I just finished reading Beyond Bumper Stickers: An Introduction to Theories of Right and Wrong, by Steve Wilkens (2011). It was for my course in Communication Ethics and Moral Reasoning. Wilkens provides a good, accessible introduction to key ethical theories that have relevance for communication practice and scholarship, especially from a Christian perspective.
Below, I provide a helpful summary of each of the ethical systems discussed in the book, with a keyword that will help you remember the core idea contained in each theory. I conclude with three overarching big ideas from the text.
A. Ethical relativism
Keyword: Adaptation
In this framework, “one person’s truth is another’s falsehood.” It suggests that moral laws cannot and should not be universalized because what we see as truth is based strictly on our social, cultural, political, economic, or religious standpoint. Instead, ethics must be adapted to differing cultures and contexts.
B. Ethical egoism
Keyword: Personalization
This theory says your highest and only moral allegiance is to your own self. Morality is approached purely on the basis of personal profit. Ethical egoists argues that this preoccupation with self ultimately and indirectly benefits society and that a concern for others, on the contrary, leads to negative consequences.
C. Behaviourism
Keyword: Socialization
This is not really an ethical system, but an argument against ethical systems. Behaviourism argues that we are the product of our social upbringing to the extent that our moral decisions are determined by how we were socialized. There is a cause and effect relationship between socialization and morality so focusing on personal moral actions of individuals in isolated situations (as ethics does) misses the target.
D. Evolutionary ethics
Keyword: Preservation
Evolutionary ethics situates morality in our biology. It suggests that human genes are driven to self-preservation and so over time, genetic mutations take place that instruct humans to act in ways that protect the species from destruction. These acts of biological self-preservation take on the form of moral, even altruistic, behaviors towards others of the same specifies.
E. Utilitarianism
Keyword: Adjudication
The principle of utility says moral choice should be based on a judgment between alternative actions, with preference given to the act that leads to the greatest happiness for the most people. The choice is based on what we determine to be the anticipated future consequences of the options available to us. The end justifies the means so a wrong act with a good outcomes may be justified.
F. Categorical Imperative
Keyword: Universalization
According to Kant, you can test right or wrong actions by imagining them as universal laws. If everyone everywhere is compelled by a binding law to follow the same action or choice, will you be okay with this and will it make sense? If you can still answer yes, then go ahead – it’s your moral duty. Emphasis in on the rightness or wrongness of the action itself, never the consequences.
G. Virtue Ethics
Keyword: Education
The idea is that through moral education -- or character training -- you can develop certain virtues such as courage, wisdom, and, especially for Christians, love. These will then instinctively guide your moral choices. The goal is that moral education, which for Christians can take the form of discipleship and Bible teaching, will transform you into a good person, which in turn will lead consistently to good or virtuous practices.
H. Narrative Ethics
Keyword: Narration
This is an extension of virtue ethics, but this approach sees story as the primary tool for teaching virtuous living. That’s because stories are much more memorable and engaging that abstract concepts. For Christians, the Bible serves as our grand moral “story” and we can develop the character for right moral choices by being a part of a community that believes in this narrative.
I. Situation Ethics
Keyword: Situation
Based loosely on the Christian principle of Agape or divine love, situation ethicists hold that our goal as moral actors should be to maximise love, even if this violates other laws or moral prescriptions. We are to approach ethics on a situation-by-situation basis and if there is a conflict in any situation between rules or laws and loving action, we must always chose loving action over the rules/laws.
J. Natural Law Theory
Keyword: Naturalization
The Natural Law Theory of Aquinas states that all people, by virtue of their common human nature, share a God-derived awareness of fundamental right and wrong. This explains the basic sense of right and wrong common in cultures around the world. Aquinas "naturalizes" morality and to be morally good, we must obey the natural laws that we discover through reason and also follow its expression in social conventions and legal codes. Christians go further by obeying divine law, which is only received by special revelation.
K. Divine Command Theory
Keyword: Scripturalization
This framework says look in the Scriptures if you want to know what is good and obediently follow the commands you find there. Forget about trying to figure out by yourself what is morally right or wrong, because your understanding is limited. If God says something is right or wrong, it is, regardless of what your own moral logic tells you. Trust and obey for there’s no other way.
