DOCUMENT RESCUE ED 099 899 CS SOO 852
DOCUMENT RESCUECS SOO 852ED 099 899AUTHORTITLrINSTITUTIONPUB DATENOT!JOURNAL CITAllen, R. R.The Challenge of Change.Massachusetts Univ., Amherst. Dept. of Speech.Dec 73?DRS PRICEDESCRIPTOPSMR- 0.75 HC- 1.50 PLUS POSTAGE*Changing Attitudes; *Communication (ThoughtTransfer); Communication Skills; *EducationalInnovation; Educational Objectives; EnglishInstruction; Individualized Instruction;Intercommunication; Language Arts; SecondaryEducation; *Speech Education; Student Role17p.Reports; v5 n2 p1-16 December 1973ABSTRACTThe currently popular topic of change may beconsidered from three vantage points in relation to communication andsecondary education. First, changes in the discipline of speechcommunication are seen in the increasing number of high schoolteachers who teach communication as process by exploring thedimensions of interpersonal and interpersonal communication. Second,two occurrences in secondary education hold both promise andchallenge; the redefinition of educational goals to involvecommunication skills and the emphasis by many English teachers oncommunication as the focal point of English language arts study.Third, instructional practices are changing inaccountability/systematicity concerning learning goals, in theperception of the student's role in the learning process, and inindividualized instruction and student sharing programs. (JM)
00CuPPEN, HAS PUN NOMOvc10 EXACTLY AS Wapiti) NOMt MISUS onoimmilut OF mIALTI4DUTATION i wILIIMIONATIONAL INSpipuf OMBOUCATIONtut PaiSON OR ORGANISM ION OW MINMING It POINTS 0, vityi Ok ONNIONSv WEpat%WE Cs CIO Not tatof Nt Of PRIM. NatioNAL ihstliutt coI nu( tICIP4 PCs' TtOh oW POI ICYTHE CHALLENGE OF CHANGE*byR. R. AllenR. R. Allen**My topic is change. It is a popular topic.Alvin Toffler in Future Shock notes that:C.)z7N1.44Many of us have a vague "feeling"that things are moving faster.Doctors and executives alike complain that they cannot keep up withthe latest developments in theirAmong many there isfields . . .an uneasy mood -- a suspicion thatchange is out of control.1.Change permeates all aspects of contemporaryIt should be no surprise that our prolife.fessional lives cannot escape such demands.Louis Bruno, Superintendent of Public Instruction for the State of Washington, notes that"in no area of education is that demand [forchange] more justifiable than in speech communication -- a discipline focusing on theprocess which is universally recognized asman's chief tool for change both within himself and within his society."2In this paper, change will be considered fromthree vantage points: changes in the disciplineof speech communication, changes in the worldof secondary education, and changes in the nature of instructional practices.What was our discipline like in the highschool of yesterday? "Speech" courses on theiv)V*This article is based on a speech giver. by Professor Allen at the Eastern Communication Association Convention in New York, March 9, 1973.Massachusetts Univ., Amherst. Dept. of Speech.Report; v5 n2 Dec. 1973
high school level were traditionally concernedWith improving student skills in the public artsof expression. Although primary attention wasusually given to perfecting public speakingskills, the student was also given the opportunity to participate in panel discussions andsymposiums, read literature aloud, act in a play,and participate in radio and television producSuch courses, in the words of Professortions.Parrish, "consisted merely in bits and piecesfrom the various areas of speech."3Such high school survey courses of the oralspeech arts, based largely on public performance,may be indicted for a number of reasons. First,such courses tend to focus on the skills of public performance when few students in real lifewill be called upon to exercise such skills.How many students, for example, will ever becalled upon in later life to read poetry aloud,act in a play, announce a radio show, performon television, or even deliver a formal publicspeech? Two years ago, I was visiting a classroom at a large inner city high school in Milwaukee. When the teacher started discussingthe final assignment of the semester -- a tenminute speech -- one of the students said, "Ifyou add up all the public discourses I'm gonnagive in my whole life, they ain't gonna be morethan three minutes -- and I ain't gonna give noCourses whichten-minute speech in this class."survey the arts of public expression may seemfar removed from the world in which many highschool students live.Second, such courses, in stressing the skillsof the speaker, reader, actor, and/or radio andTV performer, tended to ignore, or relegate toa small corner of the course, systematic instruction for the listener/critic and the party toAleveryday speech communication interactions.though every student may be expected to spend arelatively large proportion of his adult life asa recipient of public communications, and whileevery student experiences hundreds if not thousands-2-3
