Ch. 11, pg. 344, post #4
Chapter 11 begins with a discussion of mindful and mindless communication including a role play of a phatic conversation. One thing that I disagree with in the book is their negative spin on phatic communication. "However, [phatic communication] also shows disregard for each other because nothing that is said really matters to either person." Although it is not possible for two people to really get to know each other through phatic communication alone, it definitely has its place in the communication world. Imagine if you were at the library and some stranger walks up to you and begins to tell you all about their Aunt Millie and how she loves to visit the farmers market on Friday... you may feel differently but I would think this person is crazy and wouldn't be very interested in talking to them more. However, if this same person walked up to me and started with a "hi, how are you? Isn't it a beautiful day outside?" I would be much more interested in starting a conversation with them. So, although people shouldn't rely entirely on phatic communication, it is still an important aspect of developing an interpersonal relationship.
Thursday, July 2, 2009
Wednesday, July 1, 2009
Learning Basic Skills
Ch. 10, pg. 326, post #3
In chapter 10, Eisenberg et. al paint a sad picture of the future of the United State's workforce. "The result is a downward spiral of quality, service, job skills, wages, and employee self-esteem." Although workplace literacy programs should be applauded for giving their employees an opportunity to learn basic skills, I can't help but think that people should have learned such things as how to read, write, and problem solving in school. I remember when I was a senior in high school they made it so any student in CA had to pass the exit exam in order to graduate and there was a big uproar about it because their were many kids, even in the bay area, who couldn't pass. For me, I could have passed it in eighth grade, but then again, I didn't need to work and take care of my siblings to help support my family in high school. Although I think the blame of students not learning basic skills should neither be placed solely on the students or the schools, giving a student a high school degree should mean that they are at least proficient in the skills outlined on pg. 327 otherwise high school has really done nothing to prepare a student for the real world.
In chapter 10, Eisenberg et. al paint a sad picture of the future of the United State's workforce. "The result is a downward spiral of quality, service, job skills, wages, and employee self-esteem." Although workplace literacy programs should be applauded for giving their employees an opportunity to learn basic skills, I can't help but think that people should have learned such things as how to read, write, and problem solving in school. I remember when I was a senior in high school they made it so any student in CA had to pass the exit exam in order to graduate and there was a big uproar about it because their were many kids, even in the bay area, who couldn't pass. For me, I could have passed it in eighth grade, but then again, I didn't need to work and take care of my siblings to help support my family in high school. Although I think the blame of students not learning basic skills should neither be placed solely on the students or the schools, giving a student a high school degree should mean that they are at least proficient in the skills outlined on pg. 327 otherwise high school has really done nothing to prepare a student for the real world.
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