{"id":26,"date":"2019-01-16T00:10:02","date_gmt":"2019-01-16T00:10:02","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-communication\/chapter\/1-1-communication-history-and-forms\/"},"modified":"2019-01-16T00:10:02","modified_gmt":"2019-01-16T00:10:02","slug":"1-1-communication-history-and-forms","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-communication\/chapter\/1-1-communication-history-and-forms\/","title":{"raw":"1.1 Communication: History and Forms","rendered":"1.1 Communication: History and Forms"},"content":{"raw":"\n
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Learning Objectives<\/h3>\n
    \n
  1. Define communication.<\/li>\n
  2. Discuss the history of communication from ancient to modern times.<\/li>\n
  3. List the five forms of communication.<\/li>\n
  4. Distinguish among the five forms of communication.<\/li>\n
  5. Review the various career options for students who study communication.<\/li>\n<\/ol>\n<\/div>\n

    Before we dive into the history of communication, it is important that we have a shared understanding of what we mean by the word communication<\/em>. For our purposes in this book, we will define communication<\/a><\/span> as the process of generating meaning by sending and receiving verbal and nonverbal symbols and signs that are influenced by multiple contexts. This definition builds on other definitions of communication that have been rephrased and refined over many years. In fact, since the systematic study of communication began in colleges and universities a little over one hundred years ago, there have been more than 126 published definitions of communication (Dance & Larson, 1976). In order to get a context for how communication has been conceptualized and studied, let\u2019s look at a history of the field.<\/p>\n

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    From Aristotle to Obama: A Brief History of Communication<\/h2>\n

    While there are rich areas of study in animal communication and interspecies communication, our focus in this book is on human communication. Even though all animals communicate, as human beings we have a special capacity to use symbols to communicate about things outside our immediate temporal and spatial reality (Dance & Larson). For example, we have the capacity to use abstract symbols, like the word education<\/em>, to discuss a concept that encapsulates many aspects of teaching and learning. We can also reflect on the past and imagine our future. The ability to think outside our immediate reality is what allows us to create elaborate belief systems, art, philosophy, and academic theories. It\u2019s true that you can teach a gorilla to sign words like food<\/em> and baby<\/em>, but its ability to use symbols doesn\u2019t extend to the same level of abstraction as ours. However, humans haven\u2019t always had the sophisticated communication systems that we do today.<\/p>\n

    Some scholars speculate that humans\u2019 first words were onomatopoetic. You may remember from your English classes that onomatopoeia<\/em> refers to words that sound like that to which they refer\u2014words like boing<\/em>, drip<\/em>, gurgle<\/em>, swoosh<\/em>, and whack<\/em>. Just think about how a prehistoric human could have communicated a lot using these words and hand gestures. He or she could use gurgle<\/em> to alert others to the presence of water or swoosh<\/em> and whack<\/em> to recount what happened on a hunt. In any case, this primitive ability to communicate provided an evolutionary advantage. Those humans who could talk were able to cooperate, share information, make better tools, impress mates, or warn others of danger, which led them to have more offspring who were also more predisposed to communicate (Poe, 2011). This eventually led to the development of a \u201cTalking Culture\u201d during the \u201cTalking Era.\u201d During this 150,000 year period of human existence, ranging from 180,000 BCE to 3500 BCE, talking was the only medium of communication, aside from gestures, that humans had (Poe, 2011).<\/p>\n

    The beginning of the \u201cManuscript Era,\u201d around 3500 BCE, marked the turn from oral to written culture. This evolution in communication corresponded with a shift to a more settled, agrarian way of life (Poe, 2011). As hunter-gatherers settled into small villages and began to plan ahead for how to plant, store, protect, and trade or sell their food, they needed accounting systems to keep track of their materials and record transactions. While such transactions were initially tracked with actual objects that symbolized an amount\u2014for example, five pebbles represented five measures of grain\u2014symbols, likely carved into clay, later served as the primary method of record keeping. In this case, five dots might equal five measures of grain.<\/p>\n