of informal speech communication encounterseach day, few speech courses of yesterday madeeven a cursory attempt to prepare the studentfor su.:11 roles.Third, the high school speech course of yesterday tended to sacrifice understanding of speechcommunication for performance of public speechThe student flitted randomly from oneacts.oral performance to the next with very little instruction interspersed. He spoke, or read, oracted, without being able to talk meaningfullyToabout any of these higher orders of behavior.the graduate of such courses, speech communicationmeant giving speeches, reading poetry and prosealoud, acting in plays, and producing radio andtelevision programs. He or she did not understand the nature of the communication process andthe myriad of forces which promote and constrainthose moments when people interact.4The traditional, conceptually void, public performance oriented high school speech course ofyesterday led many to believe, in Arnold's words,that "speech is not a true subject at all, but anasscrtment of special activities which may beproperly and adequately provided outside the regular academic schedule."5 The traditional highschool speech course, in Klopf's words, "faith. evenfully upheld the traditions of the past .though they bore little relationship to the realityof the present." In an era of change, yesterday'shigh school speech courses represented that whichis to be changed.But that was yesterday. Our discipline is changThe first elaborated call for change was pubing.lished under the title "Speech Communication in theHigh School Curriculum" in The Speech Teacher ofNovember 1968.7 In the following year, the reportof the New Orleans Conference, Conceptual Frontiersin Speech Communication, gave impelling reexpression to that challenge.8 In the few years sincethese changes were published, an increasing numberof high school teachers have sought to respond by-3-
teaching communication as process and by exploring the dimensions of intrapersonal andinterpersonal communication.What is it to learn about the process ofcommunication? The student should come to knowthat communication is a dynamic, on-going, everHe shouldchanging, interactive phenomenon.understand that the parties to speech communication interactions are individuals with uniqueattitudes, values, cultural upbringings, intelligence, emotions, coding abilities, psychological habits, and potential for supplying andHe should understand that allreading feedback.of these forces influence the choices a humanbeing makes when encoding and decoding messages.He should come to know that audible, visible,and even tactile and olfactory cues may havecommunicative potential. He should understandthat selective perception, simplification, communication context, and noise influence humaninteraction. In sum, he should know that communication is more than a m,ssage -- that it iscomplex happening which must be perceived asaa unique event.Are high school teachers really presenting thisview of the communication process? An increasing number are. Communication models help showall of these relationships. Speech in AmericanSociety,9 published in 1968, was the first highschool speech text to use a communication modelto describe the communication process. Similarperspectives are provided in Galvin and Book'sSpeech Communication: An Interpersonal Approachfor Teachers,lo published in 1972, and Ray Nadeau'snew book, Speech Communication: A Modern Approach,11published by Addison-Wesley this year.What about intrapersonal communication? Whatshould a high school student know about the waysthat communications shape who he is and who hemay become? He should certainly know that his.elf- concept has been shaped by the previous communications he has had with others. He should-4-5
uhdor:.tand thatmay 10,tri.,through:.(,1t-di.;.lostirv,-3 to k.)thoni andthroughmonitoring of tilt) rva,.tions ofother people to his disclosures. He should recognize that his self-concept (or self-conceptsreally, since there are many dimensions of self)are influenced by a number. of forces: his senseof physical well-being (and his psychological reaction to that sense); his ability to toleratenumerous and often conflicting instances of dataabout himself; the consistency of his behaviorwith the attitudes and values which his life'sexperiences have shaped; his ability to come togrips with social companions; and his ability tocope with stress precipitated by change. Heshould also know that such defense mechanisms asavoidance, rigidity, rationalization, and distortion may interfere with his ability to processthe reactions others give him. And more, heshould learn to be genuine, accepting, and empathetic in order that he will invite reactionsto self-disclosures which may really inform him.Sound scarey? Are high school teachers reallyteaching all of this? More and more are trying.One new book points the way. Sharon Ratliffeand Deldee Herman's book, Adventures in the Looking Glass,12 published this year by NationalTextbook Company, is a lovely book, rich withcommunication experiences.It recognizes, as nobook before it, that the junior high school student is in the midst of an identity crisis whichthe school should help him resolve. Two seniorhigh school textbooks, released this summer, offer similar points of view.13And what about interpersonal communication? Thehigh school student should understand that he isstrongly influenced by communication environments:that he communicates through the ways in which heuses space, and the ways that others use spacecommunicates to him; that such environmental factors as noise, lighting, color, temperature, andfurniture arrangement all influence his participation in moments of interpersonal interaction.-5-
