First question:

What was the most meaningful, interesting, or significant thing you learned from this chapter?

For prompt #2 you have two options (you only need to select one to answer):
2a. Imagine you are a communication scholar. Which paradigm would you most likely use to study Communication? In other words, would you do research in rhetoric, elocution, social science, social constructionism, or critical/cultural studies? Justify your position by explaining why you think the paradigm you choose is the best to study Communication and the limitations of adhering to the other paradigms. Also, what are the limitations to the paradigm you chose?

2b. Your friend has decided to take this particular Communication course next semester.  They ask you to explain something you have recently learned in the course. Since you just finished reading Chapter 2, you decide to explain to them the different paradigms within the field of Communication. How would you explain these paradigms to your friend? What would you say? What examples would you use so that your friend could understand what each paradigm deems significant in regards to studying Communication?
Why communication?
Why are you majoring in communication or taking a class in communication?
Toward Praxis
• Reflection: What stories do you
tell? To whom? Why? Think of a
particular story you most
wanted to tell someone. How
did you decide what to include
or exclude? Has anyone or
would anyone disagree with
your version of events? How so?
• Discussion: Do you think
everyone should take a
course in
communication? Why or
why not? What should
this course include? What
should its purpose be?
Communication: A Critical/Cultural Introduction
1. Communication: A Cultural
8. Language & Power in Our Cultural
Introduction
Lives
2. Communication & Power: A Cultural 9. Interpersonal Relationships in Culture
History
10. Groups and Alliances in Culture
3. Public Advocacy: Commitments and 11. Mediated Culture(s)
Responsibility
12. Communication as a Means of Social
4. Compassionate Critical Listening
Action
5. Identity and Perception
6. Language and Culture
7. Embodied Knowledge and Nonverbal
Communication
A
Critical/Cultural
Introduction
Deanna L. Fassett | John T.
Warren | Keith Nainby
COMMUNICATION
A Critical/Cultural Introduction
•
CHAPTER 2: COMMUNICATION AND POWER: A CULTURAL HISTORY
Overview
• Explore how history is a collection of stories people tell from
certain perspectives toward particular ends
• Describe how communication history produces
contemporary understandings of communication
• Identify important contributions of theories and models
from our past and question how they affect our present
• Explore the role of power in how we theorize
communication
• Build from historical lessons to contemporary advocacy,
specifically developing voice and argument (thesis) in public
communication
Source: https://commons.wikimedia.org/wiki/File:Socrates_and_Plato.jpg
Foundations of Our Dialogue
Terms & Common Understandings
• Four Disciplinary Turns of Communication:
• Part One: The Rhetorical Tradition
• Part Two: The Move to Science
• Part Three: Social Constructionism
• Part Four: The Critical/Cultural Turn
• Lessons From Our Story of a Discipline
• Public Advocacy: Purpose, Audience, and Voice
• Purpose and Audience
• Voice
• Topic Selection
• Thesis
Part One: The Rhetorical Tradition
• In ancient Greece and Rome, the study of rhetoric, the art of oratory and
persuasion, was a vital subject for students.
• One significant ongoing debate was whether one could be an effective speaker in a base
cause (Sophists) or
• Whether excellent rhetoric came from the excellence of the orator’s character (Socrates,
Plato, Cicero).
• Aristotle sought to bring these perspectives together via:
• Ethos, the appeals that establish the speaker’s credibility with listeners
• Pathos, the appeals to listeners’ emotions
• Logos, the appeals that reveal the speakers logical reasoning
Fun fact: Through the European Middle Ages and Renaissance grammar, rhetoric, and logic constituted the entire
trivium, the base of the system of classical learning in Europe and the foundations of Higher Education to this day.
Part Two: The Move to Science
• Communication as action
• Communication as interaction
• Communication as transaction
• The constitutive approach says communication creates or
brings into existence what has not been before
Part Three: Social Constructionism
• Social Constructionism Theory
• Any ‘objective’ fact we may think we have is really a subjective
construct.
• How do you know what you know?
• Communication isn’t just something we make but something that makes us
and makes meaningful aspects of our world.
• Communication is Intersubjective
• Communication is alive and adaptive
• Communication exists between and amongst people
Part Four: The Critical/Cultural Turn
“Being critical is not a unitary concept. It
resembles a loose coalition of interests
more than a united front…
…Using critical [turn] is committed to
unveiling the political stakes that anchor
cultural practices.”
Conquergood, D. (1991). Rethinking ethnography:
Towards a critical cultural politics. Communications
monographs, 58(2), 179-194.
Part Four: The Critical/Cultural Turn
• The Critical/Cultural Turn
• Any culture is a series of related structures which comprise social forms,
values, sociology, the whole of knowledge and through which all experience is
mediated. [. . .] The rituals enact the form of social relations and in giving
these relations visible expression they enable people to know their own
society. The rituals work upon the body politic through the symbolic medium