Below are my three overarching big ideas from the Wilkens text:
1. Ethical decision-making is complex
We may all use bumper sticker catch phrases that try to capture the rationale for our ethical choices, but such glib barely scratch the surface of the moral dilemma we may be dealing with. Ethical decision making process is a complex process and we gain a lot by digging deeper into the rationale and implications of these ethical catch phrases. Through this we gain a better understanding of our own ethical decision making process or we may even find our approach unacceptable after we’ve explored its implications, especially from a Christian viewpoint.
2. Different ethical systems approach the moral task differently
There are several ethical systems available to use as we seek to navigate moral challenges. A good understanding of each of these systems and approaches makes us better moral thinkers. We may gravitate towards certain systems more than others, due to factors such as our Christian worldview. There can be significant differences between the systems and this is because of the different philosophical, sociological or theological assumptions on which they are built.
3. All systems have strengths and weaknesses (...the best system may be “yours”)
All systems have their appeals and blind spots. As Christians, some blind spots in certain systems may incline us towards a wholesale rejection of the entire framework. But we must be careful not to throw out the baby with the bath water. Most systems appear to have a handle on some truth, but they tend to then take that truth to its extreme. Self-preservation can instruct moral action, but it is not the end-all-be-all of ethics, as ethical egoism suggests. We need to be flexible in our application of moral principles, but need not adopt an avowed reed-mentality as ethical relativism suggests. As Christians, love is key in all our moral engagements with others, but we don’t have to throw out every other demand of God to make love rule. The best ethical system may indeed be the one that’s not in the Wilkens text – the framework you create from the best principles in all the systems studied.
References
Wilkens, S. (2011). Beyond bumper stickers: An introduction to theories of right and wrong (2nd ed.). Downers Grove, IL: InterVarsity Press.
Learning and teaching communication
Wednesday, September 2, 2015
Thursday, May 21, 2015
A Critical Review of Marshall McLuhan’s Understanding Media: The Extensions of Man
A
Method in the Madness: A Critical Review of Marshall McLuhan’s
Understanding Media: The Extensions
of Man
by Divine
Agodzo
“Though
this be madness, yet there is method in it.”
Polonius
in William Shakespeare’s Hamlet, Act
2, Scene 2
This
paper examines three key themes in Marshall McLuhan’s Understanding Media: The Extensions of Man, namely, the thesis that media technologies are extensions of human
bodies; the notion of a global village;
and McLuhan’s famous aphorism that the
medium is the message. These will be
addressed in part one. In part two, the
paper will evaluate these ideas in the context of McLuhan’s Catholic faith.
Part 1: Key Themes in Understanding Media
Media
as Extensions of Man
McLuhan
(1964/2003) viewed media as “any extension of ourselves” (p. 19) and the result
of efforts to relieve life’s stresses and burdens. For example, because the foot was unable to
cope with the demands for speed in a growing monetary economy, man invented the
wheel as an extension of the foot. But,
according to McLuhan, humans had to auto-amputate the foot, to replace it with
the wheel. This extension-amputation
principle is echoed by Postman (1993) when he presents the adoption of media as
a Faustian bargain “in which technology giveth and technology taketh away” (p.
16). McLuhan applies his view of
technology as bodily amputation to several media. Thus, “the phone extends our voices,
television extends our eyes and ears, the computer extends our brain, and
electronic media, in general, extend our central nervous system” (Bobbitt,
2011, para. 4).
McLuhan
also believed that new technologies impose a type of narcosis on the user. This is the body’s way of numbing the effects
of the auto-amputation. To illustrate,
McLuhan draws on the myth of Narcissus, whose name originates from the Greek for
narcosis, or numbness. Narcissus fell in love with a reflected image, not
realizing it was his own, because the “extension of himself by mirror numbed
his perceptions” (McLuhan, 1964/2003, p. 63).
Humans, then, tend to “become fascinated with any extension of
themselves” (p. 63).
From
Explosion to Implosion
McLuhan
also contends in Understanding Media
that the world is transitioning from the individualizing effects of print
technologies to a global village in which electric technologies eliminate many of
the barriers separating humanity.
