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Teaching critical thinking skills in the basic speaking course: A liberal arts perspective
... For example, Beyer (1985, p. 303) argues that critical thinking is not a process "at least not in the sense that problem-solving or decisionmaking are processes; critical thinking is not a unified operation consisting of a number of operations through which one proceeds in a sequence". Beyer and others (Rudin, 1984;Fritz & Weaver, 1986) believed that critical thinking is a set of discrete skills. According to this explanation, students will have to choose and apply discrete skills. ...
Editor's Note: This study provides in-depth analysis of the literature related to instructional presence and critical thinking on the context of distance learning. It compares models of inquiry and conducts a simple study to determine the role of teaching presence to foster critical thinking in an online conference. Abstract The discussion forum is a significant component of online courses. Instructors and students rely on these asynchronous forums to engage one another in ways that potentially promote critical thinking. This research investigates the relationships between critical thinking and teaching presence in an asynchronous discussion environment through quasi-experiment, pre-test-post-test design. The results demonstrate that when teaching presence was increased in the discussion forum there was a significant increase in learners " level of critical thinking.
... One thing the assignment does well is to provide students with a Oratorical Address 8 clear sense of the time and dedication required to select and refine their delivery choices. Fritz and Weaver (1986) stress the importance of memory and delivery choices for public speakers when they state, "Memoria and pronunciatio help the audience and speaker remember content and help speakers present ideas with clarity" (p. 179). ...
Objective: To challenge students' memorization and speaking skills by having them present an excerpt from a previously delivered speech
Courses: Basic, public speaking
The word skill is used to describe any systematic action that an organism is capable of producing under particular circumstances. When it is said that an organism possesses a skill, it is meant that a model that might be constructed can account for the organism's behavior. Sometimes the word skill is used to refer to the functional model and sometimes to the actual thing it represents, the systematicity. This chapter presents conclusions from the literature on skilled behavior, treating skill as a functional model of the regularity underlying action in real time, that is, as processes. It also presents an analysis of action in time, in the real world, and in its social context. The chapter discusses the way by which skills transfer or generalize to new situations, the use of feedback to control action and improve skills. It also focuses on disequilibrium and equilibration, differentiation and integration, the concept of an open system, indeterminacy in behavior, and the social context through which skills develop.
The chapter discusses the way in which growing knowledge about structuring information and social guidance techniques can improve the success of applied teaching programs. People's behavior can be viewed from many plausible vantage points and conceptual frames of reference. The applied task is to promote favorable changes in overt acts and covert knowledge that are not only effective but are also attained with acceptable costs for learners, teachers, and society. The scientific task is to analyze the critical events and processes that, when put together again, have a workable grasp of typical human activity as it occurs in daily life and also in the clinic or laboratory rather than a distorted picture. A cognitive behavioral approach seeks to synthesize two distinct currents of thought and research that are not mutually contradictory. One body of evidence shows the value of carefully controlled objective methods to create prosocial changes. The second body of evidence shows that efforts to assess, refine, and alter covert symbolic processes have practical utility and often surpass guidance that is confined to overt stimuli and responses.
The major portion of the investigations described in the present volume would never have been undertaken without the generous support of the Deutsche Forschungsgemeinschaft (German Research Society). During my professorship at the University of Marburg, I could not have carried on with my work in the psychology of language had it not been for the aid offered by this institution. Since these experimental investigations constitute the empirical backbone of the entire argument, I feel especially indebted to the Society. My warm thanks are also extended to the over two thousand subjects whose willing cooperation enabled my associates and myself to collect the body of data reported in these pages. I would like to thank the many parents, teachers, and school principals whose good will and collaboration were the prerequisites for conducting many of our experiments. The book also incorporates valuable contributions by my associates, insofar as my ideas and arguments bear the imprint of our joint work and discussion, to an extent that makes an accurate acknowledgement of each inspiration next to impossi ble. Giving them due credit, I would like to thank my assistants, the graduating students, and the student-aides back in Marburg and more recently in Mannheim.
This essay examines two commonly held objections to the position that speech communication is a liberal study. The essay then argues that speech communication does hold a legitimate claim to inclusion in the liberal curriculum, provided that criteria suggested here are met by contemporary speech communication departments.
