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notes from 2/17/2016 lecture

by: Becca Hanel

notes from 2/17/2016 lecture COMM 1210100-127:Perspectives on Human Communication

Becca Hanel
GPA 3.8

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notes covering material discussed during 2/17/2016 lecture
COMM 1210100-127:Perspectives on Human Communication
dr. ruth hickerson
Class Notes
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This 3 page Class Notes was uploaded by Becca Hanel on Saturday February 27, 2016. The Class Notes belongs to COMM 1210100-127:Perspectives on Human Communication at University of Colorado taught by dr. ruth hickerson in Fall 2015. Since its upload, it has received 32 views. For similar materials see COMM 1210100-127:Perspectives on Human Communication in Art at University of Colorado.

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Date Created: 02/27/16
2/17/2016   >What is a shared social space? ­ in human society all ‘space is social: it involves assigning more or less appropriate places to  social space has thus always been a social product’.­ Henri Lefebvre  ­ THIS is the place where THIS happens ­ one way to think of shared social space is a kind of context where certain types of integrations  might take place. ­ examples: ­ health and care facility­­ Cameron ­ workplace­­ Tracy ­ College­­ Engstrom *within each of these settings, there are likely additional sun settings/contexts >These contexts are constitutive ­ that is, it is our interaction (communication) that partly creates the context itself. ­ how do you know you are in a meeting with a professor? ­ how do each of you talk? ­  what are you doing ? (what is your talk creating­­producing and reproducing)  ­ does it differ if you are petitioning for a grade change versus chatting about a student  club/group? *it is the communication itself that creates these social spaces >Rule­bound interaction and within these shared social spaces, we abide by specific rules of interaction ­ who talks? ­ when? ­ how? ­ about what? *having a student and professor meeting creates a professor meeting creates a professor and  student meeting.  The communication that takes place creates the thing itself. >Communication and reality ­ traditional view: we use communication to describe a world of facts that exists independently  from us, the observers ­ constitutive view: we use communication to make sense of the world together in order to be able to exist and act together. ­ constitutive view of communication: we, humans, create our own reality together by consistently  applying language and other communication resources to our shared experience. ­ communication is not a mere tool for expressing social reality but is also a means of creating it. ­ Relationships, identities, and tasks are in the communication (“constituted by it”) rather than in  the relationships or between two or more people (“containing it”) *SO, meaning does not exist solely between the two people in interaction.  It is part of a  larger social system...nothing really exists till we talk about it. >What does it mean to be part of a communication culture? ­ we talk a lot about talk; talk informs and reflects talk; we tend to believe that it is always good to  talk it out or talk about it; our communication affects our communication (both ways) ­ because we are so focused on tlk and communication, it seems natural to judge talk as “good”  or “bad­­less good” ­ most of aspire to­­or believe we should aspire to be better communicators so we are highly  receptive to expert advice on the matter. > Communication culture and Deborah Cameron ­ “a culture obsessed with communication and the skills that it supposedly demands” (p.64).   ­ “the mundane social activity of talking...has been redefined as a set of skills requiring effort and  expert guidance to master” (p.64). ­ the rise of communication culture: ­ normative ideas about communication → communication experts ­ experts → communication as a set of skills/key to happiness → commodifying communication > Selling communication expertise ­ how is communication expertise being sold? ­ communication skills/principles? ­ actual communication in actual contexts? ­ communication and becoming a better person? ­ qualifications? >Origins of communication culture ­ economic (rise of service jobs in the West) → branding ­ if there is no “thing” we are producing, then what is our business? ­ dissolution of traditional societies → the self as a “reflexive project” (“personal growth”) ­ traditional societies­­ stay in one place your whole life among people who have known you from  birth  ­ the dissolution of these traditional societies→ we continually have to reinvent ourselves ­ Thus, the self becomes a “reflexive project” (Giddens) >Self­reflexivity ­ Having an ongoing conversation with one’s whole self about what one is experiencing as one is  experiencing it. ­ to be self­reflexive is to engage in this meta­level of feeling and thought while being in the  moment ­ The strength of being reflexive is that we can make the quality of our relationships better at that  time in that encounter, without having to wait for our next interaction. ­ living in a communication culture heightens our awareness of how we ought to communicate,  how we “ought” to communicate and behave in interactions. ­ reflexivity increases our awareness of the consequences of not abiding by socially constructed  rules and norms of interactions. ­ when we are self aware of our incompetence and the ways that affects others and our  relationships, we can adjust our behavior.       > “Good communication” and therapy talk: ­ speak for yourself ­ don't judge others on their views ­ listen to others with an open mind ­ respect and affirm others’ feelings ­ don't tell other people what to do ­ clarify above all (“keep clarifying”)  ­ small talk, chit­chat pave the way toward “good conversations” >Basic tenets of communication culture communication… ­ important, it can be a solution to social problems ­ ...can only be done “right” with the help of expert advice about skills → the magical power to influence ­ ...must be evaluated (people need to be trained) ­ ...must be regulated/standardized in institutional settings → branding >What is the problem? the dominant “communication skills” model… ­ ...has very little to do with actual communication (there is not one “right” way to communicate) ­ ...can serve to hide asymmetrical power relations (e.g., “be non­judgmental” and to “co­ operate”) ­ ...leaves the meaning of “effective” communication and related “skills” vague/ambiguous→ assessment can be meaningless


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