McLuhan (1964/2003, p. 130) avers that “our specialist and fragmented
civilization of centre-margin structure is suddenly experiencing an
instantaneous reassembling of all its mechanized bits into an organic whole”
birthing “the new world of the global village.” To make his case, McLuhan distinguishes
between “hot” media that historically triggered a global explosion
(individualism and fragmentation in society) and “cool” media that are behind
the current implosion (worldwide integration) into a global village. For McLuhan (1964/2003), “a hot medium is one
that extends one single sense in high definition” where “high definition is the
state of being well-filled with data” (p. 39).
Hot media include radio, print, photographs and movies, which in
McLuhan’s view, emit so much data that they limit sensual involvement and are
therefore “low in participation” (p. 39). Cool media, such as the telephone, speech,
cartoons, and television invite sensual engagement because they produce less
high definition data and are consequently “high in participation” (p. 39).
For
McLuhan, this concept of cool and hot media serves as the basis for the
centrifugal and centripetal movement of society under the influence of
different media technologies. The cool
medium of speech is more unifying than latter media and is the means of
communication in man’s original tribal village. However, “the hotting-up of the medium of
writing to repeatable print intensity” (McLuhan, 1964/2003), p. 40) set humanity
on an explosive course, making individuals less dependent on the tribe or
proximity to the village. A reverse
cooling process is triggered when overheated technologies reach a so-called
break boundary point. The world is
experiencing an implosion because “the greatest of all reversals occurred with
electricity, that ended sequence by making all things instant” (p. 24).
The
Medium is the Message
McLuhan
also insists that the impact of technologies owes more to the effects of the
media themselves than to the content of their message. To make this point, McLuhan coined the
enigmatic phrase, the medium is the
message, because the real “message of any medium or technology is the
change of scale or pace or pattern that it introduces into human affairs” (McLuhan
1964/2003, p. 20). McLuhan held that
what we view as content is simply another medium. Thus, “the content of writing is speech, just
as the written word is the content of print, and print is the content of the
telegraph” (p. 19), and similarly, “the content of a movie is a novel or a play
or an opera” (p. 31). When one medium is
channeled through another in this way, its effect is intensified, but also made
imperceptible. So, in reality, what we
misperceive as “the content of a medium is like the juicy piece of meat carried
by the burglar to distract the watchdog of the mind” (p. 31).
McLuhan
posits that this distraction by content
has prevented humans from seeing the real impact of various technologies
throughout history. Orality is responsible
for “the sensuous involvement natural to cultures in which literacy is not the
ruling form of experience” (McLuhan 1964/2003, p. 111). Speech does not engender “habits of
individualism and privacy” (p. 112) that increased phonetic with writing. With writing, man became “emotionally free to
separate from the tribe and to become a civilized individual” (p. 118). Even more interestingly, McLuhan suggests
that alphabetization led to violence and militarism in human history. To illustrate his point, McLuhan turns to
another myth, about Cadmus, who is said to have introduced the phonetic
alphabet into Greece. That Cadmus
supposedly “sowed the dragon’s teeth, and they sprang up armed men” (p. 118)
reinforces McLuhan’s claim that “the alphabet meant power and authority and
control of military structures at a distance” (p. 118), because it made
priestly knowledge and power accessible to rising military bureaucracies. Print technology, on the other hand, has had
effects as wide ranging as advancements in mathematical thinking (p. 145-160);
commerce and market economics (p. 179-196); attitudes towards time (p. 207);
and mechanization and industrialism (p. 233; 235). This is not so much because of the content of
print, but because “the linearity, precision, and uniformity of the arrangement
of movable types are inseparable from these great cultural forms and
innovations” (p. 235). Print also bred
nationalism (pp. 238-241) and fostered a literate culture of emotional
“detachment and non-involvement” (p. 235).
McLuhan’s
(1964/2003) speculations on the effects of electronic media—setting aside its
content—are both visionary and startling. He writes that “with the arrival of electric
technology, man extended, or set outside himself, a live model of the central
nervous system itself” (p. 65). With electric technologies, man has become “an
organism that now wears its brain outside its skull” (p. 86). Electronic media results in the simultaneity
and instantaneity of all things as technological acceleration “approaches the
speed of light” (p. 464) and it turns humans into “nomadic gatherers of
knowledge” (p. 472). But perhaps
McLuhan’s most perplexing claim about electronic technologies is his suggestion
that it might lead to a “Pentecostal condition of universal understanding”
characterized by “general cosmic consciousness” and “a condition of
speechlessness” (p. 114).