Although a number of studies have approached the leadership problem from an organizational context, little attention has been given to the orientation of organizational members. Basically, researchers have tended to focus upon the leader and his behavior, often to the virtual exclusion of organizational members, their behavior, and their orientation relative to the leader. In this paper some of the pertinent research relative to conceptual structures of leadership behavior is examined, and a number of general hypotheses which relate need orientations of teachers to leadership style preferences are tested. The study is reported in two parts. The first part examines the relationship between perceived "ideal" leadership style and need orientations of teachers. It was found that teachers with different need orientations responded similarly in describing ideal behavior of principals. This led to a reevaluation of the conceptual framework and a reformulation of the general hypotheses. The "new" hypotheses suggested that although teachers with different need orientations agreed on descriptions of ideal principal behavior, differences in preferences would occur in terms of "quality" of style. (Quality, as suggested later in the paper, refers to an optimizing leadership style as opposed to a controlling leadership style.) Teachers, regardless of need orientations, expressed similar
The essay reviews current conceptions of rhetorical theory which see it as following a social science model. Difficulties of accounting for rhetorical experience as described by Becker's mosaic model are also reviewed. Because rhetorical theory cannot be explained by social science models, and because of the problems raised by Becker's model, the essay proposes that rhetorical theory and its supporting criticism be regarded primarily as pedagogical, with students as its primary audience.
Isocrates (436‐338) is a distinguished figure in the history of rhetoric. He was one of the most influential rhetorical educators of all times. Esteemed an “Attic Orator”; himself, he trained three others—Lycurgus, Hypereides, and Isaeus. He taught historians, generals, and statesman as well. Despite his importance in the history of rhetoric and rhetorical education, Isocrates has not been the subject of sustained scholarly inquiry of late. In an attempt to stimulate deserved attention to his views of rhetoric and rhetorical education, this essay explicates his life and his influential views on rhetorical education.
This essay supports the importance of the speech communication discipline by demonstrating the centrality of rhetorical communication in corporate advocacy, or issue management. The essay (1) characterizes an emerging field that reflects an ancient tradition of issue analysis, (2) shows how effective advocates are trained through speech communication curricula, and (3) suggests additional areas of help in educating effective issue managers.
Current research into the social‐cognitive development of adolescents can and should be applied to the teaching of speech. This essay outlines four major characteristics of adolescent social‐cognitive development: (1) the transition from concrete to formal operational thought, (2) adolescent egocentrism, (3) peer group identification, and (4) moral relativism and autonomy. These characteristics are shown to affect the adolescent's ability to understand communication concepts and to deal with the classroom audience and particular types of topics, assignments, or exercises. From this, implications are drawn concerning the intellectual and social structuring of the secondary curriculum in terms of the adolescent student.
Prosodic structures in poetry are mirrored, to a great extent, in music. This essay suggests a teaching strategy that sets poems to song in order to stimulate interest in poetic structure and understanding of rhythm and musicality in performance.
This essay provides a synoptic history of the relation between wisdom and eloquence as a perennial problem in the history of rhetorical theory and pedagogy. The need for rhetorical invention as a step toward unification of wisdom and eloquence is explained, and promising directions for inventional research are reviewed.
THE IDEA OF THE HUMANITIES AND OTHER ESSAYS CRITICAL AND HISTORICAL. By Ronald S. Crane. Chicago: University of Chicago Press, 1967; 2 Vols. pp. xxii+311+332. $15.00.
This essay presents a modern theory of invention developed from the application of Kenneth Pike's theory of linguistics. The theory is an attempt to provide a formulation of the underlying structure of linguistic thought from which the rhetor may stimulate natural thought processes to prompt discovery: the creation of new knowledge.
