<br />
o Paul Crittenden, Learning to Be Moral: Philosophical Thoughts about Moral<br />
Adjustment (Atlantic Heights, NJ: Humanities Press Intern<strong>at</strong>ional, 1990).<br />
o Rosemarie Tong, Feminist Thought: A Comprehensive Introduction (Boulder:<br />
Westview Press, 1989), 161-68.<br />
• For current rhetorical criticism th<strong>at</strong> builds on Gilligan’s approach to ethics, see P<strong>at</strong>ricia<br />
A. Sullivan and Steven R. Goldzwig, “A Rel<strong>at</strong>ional Approach to Moral Decision-Making:<br />
The Majority Opinion in Planned Parenthood v. Casey,” Quarterly Journal of Speech 81<br />
(May 1995): 167-90.<br />
• Lynn H. Turner explores connections between Gilligan’s ideas and muted group theory<br />
in “An Analysis of Words Coined by Women and Men: Reflections on the Muted Group<br />
<strong>Theory</strong> and Gilligan’s Model,” Women & Language 15 (Spring 1992): 21-26.<br />
• For a critique of Gilligan’s work, see Carol Tavris, The Mismeasure of Women, 79-90.<br />
Feminist ethics<br />
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• Rita C. Manning, Speaking from the Heart: A Feminist Perspective on Ethics (Lanham,<br />
MD: Rowman, 1992).<br />
• Linda Steiner, “Feminist Theorizing and Communic<strong>at</strong>ion Ethics,” Communic<strong>at</strong>ion 12<br />
(1991): 157-74.<br />
• E.M. Forster’s novel Howards End—with its famous epigram, “only connect”—<br />
constitutes a literary precursor to Gilligan’s feminine ethic. The recent film version of<br />
the novel vividly characterizes this ethic.<br />
• Ethics of Intercultural and Intern<strong>at</strong>ional Communic<strong>at</strong>ion, edited by Fred L. Casmir<br />
(Mahwah, NJ: Lawrence Erlbaum Associ<strong>at</strong>es, 1997), fe<strong>at</strong>ures many essays relevant to<br />
theories presented in this section of A <strong>First</strong> <strong>Look</strong>.<br />
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Key Names and Terms<br />
COMMUNICATION THEORY<br />
Karl Weick<br />
Previously introduced in Chapter 19, this University of Michigan scholar argues th<strong>at</strong><br />
there are inevitable trade-offs in any theoretical st<strong>at</strong>ement.<br />
Warren Thorng<strong>at</strong>e<br />
A psychologist from the University of Alberta who developed the postul<strong>at</strong>e of<br />
commensur<strong>at</strong>e complexity.<br />
Commensur<strong>at</strong>e Complexity<br />
As applied to theory construction, the need to add qualific<strong>at</strong>ions to account for special<br />
circumstances.<br />
Clock-Face Model<br />
Karl Weick’s portrayal of the trade-offs among the theoretical ideals of<br />
generalizability, accuracy, and simplicity.<br />
David Mortenson<br />
A communic<strong>at</strong>ion professor <strong>at</strong> the University of Wisconsin who argues th<strong>at</strong> no<br />
communic<strong>at</strong>ion can be entirely free of background or situ<strong>at</strong>ional overtones.<br />
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CHAPTER 36<br />
ORDER OUT OF CHAOS<br />
Outline<br />
I. Introduction.<br />
A. However useful, the one-chapter-one-theory organiz<strong>at</strong>ion of the book<br />
compartmentalizes communic<strong>at</strong>ion theory.<br />
B. This chapter seeks to integr<strong>at</strong>e the m<strong>at</strong>erial.<br />
C. This text has used the objective/interpretive dichotomy to classify theories, but some<br />
theorists resist being pigeonholed.<br />
D. In light of these problems, James Anderson loc<strong>at</strong>es theories on a worldview<br />
continuum anchored by the terms “objective” and “hermeneutic” (or “interpretive”).<br />
E. This continuum places theories based on how their authors view the n<strong>at</strong>ure of the<br />
phenomenal world.<br />
II.<br />
III.<br />
Plotting theories on an objective-interpretive scale.<br />
A. Objective theorists believe in the unity of science.<br />
B. Interpretive theorists believe in multiple domains.<br />
C. Anderson c<strong>at</strong>alogs other differences between worldviews.<br />
1. Whereas objective theorists hold to a singular, independent, autonomous social<br />
reality, interpretive scholars assume th<strong>at</strong> reality is a conferred st<strong>at</strong>us.<br />
2. Whereas objective scholars posit a timeless social reality, interpretive scholars<br />
see knowledge as contextually based.<br />
3. Whereas objective scholars tre<strong>at</strong> language as referential, interpretive scholars<br />
question its represent<strong>at</strong>ional n<strong>at</strong>ure.<br />
D. Figure 36.1 places each theory along the objective-interpretive continuum.<br />
1. Some theories fit easily into c<strong>at</strong>egories, but others are hard to c<strong>at</strong>egorize.<br />