He should al:lo learn ab.)ut the dimensions ofthe nonverbal and verbal codes of :ommunik:ation: he should loarn how pool le communicatethrough the use of distance, time, facial expression, eye contact, bodily action, and object language; he should also learn that hislanguage strongly constrains the choices whichhe is free to make in moments of communicativejuncture.He should know that when he meetspeople for the first time, his expectationsand his initial impressions exert a powerfulinfluence on what happens.He should understand how factors of time and space influencehis ability to form and sustain friendships.He should know that assigning motives, sterotyping, and projecting may intrude in the establishment of an ongoing relationship. Heshould realize that his interpersonal dyadicrelationships can be made more meaningful ifpsychological rewards are freely and honestlyinterchanged.And finally, he should acquirenew insights into his experiences with smallgroups: his motives in joining and maintaining group memberships and the perils whichconfront groups as they generate goals, setthe tone for group interaction, and make decisions.Are high school teachers teaching all ofthese things? Some -- in some form. The Galvin and Book text, Speech Communication: AnInterpersonal Approach for Teachers,i4 mentionedearlier, provides a rich fund of behaviorallyoriented objectives of instruction in interpersonal communication and a broad range ofactivities which will enable students to acquirerelevant behaviors.Many teachers have foundthis book a useful guide. And new textual materials are emerging.15 The teacher who wishesto change will find it increasingly easy to doso as more and better textual materials becomeavailable.Thus far attention has been given to new directions which have changed our discipline. But-6-
what about the traditional content that we feelso comfortable tedchiliV There are mixed reactions.There are sum who would say, "Throwit out! It reflects a world that no longer exists." This is not my position. It seems to methat instruction in a theory of communicationand in intrapersonal and interpersonal commu.:ication should enrich rather than replace what wehave been about.However, it is important thatwe redefine and reevaluate our content and pedagogical practices in each of the traditionalareas. In 1970, participants in the Wingspreadand Pheasant Run Conferences of the National Development Project on Rhetoric engaged in a careful and expanded redefinition of rhetoric. Giventhis expanded conception of rhetoric, the participants concluded that "the most important decisions in public and private life to be facedby every normal high school graduate are thosewe have characterized as rhetorical."16 In redefining curricula, high school teachers shouldconsider new ways of making instruction in ourtraditional subject matter areas responsive tothe needs of high school aged students in contemporary society.Given that the discipline of speech communication is changing, it is also important to notethat the world of secondary education is anythingbut static these days.A revolution is underway,but it's a curious kind of revolution. The fireis often lit -- or if not lit, kindled -- by suchbastions of the establishment as the U.S. Officeof Education, state departments of public inFtuction, and even university schools of education.The labels of the revolution are well known:free schools, schools without walls, street academies, competency based curricula, career education, etc., etc., etc. While all of these changeswill unquestionably influence what we are about,I would like to focus on two occurrences in American secondary education which hold both great challenge and great promise.-7-
First, it ,-;00:11:i apparent that the goals ofodu.ation1).In.; redefined.Let's considerone example.The State of Wisconsin Superintendent's Task Force cal Educational Goals posited the following twelve coals it a statementreleased in October 1972:17 Human RelationSkills (Isn't this what interpersonal communication instruction is all about?), Basic Skills(including oral encoding and decoding skills),Citizenship and Political Understanding (That'show we've always justified instruction in rhetoric and group decision - making.), Values andEthics Concepts (Aren't ethics and values mostvisible at moments of communicative juncture,and really -- what's theatre all about -- deepdown, where it counts?), Creative, Constructive,and Critical Thinking Skills (Sound like creativedramatis, group decision-making, and argumentation?), Life-Long Learning Skills (Well, mostpeople in post-school environments learn throughthe oral modality.), Cultural Appreciation Concepts (Theatre instruction certainly applieshere.), Mental and Physical Health Concepts (Well,intrapersonal communication instruction aims tolet the student know himself and I guess that'smentally healthy.), Economic Understanding Concepts (Do we relate to this? Not really.), Physical Environment Concepts (Do we relate to this?Probably not.), Career Education and OccupationalCompetencies (Do we relate to this? Absolutely!).So, what does it all mean? It seems to me thatemerging statements of educational goals highlight our importance as a discipline. Most ofthe ways in which children are to be changed involve communication skills.It seems an appropriate time to discuss the goals of our instruction with others who are engaging in goal redefinition.The field of speech communication isimperfectly understood by local administrators,school boards, and curriculum coordinators andby those who make important decisions in stateand federal education agencies. It is important,both individually and collectively, that we com-8-9
