Social construction in the basic course

Teaching Social Construction of Reality in the Basic Course: Opening Minds and Integrating Units

1995

Social construction of reality theory (SCT) is such a broad based theory that it approaches a philosophical view. As such, SCT offers a new way of considering one's own and others' perspectives, a valuable asset for communication students. The theory is also a useful pedagogical tool for connecting the sometimes disparate contexts within the hybrid basic communication course. The rest of this discussion will 1) explore the theory and ways of introducing it to undergraduates; 2) argue that this theory has the capability of opening minds to new ideas and viewpoints, and 3) attempt to show how it can be integrated into and integrate the often self-contained units of interpersonal communication, group communication and public speaking. THE THEORY Social construction theory assumes that reality is a social construction and that language and conversation are the primary tools of that construction. Berger and Luckman (1966) emphasize the importance of language and talk in the creation, modification and maintenance

Teaching Social Construction of Reality in the Basic Course: Opening Minds and Integrating Contexts

Basic Communication Course Annual, 2001

Social Construction: Knowledge, Self, Others, and Continuing the Conversation

Annals of the International Communication Association, 1994

Social constructionism's relevance to communication studies is demonstrated through the development of three arguments. First, as theories of knowledge presume a theory of human functioning with others, traditional conceptions of the person are subject to transformation. Second, theories of communication are carefully intertwined with theories of the person and philosophies of knowledge. And, third, the conversational context of everyday life holds keys to understanding the entire edifice of constructed knowledge. From these central themes, seven "instructive statements" are proposed as rudimentary accounts of critical aspects of conventional exchange.

Social Construction in Communication: Reconstituting the Conversation

Communication Yearbook, 2008

In this chapter, we offer a response to Shotter and Gergen’s (1994) proposal in Communication Yearbook for social construction (SC) as a framework for communication by reconstituting its impact in our field. We provide an overview of SC research in the communication discipline to illustrate the ways in which scholars have developed specifi cally communication-oriented SC approaches. After wresting SC from the realm of epistemology and placing it into that of practical theory, we select three areas of research and praxis where social constructionist thinking about communication makes a dramatic difference in thinking and practice. These areas—gender, crisis, and therapy— allow us to move beyond the confi nes of an American academic forum and engage the concerns of an audience of practitioners in a more global exchange. Additionally, these three topics give us the opportunity to address relevant and still pressing critiques that we take to be consequential to both SC and communication: materiality, agency, and critical applications of practical theory that allow social construction scholars to speak politically on matters heretofore considered extradiscursive. A section on future directions for and challenges to social constructionism concludes our reflection.

Teaching Communication Theory and Practice in Higher Education

Armenian Folia Anglistika, 2021

Communication is a social phenomenon based on sharing information, ideas and attitudes. Maturity, experience, personal and social relationships that run more smoothly and become more meaningful, are developed, expanded and advanced through communication. Hence, the purpose of this paper based on case study methodology is to help students understand the principles of communication theory/study and put them into practice in life. The skills and techniques learned in the course are essential to effective communication in intrapersonal, interpersonal, small-group and public speaking and can be applied not only through studying the theoretical material but also through practical exercises, discussions and presentations that will enable to incorporate them into daily life and activity. As a result, students will learn to function in a more productive and assertive way in public and work environments and develop the newfound abilities to speak up effectively in other contexts.

Personal Narrative as a Social Approach to Interpersonal Communication

Communication Theory, 1992

Pike, K. (1967). Language in relation to a unified theory of the structure of human behavior (2nd, rev. ed.). The Hague: Mouton. Rosaldo, M. (1980). Knowledge and passion: Ilongot notions of selfand social life. Cambridge, MA: Harvard University Press. Rosaldo, M. (1990). The things we do with words: Ilongot speech acts and speech act theory in philosophy. In D. Carbaugh (Ed.), Cultural communication and intercultural contact (pp. 373-407). Hillsdale, NJ: Erlbaum. (Original work published 1982) Sanders, R. (1987). Cognitivefoundations of calculated speech. Albany, NY: State University of New York Press. Searle, J. (1990a)A classification of illocutionary acts. In D. Carbaugh (Ed.), Cultural communication and intercultural contact (pp. 349-372). Hillsdale, NJ: Erlbaum. (Original work published 1976) Searle, J. (1990b). Epilogue to the taxonomy of illocutionary acts. In D. Carbaugh (Ed.), Cultural communication and intercultural contact (pp. 409-417). Hillsdale, NJ: Erlbaum. Sigman, S. (1987). A perspective on social communication. Lexington, MA: Lexington Books. Stewart, J., & Philipsen, C. (1985). Communication as situated accornplishment: The cases of hermeneutics and ethnography. In B. Dervin (Ed.), Progress in communication sciences (pp.

Integrating the Contexts of the Hybrid Basic Course: Using Systems and Social Construction Theory

1997

Communication as a discipline is studied in varied contexts: interpersonal, group, organizational, mediated, and public communication. To make clear to students the commonness and not the differences among the contexts, the hybrid basic course should not be taught in separate units as if group communication were a different species from interpersonal, mediated, organizational, or public speaking. Two primary decisions for integrating the basic communication course concern pedagogy and content. For example, using social construction theory as the foundation theory, students could discuss, in small groups, the ways they influence others' behavior, thoughts, and self-esteem-considering the role of communication in this process. They then could produce a paper and a speech. This approach integrates interpersonal communication, group discussion, and public speaking. Using systems theory, students could enter into a group discussion of the role of communication in the negotiation and interpretation of rules, feedback, and goals. Regarding content decisions, focus should be on the communication interaction rather than the context, per se. Social construction theory can be used to teach the foundational concepts, applying the same principles to interpersonal, small group, public, organizational, and mediated communication interactions. Systems theory can also be used for analyzing various communication interactions. (Contains 11 references.) (CR)

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