Issues pertaining to a liberal education are examined, and information is included on 14 programs in liberal education that were were part of the U.S. Department of Education's National Project IV. The goals of liberal education and ways of achieving goals covered. A transcript of a discussion on liberal education in the 1980s is provided. Zelda F. Gamson's chapter "Educating Students for Critical Awareness" includes information on Saint Joseph's general education curricula and the external degree program at Johnson State College. Programs at Hampshire College and Radcliffe College are described in two chapters written jointly by Jamie Beth Catlin and Z. Gamson--"Preparing Students to Use What They Learn" and "Helping Students Make Choices in Their Lives." Approaches to constructing a liberating education are addressed by the following chapters and authors: "Creating a Lively Academic Community" (Z. Gamson, Patrick J. Hill); "Inspiring Teachers to Revitalize Teaching" (Nancy B. Black, Michael R. Mills); and "Modifying Course Content to Encourage Critical Awareness" (John Nichols, Z. Gamson). Three articles on promoting change include "Evaluation to Sustain Change" (Terry Heitz Rogers). Information on approaches to self-assessment used by National Project IV participants and a site visit protocol are appended. (SW)
Describes a speech communication course designed to develop communication skills of people in technical fields. Reports the result of a survey of student perceptions of the course after they had completed the course and entered the work force. (PD)
In a speech before a faculty convocation, the president of Radford University addressed the widespread disenchantment with education today, cited the major problem as too many poorly educated, ineffective communicators in the nation's classrooms, and stressed the importance of teachers' communication skills. (For ordering information see CS 706 326.) (PD)
As a preliminary study evaluating the relative merits of skill development and information exposure in speech communication classes, an opinion survey was administered to students taking two variants of the introductory course. The two courses, labeled "Basic Blend" and "Blend: Public Speaking Emphasis," included roughly equivalent units on communication theory, interpersonal communication, and small group communication; but the public speaking emphasis course worked two additional weeks on public speaking. Survey results indicated significantly greater student satisfaction with the overall instruction and the total knowledge and ability acquired in the public speaking emphasis course. Students in this course also reported greater self-perception of improvement in the public speaking unit and in writing skills associated with this unit--the ability to outline, to develop and support a thesis, and to conduct research. Time spent on a unit, by itself, did not appear to be a critical factor in determining student self-perception of improvement. (The survey instrument is appended.) (MM)
The potential and progress of liberal arts majors in management positions with the American Telephone and Telegraph Company were investigated in two studies. In the Management Progress Study, a total of 422 managers from six different operating companies were studied since their hiring in the mid-1950s. Of these, 274 were college graduates when employed. In 1977, a new project, the Management Continuity Study, was begun to examine differences and similarities between the new generation of college recruits and the last. The major method used to study the participants in both studies was the management assessment center, which has been the basis for determining potential for advancement. Assessment dimensions include the following: administrative skills, consisting of planning and organizing and decision-making; interpersonal skills, including such things as face-to-face leadership, oral communication skills; intellectual ability, including range of interests, general mental ability, and written communication skills; and managerial motivation, including need for advancement and financial motivation. The effect of educational level attained and college major in relation to these dimensions was analyzed. It was found that humanities and social science majors showed especially strong interpersonal skills and were similar to business majors in administrative skills and motivation for advancement. Their greatest weakness was in quantitative skills. The math and science majors were similar to the engineers in their strengths and weaknesses: they had strong quantitative skills but were weak in administrative and interpersonal skills and had rather low motivation for advancement. One overall conclusion is that there is no need for liberal arts majors to lack confidence in approaching business careers. (SW)
Argues for the continuation of liberal education over career-oriented programs. Defines liberal education as one that develops abilities that transcend occupational concerns, and that enables individuals to cope with shifts in values, vocations, careers, and the environment. Argues that speech communication makes a significant contribution to liberal education. (JMF)
John Hartley: Before Ongism: "To become what we want to be, we have to decide what we were" Orality & Literacy: The Technologization Of The Word Introduction Part 1: The orality of language 1. The literate mind and the oral past 2. Did you say 'oral literature'? Part 2: The modern discovery of primary oral cultures 1. Early awareness of oral tradition 2. The Homeric question 3. Milman Parry's discovery 4. Consequent and related work Part 3: Some psychodynamics of orality 1. Sounded word as power and action 2. You know what you can recall: mnemonics and formulas 3. Further characteristics of orally based thought and expression 4. Additive rather than subordinative 5. Aggregative rather than analytic 6. Redundant or 'copious' 7. Conservative or traditionalist 8. Close to the human lifeworld 9. Agonistically toned 10. Empathetic and participatory rather than objectively distanced 11. Homeostatic 12. Situational rather than abstract 13. Oral memorization 14. Verbomotor lifestyle 15. The noetic role of heroic 'heavy' figures and of the bizarre 16. The interiority of sound 17. Orality, community and the sacral 18. Words are not signs Part 4: Writing restructures consciousness 1. The new world of autonomous discourse 2. Plato, writing and computers 3. Writing is a technology 4. What is 'writing' or 'script'? 5. Many scripts but only one alphabet 6. The onset of literacy 7. From memory to written records 8. Some dynamics of textuality 9. Distance, precision, grapholects and magnavocabularies 10. Interactions: rhetoric and the places 11. Interactions: learned languages 12. Tenaciousness of orality Part 5: Print, space and closure 1. Hearing-dominance yields to sight-dominance 2. Space and meaning 3. Indexes 4. Books, contents and labels 5. Meaningful surface 6. Typographic space 7. More diffuse effects 8. Print and closure: intertextuality 9. Post-typography: electronics Part 6: Oral memory, the story line and characterization 1. The primacy of the story line 2. Narrative and oral cultures 3. Oral memory and the story line 4. Closure of plot: travelogue to detective story 5. The 'round' character, writing and print Part 7: Some theorems 1. Literary history 2. New Criticism and Formalism 3. Structuralism 4. Textualists and deconstructionists 5. Speech-act and reader-response theory 6. Social sciences, philosophy, biblical studies 7. Orality, writing and being human 8. 'Media' versus human communication 9. The inward turn: consciousness and the text John Hartley: After Ongism: The Evolution of Networked Intelligence
The Burkeian notions discussed in this essay have been offered in an exploratory vein; their refinement and development can suggest in more detailed fashion the potential value they hold for instructor and pupil. Moreover, there are undoubtedly some who feel that the project is too ambitious for a beginning speech student; that such a student has all s/he can do to become proficient in the skills and mechanics of effective oral communication without having to develop a theory based upon her/his own thoughts and rational processes.²⁰ The opposing view, a major premise of this essay, states that while speaking skills are necessary, so are the reasoning and analytic processes which can aid a student in the making of important and meaningful statements. Through inquiry, reflection and the discovery of new knowledge the individual can increase the spoken contribution to her/his fellow human beings.²¹ Kenneth Burke's pentad provides a strong basis on which the student can build her/his own personal theory of communication and further gives that individual a groundwork to aid in the criticism of particular communications once they have been completed. Through a more complete knowledge of discourse then, the person can better understand how to use it effectively and how to work to bring human beings closer together in the pursuit of a rich life.