    During this period, villages also developed class systems as more successful farmers turned businessmen prospered and took leadership positions. Religion also became more complex, and a new class of spiritual leaders emerged. Soon, armies were needed to protect the stockpiled resources from others who might want to steal it. The emergence of elite classes and the rise of armies required records and bookkeeping, which furthered the spread of written symbols. As clergy, the ruling elite, and philosophers began to take up writing, the systems became more complex. The turn to writing didn\u2019t threaten the influential place of oral communication, however. During the near 5,000-year period of the \u201cManuscript Era,\u201d literacy, or the ability to read and write, didn\u2019t spread far beyond the most privileged in society. In fact, it wasn\u2019t until the 1800s that widespread literacy existed in the world.<\/p>\n

    The end of the \u201cManuscript Era\u201d marked a shift toward a rapid increase in communication technologies. The \u201cPrint Era\u201d extended from 1450 to 1850 and was marked by the invention of the printing press and the ability to mass-produce written texts. This 400-year period gave way to the \u201cAudiovisual Era,\u201d which only lasted 140 years, from 1850 to 1990, and was marked by the invention of radio, telegraph, telephone, and television. Our current period, the \u201cInternet Era,\u201d has only lasted from 1990 until the present. This period has featured the most rapid dispersion of a new method of communication, as the spread of the Internet and the expansion of digital and personal media signaled the beginning of the digital age.<\/p>\n

    The evolution of communication media, from speaking to digital technology, has also influenced the field of communication studies. To better understand how this field of study developed, we must return to the \u201cManuscript Era,\u201d which saw the production of the earliest writings about communication. In fact, the oldest essay and book ever found were written about communication (McCroskey, 1984). Although this essay and book predate Aristotle, he is a logical person to start with when tracing the development of the communication scholarship. His writings on communication, although not the oldest, are the most complete and systematic. Ancient Greek philosophers and scholars such as Aristotle theorized about the art of rhetoric<\/a><\/span>, which refers to speaking well and persuasively. Today, we hear the word rhetoric<\/em> used in negative ways. A politician, for example, may write off his or her opponent\u2019s statements as \u201cjust rhetoric.\u201d This leads us to believe that rhetoric<\/em> refers to misleading, false, or unethical communication, which is not at all in keeping with the usage of the word by ancient or contemporary communication experts. While rhetoric does refer primarily to persuasive communication messages, much of the writing and teaching about rhetoric conveys the importance of being an ethical rhetor<\/em>, or communicator. So when a communicator, such as a politician, speaks in misleading, vague, or dishonest ways, he or she isn\u2019t using rhetoric; he or she is being an unethical speaker.<\/p>\n

    The study of rhetoric focused on public communication, primarily oratory used in discussions or debates regarding laws and policy, speeches delivered in courts, and speeches intended to praise or blame another person. The connections among rhetoric, policy making, and legal proceedings show that communication and citizenship have been connected since the study of communication began. Throughout this book, we will continue to make connections between communication, ethics, and civic engagement.<\/p>\n

    <\/p>

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    \n
    \n \"1.1.0N\"<\/a>\n

    Much of the public speaking in ancient Greece took place in courtrooms or in political contexts.<\/p>\n

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    Karen Neoh - Courtroom<\/a> - CC BY 2.0.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

    <\/p><\/div>\n

    Ancient Greek rhetoricians like Aristotle were followed by Roman orators like Cicero. Cicero contributed to the field of rhetoric by expanding theories regarding the five canons of rhetoric, which include invention, arrangement, style, delivery, and memory. Invention<\/em> refers to the use of evidence and arguments to think about things in new ways and is the most studied of the five canons. Arrangement<\/em> refers to the organization of speech, style<\/em> refers to the use of language, and delivery<\/em> refers to the vocal and physical characteristics of a speaker. Memory<\/em> is the least studied of the five canons and refers to the techniques employed by speakers of that era to retain and then repeat large amounts of information. The Age of Enlightenment in the 1700s marked a societal turn toward scientific discovery and the acquisition of knowledge, which led to an explosion of philosophical and scientific writings on many aspects of human existence. This focus on academic development continued into the 1900s and the establishment of distinct communication studies departments.<\/p>\n