Part 2: Understanding Understanding Media
McLuhan’s
assertion that media are extensions of ourselves is an insightful thesis. Viewed another way, McLuhan is suggesting a
fusion of man and machine similarly to Postman’s (1993) claim that computers
have led to a condition in which “human beings are machines…[and] machines are
human beings” (p. 152). While McLuhan’s
concept may seem esoteric, it may have its source in his devout Catholicism,
particular the work of the Catholic philosopher-priest Pierre Teilhard de Chardin
(Heer, 2011; Jacobs, 2011; Schuchardt, 2011; Wolf, 2004). It is also probable that McLuhan may have
derived the idea from the Incarnation—the belief that God, in seeking to
communicate with man, extended the mystical Body in the form and image of
Christ, the Logos (Schuchardt, 2011).
One may even think of the crucifixion as the zenith of this divine
extension and self-amputation, performed as it were, with no numbing of the
senses (Matthew 27:34); an eternal sacrifice that engrafts believers into the
Body of Christ (1 Corinthians 12:13).
McLuhan’s
global village appears to have
materialized in the World Wide Web, but his claim that it would be characterized
by worldwide devolution of power is disputable.
Winner (1986), for example, criticizes “the faith that the computer is
destined to become a potent equalizer in modern society" (p. 10). Computer technologies “may move the baseline
that defines electronic dimensions of social influence, but it does not
necessarily alter the relative balance of power” (p. 10). The global communication revolution has increased
access to knowledge for the historically marginalized and enabled new opportunities
for expression, but it has provided much greater power to longstanding social,
economic, and political hegemonies (Winner, 1986).
Several
critics have also challenged the basis for McLuhan’s hot-cool media categorizations. Fishman (2006) writes that it “was applied
haphazardly so that it does not provide a sound basis for making meaningful
distinctions” (p. 573). For Jacobs
(2011), “it seems so obviously to be false” (para. 4). But Bobbitt (2011) proposes that McLuhan’s
distinctions can be understood when seen as dynamic analytical concepts, not
static definitions. He argues that
McLuhan’s intent was not to provide consistent meanings of the terms, but
rather a tool for investigating media effects, while acknowledging that the
particularities of a culture and how it uses technology can impact this
cool-hot media dynamic (Bobbitt, 2011).
Even
if it’s difficult to fully resolve the quagmires in McLuhan’s hot/cool media
concept and its links to the global village, it is again interesting to
speculate on how his faith may have informed his conjectures. It is conceivable that McLuhan’s global
village was derived from the biblical metaphor in 1 Corinthians 12:12-26 of the
unified church as the Body of Christ (Schuchardt, 2011). In the same way as the mystical Body is
portrayed by Paul in Scripture as an organic, integrated and interdependent
system, McLuhan invests the electronic age with a sense of unity that mirrors
the ideal of Christian harmony.
McLuhan’s
affirmation that the medium is the message has also been hailed by some as
perceptive and condemned by others as short-sighted. For one, it encouraged researchers to view
content and medium as one unit in mutual interaction, rather than as separate
entities. Yet McLuhan went too far in
downplaying content, in order to bring media analysis to the fore. Certainly,
it matters whether one’s TV time is spent watching a performance of Handel’s
Messiah, or viewing porn. Reading
McLuhan, one might think the difference is inconsequential. There is a rich tradition
of cultivation theory research (Chung, 2014; Morgan & Shanahan, 2010;
Riddle, Potter, Metzger, Nabi, & Linz, 2011), that shows content is at
least as important as the medium. McLuhan’s
error—or exaggeration—is the same as that of Postman (1993), who elevated the
influence of the so-called technological bias of various technologies over
their content.
But
again, it is important to turn to McLuhan’s faith in the quest for some
understanding of his thought. McLuhan’s
position that the medium is the message is a technological parallel to his
theological belief that in Christ, the Logos, the divine medium and the divine
message are one and the same (Griffin, 2012, p. 330; Schuchardt, 2011). As Scripture says, “and the Word was God”
(John 1:1). Jesus was the Messenger as
well as the Message and everything that was unique about Christ’s message had
to do with the fact that it was conveyed by and through the divine Person. Even McLuhan’s yearning for a general cosmic
state of speechlessness, cryptic as it is, may have been inspired by the most
important part of his day—his almost daily attendance of Mass, which was the
holiest of holy moments, characterized by the silent reception of the transubstantiated
wine and broken Body (Jacobs, 2011).