William Work's assessment of a technologically rich communication environment stresses a need for developing comprehensive literacy. The failure of education in producing such skills may be due to a time‐bias favoring the present and past in curricular programs. Four developments must take place in order for the field of speech communication to contribute to the future development of high levels of consciousness in human communication. Speech communication must be futurized, civilized, politicized, and globalized.
In the coming years teachers of speech communication will be called upon to respond to the crisis in literacy. The heart of this problem is a failure which students often exhibit in critical thinking. The essay which follows attempts to define the significant challenges which lie ahead, and then suggests an approach to rhetorical invention which aids students in critical thinking.
Outlines the concepts of self-esteem, apprehension, and systematic desensitization as they relate to teaching lectures. The concept of imaging is presented as a potential tool for building self-concept and increasing lecture effectiveness. Imaging is described as a process whereby a picture of the self is imagined in the mind and scanned by the person as if he/she would scan an event in his/her environment to bring forth a series of self-revealing imagery effects. To use the imaging technique, the lecturer must decide on an image, break it down, and use systematic sensitization to build self-images of what he/she would like to project as an image. Potential effects of imaging that are discussed include the reduction of neuronal activity associated with fear, increased control of body movements, and experimentation with regard to lectures and self-image adaptation. It is concluded that imaging helps overcome lecture problems associated with insufficient self-confidence and preparation by replacing ineffective, weak images with effective, powerful ones. (19 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Thesis (Ph. D.)--Princeton University, 1934. Photoprinted. Bibliography: p. 176-177.
American strategies for productivity and profitability A nation at risk: The imperative for educational reform. The Chronicle of Higher Education
- T J Murrin
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Practical public speaking
- E E White
White, E. E. (1982). Practical public speaking. New York: Macmillan.
Real career education comes from the liberal arts. The Chronicle of Higher Education Teaching critical thinking: Analyzing, learning, and teaching
- E J Delattre
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Lincoln-Douglas debate: An overview of a revitalized event
- M Edmonds
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Imaging: A technique for effective lecturing
- R L Weaver
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- T A Michel
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Speech and situation: A psychological conception of situated speaking
- T Herrmann
Herrmann, T. (1983). Speech and situation: A psychological conception of situated speaking. Berlin: Springer-Verlag.
Applying a cognitive view to clinical and social problems The functions of language and cognition The unique perspective of communication: A retrospective view
- T L Rosenthal
Rosenthal, T. L. (1979). Applying a cognitive view to clinical and social problems. In G. J. Whitehurst & B. J. Zimmerman (Eds.), The functions of language and cognition, (pp. 265-293). New York: Academic. 182—COMMUNICATION EDUCATION Schramm, W. (1983). The unique perspective of communication: A retrospective view. Journal of Communication, 33, 6-17.
Vale's Jaroslav Pelikan: 'Bilingual' scholar of Christian tradition. The Chronicle of Higher Education
- Z Ingalls
Ingalls, Z. (1983). Vale's Jaroslav Pelikan: 'Bilingual' scholar of Christian tradition. The Chronicle of Higher Education, 26, 4-5.
An inferential comprehension strategy for use with primary children. The Reading Teacher
- J Hansen
Hansen, J. (1981). An inferential comprehension strategy for use with primary children. The Reading Teacher, 34, 665-669.
Misoslogy: Its causes, dangers and cures
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