    Communication studies as a distinct academic discipline with departments at universities and colleges has only existed for a little over one hundred years (Keith, 2008). Although rhetoric has long been a key part of higher education, and colleges and universities have long recognized the importance of speaking, communication departments did not exist. In the early 1900s, professors with training and expertise in communication were often housed in rhetoric or English departments and were sometimes called \u201cprofessors of speech.\u201d During this time, tension began to build between professors of English who studied rhetoric as the written word and professors of speech who studied rhetoric as the spoken word. In 1914, a group of ten speech teachers who were members of the National Council of Teachers of English broke off from the organization and started the National Association of Academic Teachers of Public Speaking, which eventually evolved into today\u2019s National Communication Association. There was also a distinction of focus and interest among professors of speech. While some focused on the quality of ideas, arguments, and organization, others focused on coaching the performance and delivery aspects of public speaking (Keith, 2008). Instruction in the latter stressed the importance of \u201coratory\u201d or \u201celocution,\u201d and this interest in reading and speaking aloud is sustained today in theatre and performance studies and also in oral interpretation classes, which are still taught in many communication departments.<\/p>\n

    The formalization of speech departments led to an expanded view of the role of communication. Even though Aristotle and other ancient rhetoricians and philosophers had theorized the connection between rhetoric and citizenship, the role of the communicator became the focus instead of solely focusing on the message. James A. Winans, one of the first modern speech teachers and an advocate for teaching communication in higher education, said there were \u201ctwo motives for learning to speak. Increasing one\u2019s chance to succeed and increasing one\u2019s power to serve\u201d (Keith, 2008). Later, as social psychology began to expand in academic institutions, speech communication scholars saw places for connection to further expand definitions of communication to include social and psychological contexts.<\/p>\n

    Today, you can find elements of all these various aspects of communication being studied in communication departments. If we use President Obama as a case study, we can see the breadth of the communication field. Within one department, you may have fairly traditional rhetoricians who study the speeches of President Obama in comparison with other presidential rhetoric. Others may study debates between presidential candidates, dissecting the rhetorical strategies used, for example, by Mitt Romney and Barack Obama. Expanding from messages to channels of communication, scholars may study how different media outlets cover presidential politics. At an interpersonal level, scholars may study what sorts of conflicts emerge within families that have liberal and conservative individuals. At a cultural level, communication scholars could study how the election of an African American president creates a narrative of postracial politics. Our tour from Aristotle to Obama was quick, but hopefully instructive. Now let\u2019s turn to a discussion of the five major forms of communication.<\/p>\n<\/div>\n

    \n

    Forms of Communication<\/h2>\n

    Forms of communication vary in terms of participants, channels used, and contexts. The five main forms of communication, all of which will be explored in much more detail in this book, are intrapersonal, interpersonal, group, public, and mass communication. This book is designed to introduce you to all these forms of communication. If you find one of these forms particularly interesting, you may be able to take additional courses that focus specifically on it. You may even be able to devise a course of study around one of these forms as a communication major. In the following we will discuss the similarities and differences among each form of communication, including its definition, level of intentionality, goals, and contexts.<\/p>\n

    \n

    Intrapersonal Communication<\/h2>\n

    Intrapersonal communication<\/a><\/span> is communication with oneself using internal vocalization or reflective thinking. Like other forms of communication, intrapersonal communication is triggered by some internal or external stimulus. We may, for example, communicate with our self about what we want to eat due to the internal stimulus of hunger, or we may react intrapersonally to an event we witness. Unlike other forms of communication, intrapersonal communication takes place only inside our heads. The other forms of communication must be perceived by someone else to count as communication. So what is the point of intrapersonal communication if no one else even sees it?<\/p>\n

    <\/p>

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    \n \"1.1.1N\"<\/a>\n

    Intrapersonal communication is communication with ourselves that takes place in our heads.<\/p>\n

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    Sarah - Pondering<\/a> - CC BY 2.0.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