In
conclusion, this paper has discussed the insights and difficulties associated
with three key themes in McLuhan’s Understanding
Media—media as extensions of man; the global
village; and the concept of medium as
message. It makes no claims to have
explicated McLuhan’s ideas, considering McLuhan said of his own work that he
didn’t understand it (The Playboy Interview, 1969). His meandering style and the fact that
McLuhan eschewed logical development of his thoughts make any attempts to make
sense of his work maddening. Yet this
paper has posited that McLuhan’s teachings on technology were intertwined with
the teachings of the Catholic faith to which he was a lifelong devotee. While we may never fully understand McLuhan’s
ideas, we may at least begin to understand its origins if we pay attention to
his faith. It appears McLuhan’s genius owes much to his muse—his beloved Holy
Virgin Mary.
References
Bobbitt, D. (2011, December
30). Teaching McLuhan: Understanding Understanding Media.
Enculturation.
Retrieved from http://www.enculturation.net/teaching-mcluhan
Chung, J. E. (2014).
Medical dramas and viewer perception of health: Testing cultivation effects.
Human Communication Research, 40(3).
Fishman, D. A. (2006).
Rethinking Marshall McLuhan: Reflections on a media theorist. Journal
of Broadcasting & Electronic
Media, 50(3), 567-574.
Heer, J. (2011). Divine
inspiration: How Catholicism made Marshall McLuhan one of the
twentieth
century’s freest and finest thinkers. The
Walrus. Retrieved from http://thewalrus.ca/divine-inspiration/
Jacobs, A. (2011). Why
bother with Marshall McLuhan. The New
Atlantis, 31. 123-135.
Retrieved
from http://www.thenewatlantis.com/publications/why-bother-with-marshall-mcluhan
McLuhan, M. (1964/2003). Understanding media: The extensions of man.
Corte Madera, CA:
Gingko
Press.
Morgan, M., &
Shanahan, J. (2010). The state of cultivation. Journal of Broadcasting &
Electronic Media, 54(2),
337-355.
Postman, N. (1993). Technopoly:
The surrender of culture to technology. [Google Play Book
version].
New York, NY: Vintage Books.
Riddle, K., Potter, W.
J., Metzger, M. J., Nabi, R. L., & Linz, D. G. (2011). Beyond cultivation:
Exploring
the effects of frequency, recency, and vivid autobiographical memories for
violent media. Media Psychology, 14(2),
168-191.
Schuchardt, R. M. (2011).
The medium is the messiah: McLuhan’s religion and its relationship
to
his media theory. Renascence, 64(1), 43-53.
The Playboy Interview:
Marshall McLuhan (1969). Retrieved from
Wolf, G. (2004). The wisdom
of Saint Marshall, the holy fool. Wired.
Retrieved from
http://archive.wired.com/wired/archive//4.01/saint.marshal_pr.html
Wednesday, December 10, 2014
Defining the field of "communication education"
Here
is my attempt to lay out the scope and interests of communication education as
a field of scholarship and research, culled from a recent term paper.
According
to the website of the National Communication Association, communication
education is “the study of communication in the classroom and other pedagogical
contexts” (NCA, n.d.). However, as Rubin
(2002) observed, communication education represents scholarship in at least
three distinct though interrelated domains and it is helpful to distinguish
between these areas. These three
separate domains, which are sometimes subsumed under the broad label
“communication education,” are education for communication, communication in
education, and communication about education (Rubin, 2002). Education for communication draws on research
to provide pedagogical strategies and curricula specifically for the teaching
of communication subjects; communication in education investigates the effects
of behavioral and individual difference variables on teaching-learning
encounters; and communication about education centers on discussions of
educational policy and practices by citizenry (Rubin, 2002).
To
be precise, communication education, then, properly refers to the education for
communication domain. Regarding this
field, Morreale, Backlund, and Sparks (2014) note that “communication education
scholars explicitly consider how best to teach students to improve their
communication knowledge and skills” (p. 346) through subjects such as public
speaking, group communication, workplace communication, interpersonal
communication, and the like. Preiss and Wheeless (2014) echo the same point
that “communication education traditionally emphasized teaching communication
educators to teach communication” (p. 310).