2. The continuum is a work-in-progress.<br />
E. The entire text has worked toward this synthesis.<br />
F. Scholars consulted about the continuum did not always agree on the placement of<br />
individual theories, but such disagreements are enlightening.<br />
“On the one hand . . . on the other.”<br />
A. The worldview of semiotics and rel<strong>at</strong>ional dialectics are difficult to place because<br />
they have shifted steadily toward interpretivism.<br />
B. Although Harding and Wood have a strong postmodern influence, their belief th<strong>at</strong><br />
there is a truth th<strong>at</strong> can be partially apprehended inserts some objectivity into their<br />
theory and therefore, their theory is loc<strong>at</strong>ed in column 4.<br />
C. Some scholars such as Delia, McLuhan, and Aristotle are difficult to place because of<br />
apparent discrepancies between their st<strong>at</strong>ed philosophical commitments and their<br />
research methodologies.<br />
D. The lack of critical consensus allows readers a chance to join the deb<strong>at</strong>e.<br />
E. Excluding the midscale range, there is a 50/50 split between objective and<br />
interpretive theories, which parallel the r<strong>at</strong>io in the field of communic<strong>at</strong>ion.<br />
493
IV.<br />
Four options for scholars: reject, respect, cooper<strong>at</strong>e, merge.<br />
A. Rejection of inferior scholarship.<br />
1. Robert Bostrom and Lewis Donohew reject interpretive scholarship because it is<br />
intellectually nihilistic.<br />
2. Many interpretive scholars such as Stuart Hall consider objective theory<br />
ideologically naive, narrowly focused on outward behavior, and trivial.<br />
3. These “communic<strong>at</strong>ion wars” are waged in major communic<strong>at</strong>ion journals.<br />
B. Respect and celebr<strong>at</strong>ion of differences.<br />
1. Richard Rorty argues th<strong>at</strong> the two sides should learn to live with their<br />
differences.<br />
2. Perhaps the empirical and rhetorical communities are best understood as<br />
distinct cultures.<br />
3. Respect for and even celebr<strong>at</strong>ion of differences take place in clinical psychology.<br />
4. People who gravit<strong>at</strong>e toward one type of knowing or the other may diverge due<br />
to a preference for sensing or intuition.<br />
C. Cooper<strong>at</strong>ion with needed colleagues.<br />
1. George Gerbner pictures a symbiotic rel<strong>at</strong>ionship between the two worldviews.<br />
2. Gregory B<strong>at</strong>eson’s rigor/imagin<strong>at</strong>ion dichotomy may describe the contributions<br />
of the sciences and the arts, respectively.<br />
3. Marie Nichols argues th<strong>at</strong> the humanities without science are blind, but science<br />
without the humanities may be vicious.<br />
D. Legitimizing the child of a shotgun marriage (merge).<br />
1. Celeste Condit argues th<strong>at</strong> current theorizing results from a blend of humanism<br />
and empiricism.<br />
a. Some empiricists no longer insist on covering laws, universal truths, or value<br />
neutrality.<br />
b. Some rhetoricians now prize rhetorical theory building above rhetorical<br />
criticism, write with technical precision, and want more than consensus to<br />
valid<strong>at</strong>e truth.<br />
2. She predicts th<strong>at</strong> hybrid theories may be more illumin<strong>at</strong>ing than traditional<br />
approaches.<br />
V. A final note.<br />
A. Readers are encouraged to continue their examin<strong>at</strong>ion of communic<strong>at</strong>ion theory.<br />
B. Appendix B covers relevant movies.<br />
C. Since the field of communic<strong>at</strong>ion is changing rapidly, readers should particip<strong>at</strong>e in its<br />
development. Go for it!<br />
Key Names and Terms<br />
James Anderson<br />
A communic<strong>at</strong>ion scholar from the University of Utah who recommends classifying<br />
theories based on how their authors view the n<strong>at</strong>ure of the phenomenal world.<br />
Hermeneutics<br />
The study and practice of interpret<strong>at</strong>ion.<br />
Robert Bostrom and Lewis Donohew<br />
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Communic<strong>at</strong>ion scholars from the University of Kentucky who reject interpretivism<br />
because of its perceived intellectual nihilism.<br />
Stuart Hall<br />
Previously introduced in Chapter 26, this leader of cultural studies considers<br />
objectivists’ findings ideologically naive and narrowly focused on outward behavior.<br />
Richard Rorty<br />
A Princeton University philosopher who contends th<strong>at</strong> the differences between the<br />
sciences and humanities cannot be resolved, only lived with.<br />
Sensing<br />
Taken from the Myers-Briggs indic<strong>at</strong>or, this perceiving/knowing preference stresses the<br />
