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A Case Study on the Communication Educational Program at Myongji University
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Recently, there have been a growing concerns on the significance of educational program in communication at the University. In formulating the course for communication, the education of rhetoric seems to be indispensible because the rhetoric has been regarded as a theoretical core in the field of communication. However, as the term rhetoric in itself carries diverse meanings, integrating the rhetorical strategies in the communication course is not a easy task. This study is to reveal the several issues and present predicament of communication courses which our educational systems face in. I would like to share some teaching experiences at Myongji University especially in speaking courses. At Myongji University, three programs are interrelated in the area of communication: 'Presentation and Debate,' 'Advanced Debate,' 'Debate Contest.' Several problems and issues occurred in the class. We interpreted them in the rhetorical point of view. First, the qualification of lecturer could be reconsidered. Lecturer should be a specialist. As rhetoric carries diverse meaning, lecturer's capacities should be very strong. When we build a coordinated and systemized curriculum, lecturer's speciality tends to be critical. Second, there should be a standardization about the title of course. We need to construct a coexisting relationship between speaking vs. writing course, and theory vs. practice. Third, the idea of rhetoric is often criticized by sophist's techniques. Therefore, we need to educate 'speak well' and 'speak sincerely'. At last, the education of rhetoric should have a firm ground on humanities or cultural studies. Speaking course tends to improve several abilities such as critical thinking, organizational and dispositional competence, stylistic competence and delivery capacity. Thus, when the class could be a very successful, it should be incorporate the essential course in general studies in University. If not, it would be a possible danger of teaching superficial skills. It seems that we can not solve those problems easily because some of them are inherent in the filed of rhetoric. For a sustainable education in communication as one of general studies as the University in our country, we need to put much effort in order to find out the proper model of the course.
Abstract
Recently, there have been a growing concerns on the significance of educational program in communication at the University. In formulating the course for communication, the education of rhetoric seems to be indispensible because the rhetoric has been regarded as a theoretical core in the field of communication. However, as the term rhetoric in itself carries diverse meanings, integrating the rhetorical strategies in the communication course is not a easy task. This study is to reveal the several issues and present predicament of communication courses which our educational systems face in. I would like to share some teaching experiences at Myongji University especially in speaking courses. At Myongji University, three programs are interrelated in the area of communication: 'Presentation and Debate,' 'Advanced Debate,' 'Debate Contest.' Several problems and issues occurred in the class. We interpreted them in the rhetorical point of view. First, the qualification of lecturer could be reconsidered. Lecturer should be a specialist. As rhetoric carries diverse meaning, lecturer's capacities should be very strong. When we build a coordinated and systemized curriculum, lecturer's speciality tends to be critical. Second, there should be a standardization about the title of course. We need to construct a coexisting relationship between speaking vs. writing course, and theory vs. practice. Third, the idea of rhetoric is often criticized by sophist's techniques. Therefore, we need to educate 'speak well' and 'speak sincerely'. At last, the education of rhetoric should have a firm ground on humanities or cultural studies. Speaking course tends to improve several abilities such as critical thinking, organizational and dispositional competence, stylistic competence and delivery capacity. Thus, when the class could be a very successful, it should be incorporate the essential course in general studies in University. If not, it would be a possible danger of teaching superficial skills. It seems that we can not solve those problems easily because some of them are inherent in the filed of rhetoric. For a sustainable education in communication as one of general studies as the University in our country, we need to put much effort in order to find out the proper model of the course.