    <\/p><\/div>\n

    Intrapersonal communication serves several social functions. Internal vocalization, or talking to ourselves, can help us achieve or maintain social adjustment (Dance & Larson, 1972). For example, a person may use self-talk to calm himself down in a stressful situation, or a shy person may remind herself to smile during a social event. Intrapersonal communication also helps build and maintain our self-concept. We form an understanding of who we are based on how other people communicate with us and how we process that communication intrapersonally. The shy person in the earlier example probably internalized shyness as a part of her self-concept because other people associated her communication behaviors with shyness and may have even labeled her \u201cshy\u201d before she had a firm grasp on what that meant. We will discuss self-concept much more in Chapter 2 \"Communication and Perception\"<\/a>, which focuses on perception. We also use intrapersonal communication or \u201cself-talk\u201d to let off steam, process emotions, think through something, or rehearse what we plan to say or do in the future. As with the other forms of communication, competent intrapersonal communication helps facilitate social interaction and can enhance our well-being. Conversely, the breakdown in the ability of a person to intrapersonally communicate is associated with mental illness (Dance & Larson, 1972).<\/p>\n

    Sometimes we intrapersonally communicate for the fun of it. I\u2019m sure we have all had the experience of laughing aloud because we thought of something funny. We also communicate intrapersonally to pass time. I bet there is a lot of intrapersonal communication going on in waiting rooms all over the world right now. In both of these cases, intrapersonal communication is usually unplanned and doesn\u2019t include a clearly defined goal (Dance & Larson, 1972). We can, however, engage in more intentional intrapersonal communication. In fact, deliberate self-reflection can help us become more competent communicators as we become more mindful of our own behaviors. For example, your internal voice may praise or scold you based on a thought or action.<\/p>\n

    Of the forms of communication, intrapersonal communication has received the least amount of formal study. It is rare to find courses devoted to the topic, and it is generally separated from the remaining four types of communication. The main distinction is that intrapersonal communication is not created with the intention that another person will perceive it. In all the other levels, the fact that the communicator anticipates consumption of their message is very important.<\/p>\n<\/div>\n

    \n

    Interpersonal Communication<\/h2>\n

    Interpersonal communication<\/a><\/span> is communication between people whose lives mutually influence one another. Interpersonal communication builds, maintains, and ends our relationships, and we spend more time engaged in interpersonal communication than the other forms of communication. Interpersonal communication occurs in various contexts and is addressed in subfields of study within communication studies such as intercultural communication, organizational communication, health communication, and computer-mediated communication. After all, interpersonal relationships exist in all those contexts.<\/p>\n

    Interpersonal communication can be planned or unplanned, but since it is interactive, it is usually more structured and influenced by social expectations than intrapersonal communication. Interpersonal communication is also more goal oriented than intrapersonal communication and fulfills instrumental and relational needs. In terms of instrumental needs, the goal may be as minor as greeting someone to fulfill a morning ritual or as major as conveying your desire to be in a committed relationship with someone. Interpersonal communication meets relational needs by communicating the uniqueness of a specific relationship. Since this form of communication deals so directly with our personal relationships and is the most common form of communication, instances of miscommunication and communication conflict most frequently occur here (Dance & Larson, 1972). Couples, bosses and employees, and family members all have to engage in complex interpersonal communication, and it doesn\u2019t always go well. In order to be a competent interpersonal communicator, you need conflict management skills and listening skills, among others, to maintain positive relationships.<\/p>\n<\/div>\n

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    Group Communication<\/h2>\n

    Group communication<\/a><\/span> is communication among three or more people interacting to achieve a shared goal. You have likely worked in groups in high school and college, and if you\u2019re like most students, you didn\u2019t enjoy it. Even though it can be frustrating, group work in an academic setting provides useful experience and preparation for group work in professional settings. Organizations have been moving toward more team-based work models, and whether we like it or not, groups are an integral part of people\u2019s lives. Therefore the study of group communication is valuable in many contexts.<\/p>\n