of the physical body.
Douglas, M. (1966). Purity and Danger: An Analysis of
the Concepts of Pollution and Taboo.
Part Four: The Critical/Cultural Turn
• The Critical/Cultural Turn (within politics)
• “The hegemony of instructional rites not only refers to how they reinforce or
reproduce the political and economic dominance of one social class over
another, but also considers the success with which the dominant class is able
to project—through symbolic meanings and practices that structure daily
experience—its own way of interpreting the world to the extent that it is
considered natural, universal, and all-inclusive.”
McLaren, P. (1999). Schooling as a ritual performance: Toward a
political economy of educational symbols and gestures.
Lessons From Our Story of a Discipline
Telling and retelling our history reminds us of who we’ve been, who we are,
and who we’re becoming.
Our understandings of the past are
unavoidably shaped by this present.
Source: https://www.pexels.com/photo/ancient-art-asia-buddha-302100/
Public Advocacy:
Purpose, Audience, and Voice
• Purpose and Audience
• Successful communication is a matter of inviting purpose (your goal, argument, or
message) and audience (the people you’re hoping to reach with your argument) to work
in concert.
Public Advocacy:
Purpose, Audience, and Voice
• Voice
• in the form of your word choices, tone, or degree of formality, is an inevitable function of
purpose and audience
Public Advocacy:
Purpose, Audience, and Voice
• Topic Selection, Three Considerations:
1.
2.
3.
It must meet the most practical of obligations—the assignment
Consider your audience.
Develop a topic that fits the context of your communication
Public Advocacy:
Purpose, Audience, and Voice
• Thesis
• An integral component to successful communication; this is the overarching claim of a
message.
Toward Praxis
• Reflection: What stories do you
tell? To whom? Why? Think of a
particular story you most
wanted to tell someone. How
did you decide what to include
or exclude? Has anyone or
would anyone disagree with
your version of events? How so?
• Discussion: Do you think
everyone should take a
course in
communication? Why or
why not? What should
this course include? What
should its purpose be?
The Danger of a Single Story
• Has a single story ever been told about you? How did you know? How did it make you
feel?
• Have you ever told a single story? What did you do? How did you come to realize it was a
single story?
• You can ask/introduce the following
• How will you bring this concept of a single story into your life?
• Could your single story be a stereotype?
• Multiple stories create multiple perspectives
• The easiest way to keep a stereotype alive is to dehumanize the other
• Americans may view Africa as one country
• Build your resilience by gathering more and more stories
• Use “that’s a single story” as code for “that’s a stereotype you are buying into” to soften the way of
saying it
Ethos Pathos Logos in action
• In groups of 3 – 4, create a persuasive message using ethos, pathos,
and logos. The mini-speech should be 2-3 minutes long on a problem
you believe exists at your university.
• Begin by brainstorming ideas for the group and choosing the one
issue you find most relevant to the class.
• The speech should have a clear introduction (attention getter, claim,
and preview of the main points), at least two main points with
supporting evidence, and a solid conclusion (restating the claim,
summarizing the main points, and a sense of closure).
Ethos Pathos Logos in action
• While each group delivers their speech, the rest of the class should be
listening and identifying when they hear ethos, pathos, and logos in
the speech.
• As a large group, discuss the ways in which each group approached
ethos, pathos, logos. What worked well? What could be improved?
For next week
• Find a media campaign that you think has contributed to widespread
changes in social thinking.
• Briefly describe the media campaign (include relevant pictures or
videos).
• Then, address why you think the campaign led to changes in social
thinking.
• Lastly, describe how one’s culture, gender identity, age, and socioeconomic status might impact perception of the media campaign.
READING REFLECTION CHAPTER 2
Instructions:
1.
2.
After reading chapter 2, answer the first question, and then write-up your responses to
one of the prompt #2 options.
Submit your reading reflection as a .pdf or .docx file in Moodle.
First question:
1.
What was the most meaningful, interesting, or significant thing you learned
from this chapter?
For prompt #2 you have two options (you only need to select one to answer):
2a. Imagine you are a communication scholar. Which paradigm would you
most likely use to study Communication? In other words, would you do
research in rhetoric, elocution, social science, social constructionism, or
critical/cultural studies? Justify your position by explaining why you think the
paradigm you choose is the best to study Communication and the limitations
of adhering to the other paradigms. Also, what are the limitations to the
paradigm you chose?
2b. Your friend has decided to take this particular Communication course next
semester. They ask you to explain something you have recently learned in the
course. Since you just finished reading Chapter 2, you decide to explain to
them the different paradigms within the field of Communication. How would
you explain these paradigms to your friend? What would you say? What
examples would you use so that your friend could understand what each
paradigm deems significant in regards to studying Communication?

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