1111.11ii.:41t0 Wit!:tliot .;OUISeomd, It SO011q eilparent that important changesare occurring in the English curriculum.Admittedly, the. English estalaishment is not known forits inclination tv reform.Most Priglish departmentsstill hobble along on a very old and tired threelegged horse. Its legs? Language, composit:on,and literature (the latter leg being grossly inflated by elephantitis). But a renaissance is onthe horizon.Many English departments are (V.scarding the lastthree required years -- American Literature, EnglishLiterature, and World Literature -- in favor of arich supermarket of elective courses. Among thespeech communication courses that are included areFilm Production, Film History, Broadcast Media,Contemporary American Theatre, Theatre Production,Argument and Controversy, Contemporary Public Address, Interpersonal Communication, and Group Processes.In many schools, our courses are immenselypopular electives in the English curriculum. Wenow have the opportunity tQ reach more students,in more courses, over a greater period of time.Given the increased demand for our courses, manyschools are hiring more teachers certified inSpeech Communication.While these changes in the English curriculumare important the future holds even greater promise.Some former high school English departmentsare now designated as Departments of English Comaiunication, or, better yet, Communication. Thechange is rot merely one of semantics. Many teachers and scholars within the English establishmentare coming to see communication as the ;3cal poi-tfor study in the English language arts. Secondaryschool teachers of speech communication should assume leadership in the formation of administrativestructures reflecting more global, interrlisciplinarycommunication programs. Our associations shouldtake leadership in developing teacher cert:ficationstandards and teacher preparation programs which reflect broader conceptions of the nature of communication.18-9-10
anJ as the goals anlA- ourstru,:turos of :;eolinlary education change, so toonature of our instructionalpractices. Consideration will he given to threeof these changes.are' we ohanyinq t 1,tThe first change may be labelled Aocountability/Systematicity. The Educational Supplementof the Saturday Review noted, way back in March1971, that:The most fashionable cliche in education's lexicon today is ''accountability" -- and we arc likely to hearmuch more on the subject it the monthsIn the past, it was theto come.children, primarily, who mire heldaccountable for individual success in.the classroom. More recently .accountability . . . [has referred to]improving the effectiveness of the ed. we focusucational process [as]increasingly on pupil performance asa measure of teacher effel,:iieness.19.So what does it mean? It means tnat we shouldhave a very clear notion of the behaviors we areIt alsotrying to engender in our students.means that we must come to perfect our choicesof instructional strategies de.,-igned to accomplishour learning goals and that we must perfect ourmeans of assessing whether our instruction hasbeen effective.20A second important change in instructional practices involves our perception of the student's rolein the learning process. More and more, instructional theorists and teachers alike are coming torealize that the best teaching-learning transactions are interactive, experiential, and liferelated.This pc!.nt was made effectively by Bob Clausen,an Educational Psychologist,
ED 099 899 CS SOO 852 AUTHOR Allen, R. R. TITLr The Challenge of Change. INSTITUTION Massachusetts Univ., Amherst. Dept. of Speech. PUB DATE Dec 73 NOT! 17p. JOURNAL CIT Reports; v5 n2 p1-16 December 1973?DRS PRICE MR- 0.75 HC- 1.50 PLUS POSTAGE DESCRIPTOPS *Changing Attitudes; *Communication (Thought. Transfer); Communication Skills; *Educational
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Rope Rescue and the NPS Training Overview Common Principles of Rescue Differences Between Guiding and Rescue Working with the NPS in a Rescue On Scene: Rope Rescue Start to Finish. Overview of Guide/NPS Training .
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of tank wall, which would be required by each design method for this example tank. The API 650 method is a working stress method, so the coefficient shown in the figure includes a factor of 2.0 for the purposes of comparing it with the NZSEE ultimate limit state approach. For this example, the 1986 NZSEE method gave a significantly larger impulsive mode seismic coefficient and wall thickness .