five senses.<br />
Intuition<br />
Taken from the Myers-Briggs indic<strong>at</strong>or, this perceiving/knowing preference stresses the<br />
meanings, rel<strong>at</strong>ionships, and possibilities th<strong>at</strong> go beyond the inform<strong>at</strong>ion available to<br />
the senses.<br />
George Gerbner<br />
Previously introduced in Chapter 27, this leader in cultiv<strong>at</strong>ion theory argues for a<br />
symbiotic rel<strong>at</strong>ionship between scientists and humanists.<br />
Gregory B<strong>at</strong>eson<br />
Previously introduced in Chapter 12, this anthropologist emphasized th<strong>at</strong> both rigor and<br />
imagin<strong>at</strong>ion are necessary contraries of the human mind.<br />
Marie Hochmuth Nichols<br />
Previously introduced in Chapter 22, this rhetorician held th<strong>at</strong> the humanities without<br />
science are blind, but science without the humanities may be vicious.<br />
Celeste Condit<br />
A University of Georgia communic<strong>at</strong>ion professor who emphasizes the value of the<br />
theoretical hybridiz<strong>at</strong>ion of empiricists and humanists.<br />
Principal Changes<br />
Although its content remains largely unchanged, a few revisions to Figure 36.1 are<br />
worth noting. Cultiv<strong>at</strong>ion theory, anxiety/uncertainty management theory, and muted group<br />
theory have all been moved one step toward the interpretive end of the continuum. Elabor<strong>at</strong>ion<br />
likelihood model and face-negoti<strong>at</strong>ion theory have moved one step toward the objective end of<br />
the continuum.<br />
Suggestions for Discussion<br />
More of a beginning than an end<br />
In many textbooks, the concluding chapter is little more than a mechanical summary<br />
tacked on to fill a page quota or please an editor’s formulaic sense of closure. In the case of A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>, however, this is certainly not the case. In fact, it could be<br />
argued th<strong>at</strong> this final chapter is the most important in the entire book because it presents—<br />
r<strong>at</strong>her than an oblig<strong>at</strong>ory afterthought—a culmin<strong>at</strong>ion of Griffin’s message. Applying Anderson’s<br />
theoretical c<strong>at</strong>egories and a continuum th<strong>at</strong> incorpor<strong>at</strong>es, yet ultim<strong>at</strong>ely transcends, the<br />
original dichotomy th<strong>at</strong> undergirds the first three chapters, Griffin provides a credible synthesis<br />
495
of the diverse theories presented throughout the text. The four approaches to the<br />
objective/interpretive dilemma fe<strong>at</strong>ured in the second half of the chapter provide students<br />
with an outline of the primary stances toward the theoretical diversity th<strong>at</strong> currently<br />
characterize our discipline. With this m<strong>at</strong>erial, your students will be equipped to launch further<br />
study of communic<strong>at</strong>ion theory. Thus, we would encourage you to present the chapter as more<br />
of a beginning than an end.<br />
We suspect th<strong>at</strong> your discussion of this chapter will constitute or closely precede your<br />
review of the course, so our suggestions here will consider the twin responsibilities of covering<br />
the chapter and preparing for the final exam.<br />
A self-consuming artifact<br />
As mentioned above, Griffin’s continuum transcends the dichotomy with which he<br />
begins the book. In this sense, A <strong>First</strong> <strong>Look</strong> resembles wh<strong>at</strong> literary critic Stanley Fish calls a<br />
self-consuming artifact. Discussing Pl<strong>at</strong>o’s Phaedrus, one of the most important ancient texts<br />
about rhetoric, Fish describes this special process of textual consumption: “To read the<br />
Phaedrus, then, is to use it up; for the value of any point in it is th<strong>at</strong> it gets you (not any<br />
sustained argument) to the next point, which is not so much a point (in logical-demonstr<strong>at</strong>ive<br />
terms) as a level of insight. It is thus a self-consuming artifact, a mimetic enactment in the<br />
reader’s experience of the Pl<strong>at</strong>onic ladder in which each rung, as it is negoti<strong>at</strong>ed, is kicked<br />
away” (Self-Consuming Artifacts: The Experience of Seventeenth-Century Liter<strong>at</strong>ure [Berkeley:<br />
University of California Press, 1972], 13). Beginning with the rel<strong>at</strong>ively simple binary opposition<br />
of the opening chapters, Griffin gives the reader a place to stand th<strong>at</strong>—over the course of the<br />
book—is gradually abandoned for higher, more sophistic<strong>at</strong>ed ground. As he layers theorist<br />
