Communication is a major proponent for improving basic human behavior and conduct, inside and outside of a professional setting. How we communicate poses a great potential to elevate or decline the impressions we give to others. We must constantly seek understanding through an open mind and with a respectful character in order to effectively communicate our own ideas and insights.
In the classroom, our communication with our peers and teachers enhance our educational experience by collecting and assimilating contrasting views of a topic and having a mutual, respectful conversation explaining why we think a certain way. The "process involves listening with empathy, searching for common ground, exploring new ideas and perspectives, and bringing unexamined assumptions into the open" (London). This is how we begin to understand each other.
As outlined by London, we need to move from a "din" culture of meaningless dialogue to a more progressive "dialogue" culture where each of our conversations with each other are engaging and carry meaning. The most important aspect of our communication is to overcome the differences we have with each other. Once our differences are respected, we can work towards a common goal. One point London makes is that "dialogue is the most effective response to these developments", however, I disagree. I believe that we see more progression of humanity through our actions than our words. We can say that we will do this and that to repair our connections with other people(s), but it's meaningless until our actions can support our speech.
In my opinion, one of the most important skills for communication is building authenticity and trust. All of the other 11 skills mentioned in the article are primarily for short-term conversation. Building trust occurs in the long-term. All of the short-term skills amount to build the trust with the person to whom you are communicating with. All of our conversations with people are subconscious judgement of that person's character, and this amounts to the opinion you have of that person, and if your opinion is strongly positive, then you have created trust with them. This is very important to do with your professors. Gain their trust and show them good reason to trust you and this could help open up doors for opportunity for you in the future. Uniquely, this skill is not something that can just be improved or "faked" if need be. Your trustworthiness lies within your character and is much harder to conceal than body language or dialogue.
Microaggressions. Instead of being very blatant insults, they're seeds of doubt that subtly creep into the victims mind and causes them to wonder why the backhanded compliment was exchanged in what seemed to be a normal conversation. This can cause someone to sink back in a class discussion, causing them to withhold a valuable opinion, especially if it is one that has not yet been examined. To mitigate this, teachers and students need to think carefully about how a phrase or "compliment" can be taken, and generally be sensitive towards remarks that can be inferred as sexist or racist.
Freedom of speech is one of the most controversial amendments to our constitution because it encompasses such a gray area of interpretation that it is being manipulated into a case of defense for anyone to say anything. The controversial part comes to whether or not colleges have the authority to restrict "hate speech" on their campus. Chemerinsky explains that although speech cannot be restricted by colleges, the college can move an "event" to a more secure area or if the demonstration impedes education, they carry the right to disrupt the demonstration. Powell shares that education and speech can be balanced, if each is dealt in accordance with respect for each other. This does not condone hate speech, but if the speech can be turned into a point of view without directly assaulting a group or individual, it can bring upon the audience and discussion to learn from. I believe Powell provides a stronger argument because he shows the possibility of what protests and demonstrations can bring to the educational plate where as Chemerinsky only shows that there is a fine line between the interpretations of "free speech."
In my opinion, because the freedom of speech is too vague to adequately cast a single interpretation from it, I believe that one should hold themselves to a moral standard about their speech. They should think about how an argument or demonstration becomes less about raising awareness for their views and more about directing their views in a disruptive manner. Also, when the 1st amendment is called upon as a case of defense, the circumstances behind the incident must be thoroughly examined and the verdict determined on a case-by-case basis because of the amendment's loose interpretation.
Sources:
http://scott.london/articles/ondialogue.html
https://www.vox.com/2015/2/16/8031073/what-are-microaggressions
https://www.lifehack.org/582780/12-essential-communication-skills-that-arent-taught-in-schools-at-all
https://www.vox.com/the-big-idea/2017/10/25/16524832/campus-free-speech-first-amendment-protest
https://blogs.berkeley.edu/2017/09/18/on-speech-and-belonging/
In the classroom, our communication with our peers and teachers enhance our educational experience by collecting and assimilating contrasting views of a topic and having a mutual, respectful conversation explaining why we think a certain way. The "process involves listening with empathy, searching for common ground, exploring new ideas and perspectives, and bringing unexamined assumptions into the open" (London). This is how we begin to understand each other.
As outlined by London, we need to move from a "din" culture of meaningless dialogue to a more progressive "dialogue" culture where each of our conversations with each other are engaging and carry meaning. The most important aspect of our communication is to overcome the differences we have with each other. Once our differences are respected, we can work towards a common goal. One point London makes is that "dialogue is the most effective response to these developments", however, I disagree. I believe that we see more progression of humanity through our actions than our words. We can say that we will do this and that to repair our connections with other people(s), but it's meaningless until our actions can support our speech.
In my opinion, one of the most important skills for communication is building authenticity and trust. All of the other 11 skills mentioned in the article are primarily for short-term conversation. Building trust occurs in the long-term. All of the short-term skills amount to build the trust with the person to whom you are communicating with. All of our conversations with people are subconscious judgement of that person's character, and this amounts to the opinion you have of that person, and if your opinion is strongly positive, then you have created trust with them. This is very important to do with your professors. Gain their trust and show them good reason to trust you and this could help open up doors for opportunity for you in the future. Uniquely, this skill is not something that can just be improved or "faked" if need be. Your trustworthiness lies within your character and is much harder to conceal than body language or dialogue.
Microaggressions. Instead of being very blatant insults, they're seeds of doubt that subtly creep into the victims mind and causes them to wonder why the backhanded compliment was exchanged in what seemed to be a normal conversation. This can cause someone to sink back in a class discussion, causing them to withhold a valuable opinion, especially if it is one that has not yet been examined. To mitigate this, teachers and students need to think carefully about how a phrase or "compliment" can be taken, and generally be sensitive towards remarks that can be inferred as sexist or racist.
Freedom of speech is one of the most controversial amendments to our constitution because it encompasses such a gray area of interpretation that it is being manipulated into a case of defense for anyone to say anything. The controversial part comes to whether or not colleges have the authority to restrict "hate speech" on their campus. Chemerinsky explains that although speech cannot be restricted by colleges, the college can move an "event" to a more secure area or if the demonstration impedes education, they carry the right to disrupt the demonstration. Powell shares that education and speech can be balanced, if each is dealt in accordance with respect for each other. This does not condone hate speech, but if the speech can be turned into a point of view without directly assaulting a group or individual, it can bring upon the audience and discussion to learn from. I believe Powell provides a stronger argument because he shows the possibility of what protests and demonstrations can bring to the educational plate where as Chemerinsky only shows that there is a fine line between the interpretations of "free speech."
In my opinion, because the freedom of speech is too vague to adequately cast a single interpretation from it, I believe that one should hold themselves to a moral standard about their speech. They should think about how an argument or demonstration becomes less about raising awareness for their views and more about directing their views in a disruptive manner. Also, when the 1st amendment is called upon as a case of defense, the circumstances behind the incident must be thoroughly examined and the verdict determined on a case-by-case basis because of the amendment's loose interpretation.
Sources:
http://scott.london/articles/ondialogue.html
https://www.vox.com/2015/2/16/8031073/what-are-microaggressions
https://www.lifehack.org/582780/12-essential-communication-skills-that-arent-taught-in-schools-at-all
https://www.vox.com/the-big-idea/2017/10/25/16524832/campus-free-speech-first-amendment-protest
https://blogs.berkeley.edu/2017/09/18/on-speech-and-belonging/
I loved reading your blog!! I also agree that the first amendment can have such a loose interpretation, and that each case needs to be examined carefully and separately.
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