Four goals serve as the foundation of communication education, namely
the transmission of cultural knowledge, developing students’ intellectual
skills, providing career preparation to learners, and reshaping societal values
(Sprague, 1999).
Communication
in education—often described as instructional communication—has a different
focus than communication education (i.e. the teaching of communication). As Preiss and Wheeless (2014) observe, “the
field of instructional communication is at the intersection of the teacher, the
student, and the meanings exchanged between and among teachers and learners”
(p. 312). In turn, Morreale et al. (2014)
explain that “scholars of instructional communication concern themselves with
the role of communication in the instructional process generally, how to use
communication regardless of academic discipline or instructional setting” (p.
346).
Instructional
communication has seen an ambitious research agenda over the years that has
spanned investigations of student communication traits, teacher communication
behaviors, teacher messages, feedback, environmental and system factors,
student communication, mass media effects on children, pedagogical methods and
technology, classroom management, and teacher-student interaction (McCroskey,
Richmond, & McCroskey, 2002; Morreale et al., 2014; Preiss & Wheeless,
2014). Key constructs, concepts, and
variables that have been the focus of much research in the instructional
communication literature include communication apprehension, willingness to
communicate, shyness, self-perceived communication competence, teacher
immediacy, teacher clarity, teacher socio-communicative style, and teacher use
of power and influence (McCroskey et al., 2002). Notably, much of this research has employed
quantitative methodologies.
Another
area of inquiry for scholars interested in the education-communication nexus is
multicultural education and critical communication pedagogy (Sprague, 1992). As Sprague (1992) explains, “the critical
paradigm…is not characterized by a research method so much as by a point of
view” (p. 3). Critical communication and multicultural education scholars interrogate
longstanding assumptions with respect to issues such as the purpose of schools,
the role of teachers, the nature of development, and the function of language
in education (Sprague, 1992). Critical multicultural education scholarship in
particular has foregrounded issues of race, gender, language, (dis)ability, and
socio-economic status that serve as forces of privilege or subordination in
educational contexts (e.g. Castagno, 2013; Jay, 2003).
Finally,
another area of relevance to scholars working at the intersection of
communication and education is the field of development communication (or
communication for development), including research in Information and
Communication Technologies for Development (ICT4D) and Entertainment Education
(Singhal, 2004). Development
communication maintains a strong emphasis on education as a means to bring
about socio-economic improvement to individuals and communities, drawing on
educational approaches to address challenges related to health, economic
empowerment, democratic participation, human rights, basic education, and adult
literacy in target populations (Mefalopulos, 2008).
References
Castagno,
A. E. (2013). Multicultural education and the protection of whiteness. American
Journal of Education, 120(1),
101-128.
Jay,
M. (2003). Critical race theory, multicultural education, and the hidden curriculum
of
hegemony. Multicultural Perspectives,
5(4), 3-9.
McCroskey,
L. L., Richmond, V. P., & McCroskey, J. C. (2002). The scholarship of teaching
and learning: Contributions from the discipline
of communication. Communication Education, 51(4), 383.
Mefalopulos,
P. (2008). Development communication
sourcebook: Broadening the boundaries of
communication. Washington,
D.C.: World Bank.
Morreale,
S., Backlund, P., & Sparks, L. (2014). Communication education and instructional
communication: Genesis and evolution as fields
of inquiry. Communication Education, 63(4), 344-354.
NCA
(n.d.). What is communication? Retrieved from http://www.natcom.org/discipline/
Preiss,
R. W., & Wheeless, L. R. (2014). Perspectives on instructional communication's
historical path to the future. Communication
Education, 63(4), 308-328.
Rubin,
D. L. (2002). Binocular vision for communication education. Communication
Education,
51(4), 412.
Singhal,
A. (2004). Entertainment-education and social change: History, research, and
practice.
Mahwah, N.J.: Lawrence Erlbaum Associates.
Sprague,
J. (1992). Expanding the research agenda for instructional communication:
raising
some unasked questions. Communication
Education, 1, 1-25.
Sprague,
J. (1999). The goals of communication education. In A. L. Vangelisti, J. A.
Daly, & G.
W. Friedrich (eds.), Teaching communication: Theory, research, and methods
(2nd ed.)(pp. 15-30). Mahwah, NJ: Lawrence
Erlbaum.
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