upon theorist, the complex interplay of theories tugs the reader ever upward. By the time we<br />
journey to the final chapter, we look down upon the original position, our launching place,<br />
having gained a superior perspective on the overall theoretical terrain. Our starting point is<br />
consumed because, in an intellectual sense, we cannot go home again. If the structure of the<br />
book has functioned properly, the final chapter should evoke the kind of “aha” experience th<strong>at</strong><br />
Griffin says Tannen’s theory often inspires. If students are left perplexed by these final<br />
developments and do not see how the book “adds up” to its closing theoretical stance, then it<br />
would be important to investig<strong>at</strong>e their confusion to determine where the problems lie. Either<br />
way, explicit discussion of the intriguing structure of this book will give your students reason to<br />
ponder the impact of this chapter—as well as the entire course—and will help you gauge the<br />
extent of their overall comprehension. (Integr<strong>at</strong>ive Essay Question #28, below, addresses this<br />
issue.)<br />
Habitual versus analytical communic<strong>at</strong>ion<br />
Integr<strong>at</strong>ive Essay Question #31 encourages students to link theories th<strong>at</strong> apply a<br />
conscious shift from n<strong>at</strong>ural or habitual modes of communic<strong>at</strong>ion to a more detached, <strong>at</strong>-adistance<br />
approach th<strong>at</strong> analytically weighs a variety of perspectives and balances competing<br />
interests or understandings. Concepts such as mindfulness, conscious competence, reframing,<br />
and goal-based plans for action potentially fall into this c<strong>at</strong>egory. Wh<strong>at</strong> might we learn by<br />
grouping such theories together? Do certain meta-theoretical elements or assumptions<br />
become apparent? Are there theoretical disadvantages to privileging analytical, reason-based<br />
approaches to communic<strong>at</strong>ion <strong>at</strong> the expense of the emotional and spontaneous? Wh<strong>at</strong><br />
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theories might be arrayed on the opposite side of this particular theoretical perspective? These<br />
are interesting questions for your students to consider <strong>at</strong> the end of the book—and the course.<br />
Exercises and Activities<br />
Placing theories on the continuum<br />
We urge you to work through the continuum in class, encouraging students to evalu<strong>at</strong>e<br />
the placement of each theory. (Essay Question #22, below, addresses this issue.) As Griffin<br />
himself notes, the chart is a “work-in-progress” (517), and certain theories are particularly<br />
difficult to place. We would recommend th<strong>at</strong> your students particularly scrutinize the<br />
placement of theories such as CMM, the interactional view, rel<strong>at</strong>ional dialectics, the functional<br />
perspective, adaptive structur<strong>at</strong>ion theory, inform<strong>at</strong>ion systems approach, critical theory of<br />
communic<strong>at</strong>ion, media ecology, cultural studies, face-negoti<strong>at</strong>ion theory, and muted group<br />
theory. We see some interesting and productive arguments coming out of these cases,<br />
although other placements may be equally controversial and intriguing.<br />
Awarding a “Best in Show”<br />
One good way to review is to ask your students which theory was their favorite or most<br />
useful. (Integr<strong>at</strong>ive Essay Question #27, below, addresses this issue.) Whether you require oral<br />
or written responses to the question, insist th<strong>at</strong> they explain their choices. If you can, try to<br />
stimul<strong>at</strong>e deb<strong>at</strong>e among the students on this issue. In fact, it may even be pedagogically<br />
useful (and fun) to reduce the field to a few finalists and bring the m<strong>at</strong>ter to a class vote. As<br />
they argue about the rel<strong>at</strong>ive worth of various theories, they’ll practice applying and prioritizing<br />
the sophistic<strong>at</strong>ed criteria required for making such judgments meaningful. Of course the<br />
particular theory selected as the best is not the point; it’s the reasoning behind the choice th<strong>at</strong><br />
counts. To explore the other side of the preference coin, you may wish to ask students to<br />
identify the least favorite or least useful theory. Don’t settle for “It’s too hard!” as an answer.<br />
The discussion surrounding this question should be equally challenging and revealing.<br />
Grouping by research methodology<br />
The continuum helps us to compare and cluster the diverse theories presented in A<br />