    <\/p>

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    \n \"1.1.2N\"<\/a>\n

    Since many businesses and organizations are embracing team models, learning about group communication can help these groups be more effective.<\/p>\n

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    RSNY - Team<\/a> - CC BY-NC-ND 2.0.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

    <\/p><\/div>\n

    Group communication is more intentional and formal than interpersonal communication. Unlike interpersonal relationships, which are voluntary, individuals in a group are often assigned to their position within a group. Additionally, group communication is often task focused, meaning that members of the group work together for an explicit purpose or goal that affects each member of the group. Goal-oriented communication in interpersonal interactions usually relates to one person; for example, I may ask my friend to help me move this weekend. Goal-oriented communication at the group level usually focuses on a task assigned to the whole group; for example, a group of people may be tasked to figure out a plan for moving a business from one office to another.<\/p>\n

    You know from previous experience working in groups that having more communicators usually leads to more complicated interactions. Some of the challenges of group communication relate to task-oriented interactions, such as deciding who will complete each part of a larger project. But many challenges stem from interpersonal conflict or misunderstandings among group members. Since group members also communicate with and relate to each other interpersonally and may have preexisting relationships or develop them during the course of group interaction, elements of interpersonal communication occur within group communication too. Chapter 13 \"Small Group Communication\"<\/a> and Chapter 14 \"Leadership, Roles, and Problem Solving in Groups\"<\/a> of this book, which deal with group communication, will help you learn how to be a more effective group communicator by learning about group theories and processes as well as the various roles that contribute to and detract from the functioning of a group.<\/p>\n<\/div>\n

    \n

    Public Communication<\/h2>\n

    Public communication<\/a><\/span> is a sender-focused form of communication in which one person is typically responsible for conveying information to an audience. Public speaking is something that many people fear, or at least don\u2019t enjoy. But, just like group communication, public speaking is an important part of our academic, professional, and civic lives. When compared to interpersonal and group communication, public communication is the most consistently intentional, formal, and goal-oriented form of communication we have discussed so far.<\/p>\n

    Public communication, at least in Western societies, is also more sender focused than interpersonal or group communication. It is precisely this formality and focus on the sender that makes many new and experienced public speakers anxious at the thought of facing an audience. One way to begin to manage anxiety toward public speaking is to begin to see connections between public speaking and other forms of communication with which we are more familiar and comfortable. Despite being formal, public speaking is very similar to the conversations that we have in our daily interactions. For example, although public speakers don\u2019t necessarily develop individual relationships with audience members, they still have the benefit of being face-to-face with them so they can receive verbal and nonverbal feedback. Later in this chapter, you will learn some strategies for managing speaking anxiety, since presentations are undoubtedly a requirement in the course for which you are reading this book. Then, in Chapter 9 \"Preparing a Speech\"<\/a>, Chapter 10 \"Delivering a Speech\"<\/a>, Chapter 11 \"Informative and Persuasive Speaking\"<\/a>, and Chapter 12 \"Public Speaking in Various Contexts\"<\/a>, you will learn how to choose an appropriate topic, research and organize your speech, effectively deliver your speech, and evaluate your speeches in order to improve.<\/p>\n<\/div>\n

    \n

    Mass Communication<\/h2>\n

    Public communication becomes mass communication<\/a><\/span> when it is transmitted to many people through print or electronic media. Print media such as newspapers and magazines continue to be an important channel for mass communication, although they have suffered much in the past decade due in part to the rise of electronic media. Television, websites, blogs, and social media are mass communication channels that you probably engage with regularly. Radio, podcasts, and books are other examples of mass media. The technology required to send mass communication messages distinguishes it from the other forms of communication. A certain amount of intentionality goes into transmitting a mass communication message since it usually requires one or more extra steps to convey the message. This may involve pressing \u201cEnter\u201d to send a Facebook message or involve an entire crew of camera people, sound engineers, and production assistants to produce a television show. Even though the messages must be intentionally transmitted through technology, the intentionality and goals of the person actually creating the message, such as the writer, television host, or talk show guest, vary greatly. The president\u2019s State of the Union address is a mass communication message that is very formal, goal oriented, and intentional, but a president\u2019s verbal gaffe during a news interview is not.<\/p>\n

