PREFACE FOR INSTRUCTORS
If you’re already familiar with A First Look at Communication Theory and understand the approach, organization, and main features of the book, you may want to jump ahead to the “Major Changes in the Eighth Edition” section. For those who are new to the text, reading the entire preface will give you a good grasp of what you and your students can expect. Balanced Approach to Theory Selection. I’ve written A First Look for students who have no background in communication theory. It’s designed for undergraduates enrolled in an entry-level course, regardless of the students’ classifi cation. The trend in the fi eld is to offer students a broad introduction to theory relatively early in their program. But if a department chooses to offer its fi rst theory course on the junior or senior level, the course will still be the students’ fi rst comprehensive look at theory, so the book will meet them where they are. The aim of the text is to present 32 specifi c theories in a way that makes them
interesting and understandable. By the time readers complete the book, they should have a working knowledge of theories that explain a broad range of communication phenomena. Of course, my ultimate goal is for students to understand the relationships among the leading ideas in our fi eld, but before they can make those connections, they need to have a good grasp of what the theorists are saying. The bulk of the book provides that raw material. With the help of journal and yearbook editors, and the feedback of 200 instructors, I’ve selected a range of theories that refl ect the diversity within the discipline. Some theories are proven candidates for a Communication Theory Hall of Fame. For example, Aristotle’s analysis of logical, emotional, and ethical appeals continues to set the agenda for many public-speaking courses. Mead’s symbolic interactionism is formative for interpretive theorists who are dealing with language, thought, self-concept, or the effect of society upon the individual. Berger’s uncertainty reduction theory was the fi rst objective theory to be crafted
by a social scientist trained in the fi eld. The axioms of Watzlawick’s interactional view continue to be debated by interpersonal scholars. And no student of mediated communication should be ignorant of Gerbner’s cultivation theory, which explains why heavy television viewing cultivates fear of a mean and scary world. It would be shortsighted, however, to limit the selection to the classics of communication. Some of the discipline’s most creative approaches are its newest. For example, Leslie Baxter and Barbara Montgomery’s theory of relational dialectics offers insight into the ongoing tensions inherent in personal relationships Joe Walther’s social information processing is one of the few fully developed and well-researched theories of computer-mediated communication. And Gerry Philipsen’s speech codes theory upgrades the ethnography of communication from a methodology to a theory that can be used to explain, predict, and control discourse about discourse.
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