<strong>First</strong> <strong>Look</strong> <strong>at</strong> Communic<strong>at</strong>ion <strong>Theory</strong>. A second method of arranging them th<strong>at</strong> will foster useful<br />
comparisons is by primary research methodology. For each theory, have students determine<br />
whether experiment<strong>at</strong>ion, surveys, textual analysis, or ethnography is most important. As with<br />
the continuum, this organiz<strong>at</strong>ional scheme will also produce some revealing rel<strong>at</strong>ionships and<br />
intriguing fence-sitters.<br />
Standard preferences<br />
In our tre<strong>at</strong>ments of Chapters 1 and 3, we discussed Griffin’s str<strong>at</strong>egy of polling his<br />
students about their preferences about objective and interpretive standards for theory, ways of<br />
knowing, and so forth. This chapter might provide a good opportunity to revisit their initial<br />
judgments. Have they altered their positions or held fast to their first impressions? Why or why<br />
not?<br />
Telling Em wh<strong>at</strong> you really think<br />
Another method of review is to require students to write letters to Griffin outlining wh<strong>at</strong><br />
they see to be the strengths and weaknesses of the book in a frank, constructive, collegial<br />
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manner. These letters can be evalu<strong>at</strong>ed on a variety of factors: the sophistic<strong>at</strong>ion, specificity,<br />
and balance of the critique; the strength of the prose; and even the extent to which the epistle<br />
constitutes a person-centered message capable of achieving multiple goals (to use the<br />
language of constructivism) or perhaps a well-elabor<strong>at</strong>ed response (to borrow from ELM).<br />
Whether or not you actually send the letters to the author is entirely up to you, but we hope<br />
th<strong>at</strong> you invest in the postage. You and your students will take the assignment more seriously,<br />
and the scholarly exchange th<strong>at</strong> ensues may prove serendipitous. It certainly did for us.<br />
Further Resources<br />
• Recent integr<strong>at</strong>ive essays on communic<strong>at</strong>ion theory include:<br />
o John Stewart’s “Developing Communic<strong>at</strong>ion Theories,” in Developing<br />
Communic<strong>at</strong>ion Theories, eds. Gerry Philipsen and Terrance L. Albrecht (Albany:<br />
SUNY Press, 1997), 157-92.<br />
o Branislav Kovacic and Donald P. Cushman’s “A Pluralistic View of the Emerging<br />
Theories of Human Communic<strong>at</strong>ion,” in Emerging Theories of Human<br />
Communic<strong>at</strong>ion, ed. Branislav Kovacic (Albany: SUNY Press, 1997), 170-87.<br />
• For recent essays on interpret<strong>at</strong>ive research, see K<strong>at</strong>hryn Carter and Mick Presnell, eds.,<br />
Interpretive Approaches to Interpersonal Communic<strong>at</strong>ion (Albany: St<strong>at</strong>e University of<br />
New York Press, 1994).<br />
• For a spirited defense of empiricism based on pluralist premises, see Davida Charney’s<br />
“Empiricism Is Not a Four-Letter Word,” College Composition and Communic<strong>at</strong>ion 47, 4<br />
(December 1996): 567-93, and “From Logocentrism to Ethocentrism: Historicizing<br />
Critiques of Writing Research,” Technical Communic<strong>at</strong>ion Quarterly 7, 1 (Winter 1998):<br />
9-32. From the perspective of a composition specialist and a rhetorician, Charney<br />
insightfully argues th<strong>at</strong> parochial <strong>at</strong>titudes toward methodology and theorizing are<br />
unproductive and dangerous. In “Empiricism Is Not a Four-Letter Word,” she concludes,<br />
“The only way to progress as a discipline is to undertake the hard task of interconnecting<br />
our work, by building up provisional confidence in our methods and our<br />
knowledge base by challenging and impressing each other—and anyone else who cares<br />
to look” (591). This advice, which reson<strong>at</strong>es with Condit’s call to properly marry the<br />
objectivist and interpretivist traditions within the communic<strong>at</strong>ion discipline (523-24),<br />
strikes us as excellent, if we may be so bold, <strong>at</strong> the end of our pedagogical journey, to<br />
speak our mind.<br />
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Sample Examin<strong>at</strong>ion Questions<br />
Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
To receive a copy of the Test Bank contact your local McGraw-Hill sales represent<strong>at</strong>ive or email<br />
Leslie Oberhuber, Senior Marketing Manager <strong>at</strong> leslie_oberhuber@mcgraw-hill.com<br />
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Sample Questions are not reproduced in the online version of the Instructor's Manual.<br />
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