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Sec Ed 6951: Interpersonal Communications for Educators
Randy L. Hoover, Instructor

2210 Beeghly College of Education

Prerequisite: Admission to the School of Graduate Studies

There is no one specific text for this course. However, there is a requirement to read one text selected from my list of books relevant to this course. These selections may be found on the Mind Candy page. We will discuss the selections in class on the first day.

Catalog Description: Techniques of communicating effectively with teachers, administrators, non-teaching personnel, pupils, and parents. Organizing the overall communications program within the school. Related problems.

Course Purpose: To facilitate the educator's ability to communicate effectively with students, teachers, administrators, non-teaching personnel, parents, and members of the community. Further, the course will deal explicitly with the notion of education as a direct function of the facets of communication. It is intended that you will be empowered with a repertoire of communications knowledge that will facilitate your being able to communicate more effectively and your being able to analyze and critique communications more efficaciously. This course is intended to develop a disposition for critically reflective stance toward your activities in the school setting and as an educator in a democratic society. The knowledge base as suggested by the instructional objectives is grounded in the student reference and course reference lists.

Course Overview: The course will address significant issues in interpersonal communications by fostering a critically thoughtful attitude toward the nature of selected forces and factors such as intellect, ego, soul, personality, developmental level, motive, psychology, environment, politics, credibility, and ethics as they affect the communications process. Lecture-discussion, group problem solving, concept application, and protocol analysis will be the primary instructional activities used in the course.

Education and soul building (Desire faces duty.)
Duty and desire (Prose and poetry.)
Ego/intellect and Self/soul (Heads and hearts.) Alternative views of meaning and living (Radicallizing the Jesuits.)
Self development: Existential/Phenomonlogy/Rational (Huh???)
The individual and the collective (Who am I and who are we?)
Charm, enchanment, and childhood (Finding the mysteries within.)
Cognitive style preference (Some do things better than others.)
Cognitive style effects in communication (Read between the lines.)
Deconstruction/reconstruction (Any parts left over????)
Expectations and persona (You forgot what it's like in the classroom.)
Anima/animus (Love's projection booth.)
Shadow (Raging in darkness)
Role of the conscious and unconscious in communication (Ghosts in the machinery.)
Ego and self (Adapt!!!)
Relations between information and attitude (The president's speech.)
Projections (Boy, did he change!)
Power, authority, and politics as mediators in communication (hide 'n seek)
Truth claims, judgment, and motives in communication (Tito Francona, yellow beans, and pre-owned cars.)
Ethics, morality, and self-interest (White lies and roses.)
Non-verbal communication (Youngstown drivers.)
Communication as a function of developmental level (Out of the mouths of babes.)
Intensity and frequency in communications (I told you so/How many times have I said. . .)
Surface and deep structure (Poetry in motion)
Relations among thought, language, rhetoric, and discourse (I know what I want to say, I just can't say it. . .I think.)
Education Vs Training (Communication or Telling)
Postmodern culture (Bevis and Butthead)

Grading and Evaluation:

20% Attendance and class participation activities
30% Final project,
20% Communications log.
30% Midterm Examination. (Optional During Summer Term)

Final points for each student are placed in the form of a frequency distribution and letter grades assigned based upon the distribution and the instructors judgment.

Instructional Objectives

The student will:
Understand and apply the modes of reflective practice to all aspects of the course and its assignments.
    The modes are: technical, inferential, intuitive, deliberate, dialectical, critical, ethical, and active.
Utilize knowledge of cognitive style to analyze communication protocols and events.
Apply facets of cognitive style to their own communication tendency.
Associate cognitive style with artifacts of temperament in communication acts.
Use cognitive style to their interpret meaning in communication.
Apply basic principles of deconstruction to expose and critique meaning.
Use concepts of anticipation and expectation to interpret conscious and unconscious teliologies.
Apply the concept of persona to role sets and adaptive motive states.
Interpret communicative behaviors using the concepts of role set and persona
Apply concepts of progression and adaptation to functions of ego.
Apply concepts of progression and adaptation to functions of ego.
Associate the ideas of information and attitude and apply them interpretively to communication events.
Interpret communications impact and effects using the notion of projection.
Associate and relate the concepts of power, authority, and politics and interpret them as significant modifiers of communication meaning.
Recognize and understand the relations among truth claims, judgment, and credibility and apply them to analysis of communication events.
Use the principles of non-verbal communication to interpret meaning.
Apply the ideas of ethics, morality, and self-interest to examine credibility and motive in communication.
Apply basic notions of developmental theory to examine communication differences.
Utilize concepts of deep structure and surface structure to distinguish meaning and intent.
Use the concepts of education and training to identify transformational and empowering communications from deskilling and marginalizing communications.
Use concepts of modernity and postmodernity to identify and interpret communication problems between teachers and students.
Apply the concepts of motive state and incoherence to determine purpose and intent.
Apply the concept of individuation to life-span development and concomitant forms of communication.
Apply power relations matrix of race, class, gender, ethnicity, disability, life-style preference, and age to communication events.

Reference List

Bargar, R. R., and Hoover, R. L. (1984). Psychological type and the matching of cognitive styles. In C. M. Galloway, M. C. Seltzer, & J. E. Kerber (Eds.), Matching teaching and learning styles. Columbus: The Ohio State University.

Briggs Myers, I. (1980). Gifts differing. Palo Alto, CA: Consulting Psychologists Press, Inc.

Glasser, W. (1990). The quality school: Managing students without coercion. New York: Harper & Row.

Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.

Hill, D. (1988). Humor in the classroom. Springfield, IL: Charles C. Thomas Publisher.

Hoover, R. & Kindsvatter, R. (1997). Demcratic Discipline: Foundation and Practice. NJ: Prentice Hall

Jacobi, J. (1973). The psychology of C. G. Jung. New Haven: Yale University Press.

Jung, C. G. (1954). The development of personality. (R. F. C. Hull, Trans.). New York: Princeton University Press.

Jung, C. G. (1954). Psychology and education. (R. F. C. Hull, Trans.). Princeton, NJ: Princeton University Press.

Lomotey, K. (Ed). (1990). Going to school: The African-American experience. New York: State University of New York Press.

McLaren, P. (1989). Life in schools. New York: Longman.

Nagy. M. (1991). Philosophical issues in the psychology of C. G. Jung. Albany: State University of New York Press.

Provost, J. A., & Anchors, S. (1987). Applications of the Myers-Briggs type indicator in higher education. Palo Alto, CA: Consulting Psychologists Press.