    <\/p>

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    \n \"1.1.3N\"<\/a>\n

    Technological advances such as the printing press, television, and the more recent digital revolution have made mass communication a prominent feature of our daily lives.<\/p>\n

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    Savannah River Site - Atmospheric Technology<\/a> - CC BY 2.0.<\/p>\n<\/div>\n<\/div>\n<\/div>\n

    <\/p><\/div>\n

    Mass communication differs from other forms of communication in terms of the personal connection between participants. Even though creating the illusion of a personal connection is often a goal of those who create mass communication messages, the relational aspect of interpersonal and group communication isn\u2019t inherent within this form of communication. Unlike interpersonal, group, and public communication, there is no immediate verbal and nonverbal feedback loop in mass communication. Of course you could write a letter to the editor of a newspaper or send an e-mail to a television or radio broadcaster in response to a story, but the immediate feedback available in face-to-face interactions is not present. With new media technologies like Twitter, blogs, and Facebook, feedback is becoming more immediate. Individuals can now tweet directly \u201cat\u201d (@) someone and use hashtags (#) to direct feedback to mass communication sources. Many radio and television hosts and news organizations specifically invite feedback from viewers\/listeners via social media and may even share the feedback on the air.<\/p>\n

    The technology to mass-produce and distribute communication messages brings with it the power for one voice or a series of voices to reach and affect many people. This power makes mass communication different from the other levels of communication. While there is potential for unethical communication at all the other levels, the potential consequences of unethical mass communication are important to consider. Communication scholars who focus on mass communication and media often take a critical approach in order to examine how media shapes our culture and who is included and excluded in various mediated messages. We will discuss the intersection of media and communication more in Chapter 15 \"Media, Technology, and Communication\"<\/a> and Chapter 16 \"New Media and Communication\"<\/a>.\n

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    \u201cGetting Real\u201d<\/h4>\n

    What Can You Do with a Degree in Communication Studies?<\/p>\n

    You\u2019re hopefully already beginning to see that communication studies is a diverse and vibrant field of study. The multiple subfields and concentrations within the field allow for exciting opportunities for study in academic contexts but can create confusion and uncertainty when a person considers what they might do for their career after studying communication. It\u2019s important to remember that not every college or university will have courses or concentrations in all the areas discussed next. Look at the communication courses offered at your school to get an idea of where the communication department on your campus fits into the overall field of study. Some departments are more general, offering students a range of courses to provide a well-rounded understanding of communication. Many departments offer concentrations or specializations within the major such as public relations, rhetoric, interpersonal communication, electronic media production, corporate communication. If you are at a community college and plan on transferring to another school, your choice of school may be determined by the course offerings in the department and expertise of the school\u2019s communication faculty. It would be unfortunate for a student interested in public relations to end up in a department that focuses more on rhetoric or broadcasting, so doing your research ahead of time is key.<\/p>\n

    Since communication studies is a broad field, many students strategically choose a concentration and\/or a minor that will give them an advantage in the job market. Specialization can definitely be an advantage, but don\u2019t forget about the general skills you gain as a communication major. This book, for example, should help you build communication competence and skills in interpersonal communication, intercultural communication, group communication, and public speaking, among others. You can also use your school\u2019s career services office to help you learn how to \u201csell\u201d yourself as a communication major and how to translate what you\u2019ve learned in your classes into useful information to include on your resume or in a job interview.<\/p>\n

    The main career areas that communication majors go into are business, public relations \/ advertising, media, nonprofit, government\/law, and education.[footnote]What Can I Do with This Major? \u201cCommunication Studies,\u201d accessed May 18, 2012, http:\/\/whatcanidowiththismajor.com\/major\/communication-studies<\/a>[\/footnote] Within each of these areas there are multiple career paths, potential employers, and useful strategies for success. For more detailed information, visit http:\/\/whatcanidowiththismajor.com\/major\/communication-studies<\/a>.\n