Persuasion, seduction and manipulation in teaching communication

Posted: 28 Mai 2011 in educație

Persuasion is associated with an idea that requires only one or a small group idivid, because of individual determinations, interest, sensitiveness, individual context. Persuasion aims attitudes and behaviors that affect the area of ​​self expression of an individual which differentiates him from others.
In teaching communication, we are unable to form beliefs, and often appeal to the effects of persuasion, which can ensure adherence to an idea. By order of discourse and communication mechanisms, to ensure individual impresionabilitatea so he takes an idea and fought for them and acting to support its implementation. The prestige and authority in many cases can be basic elements of persuasion. The argument of force act as a means of installation of persuasion in teaching communication. Tones of voice, rich and subtle intonations, emphasis of words, body movements and facial mimicry are elements that increase the strength of the message, create emotions and feelings, and motivates the receiver can lead to attitudinal changes expected.
JN Kapferer emphasizes that persuasion must be understood as a whole composed of certain basic operations: contact with or exposure to posts messages, is the basic condition, the message initially providing sensory stimulation, which then turns into images, texts, concepts do not understand the message is sufficient to secure convictions on the need to move him from accepting ideas to change attitudes about the idea, mechanisms of change of attitude shift from changing attitudes to behavior change – moving from attitude to action.
Lionel Bellenger consider persuasion as a communication practice calculated. (Concepts vs. persuasion. Persuading).
This belief is associated with an idea made all the determinations which do not fall under the individual. The conclusion is already contained in the premises and they must inevitably itself. Persuasion is associated with an idea that requires only an individual or a small group of individual determinations under, interest, sensitiveness, individual context. Persuasion aims attitudes and behaviors that directly affect the individual’s private domain, the expression of his own personality that differentiates it from others. Expert opinion is that under the criticism of Plato, which he did rhetoric, because it would give the speaker the power to make evil good, and conversely, many people prefer the term, I believe, and do not persuade me .
The word confidence means to define the change of opinion, as a result of communication between the transmitter and receiver, with equal status (no victor or defeated).
Discursive mechanisms of persuasion and communication
Persuasion has its basis in the individual, and determining which provides identity. Discursive nature of communication mechanisms and ensure impresionabilitatea individual so he can take an idea and will fight for her support especially for its implementation.
A first category of mechanisms of persuasion concerns the nature of evidence, the arguments used in the ethical relationship to the other party is to take an idea. Suggestions found in Aristotle’s Rhetoric, the distinction he proposes between ethos – persuasion based on the status of speaker, speech – based on logical arguments, and pathos – persuasion by appealing to emotions.
The idea has often been assumed following a persuasive argument that the authority had a crucial role. The prestige and authority in many cases can be basic elements of persuasion. Crossing relationships within teacher communication type, we conclude that the ideas in the mind of the teacher required the student / student because he is considered an authority – magister dixit. Most times the student accepts a change of behavior because it asked the teacher, and not because the requirement was justified, because it says in the manual, and / or being, and not because he understood its merits . They are harmful to forms of persuasion for the purpose of accuracy and communication staff. The argument of force, showed subtle forms, is that the student be forced to take ideas, to alter behavior, to initiate an action (the threat of punishment). The argument relies on the induction of labor from fear, to achieve the desired effects. Blackmail is another way to use the argument of force, although often there is no link between conditionality and compliance prohibition.
Expressiveness teaching communication, language we use often creates the most powerful effects, deeper and more persistent on the receiver. Expressive language due to its shape, carried by intonation, accent, pauses, rhythm, method of use of tropes, impressive receiver. Voice tones, refined intonations, emphasis of words and mimic body movements that increase strength face are elements of the message, create emotions and feelings and can lead to receptor reasons attitudinal changes expected. Expressiveness is considered an imperative of human communication, here is the act of communication, and provides a high degree of impresionabilităţii receptor.
Psycho communication studies noted that persuasion is under control, in a process of communication because distributing the expressive elements. Expressiveness of the language and style into teaching communication. Language expresses what style points. Also a significant role in the series of important mechanisms by which persuasion occurs in teaching communication, may have the nature and impact of ideas submitted.
The student is influenced by the nature of the arguments made by his teacher, the expressiveness of the language it uses, the amplification that can achieve some elements that are non-verbal and para. Thus, the concept of novelty of the argument that an important feature of the speech persuativ.
Seduction is often faced with power, according to J. Baudrillard, only that expresses two different sides of life. The concept of communication today is to make known, inform, say, or put in contact with something. Communication controls all human relationships, the organization of social standing.
 A type of communication is the most comprehensive education, which refers to teacher-taught relationship. The specifics of this relationship is expressed through the act of communication present in all teaching activities.
There are several ways to communicate:
• Linear model: transmitter encodes the ideas in a message and then send them through a channel receiver decodes the message.
• Interactive model: specific element of which is feedback. He has also communicating a static activity, a person can be both transmitter and receiver.
• Transaction model: characterized by the fact that both communicators and messages are constantly changing.
Interpersonal communication involves several conditions that must be met for an efficient as well: positive attitude, honesty, empathy, support, equality, trust, acceptance of others, self-image control, expressiveness, etc. persuasion. Teaching communication becomes an essential element of achieving an active training and thus better achieved the objectives of education, increasing the chances of school success and progress for all students, address the affective attitudinal objectives through learning. This takes place in a suitable environment in which education takes action involving global behavior emerging personalities.
Communication becomes authentic when teaching that each person involved is fully committed, expresses sincere emotions, ideas, experiences, etc.. Only thus can change the personality causing profound changes in thinking and attitudes. Psycho-socio-cognitive complexity, highlights all staging procedures discursive learning object. It is largely student-centered, addressing the needs of their knowledge. The student is the main benchmark against which the teacher makes his speech. A feature of the communication and education is its asymmetry, the fact that it produces global behavior can be considered an evaluative relationship selective both the transmitter and receiver. Its specificity consists in the fact that it lies at the confluence of scientific and artistic development, in addition, it requires a thorough knowledge of the professor of psychology student. Good knowledge of psychology student teaching is required for communication because it allows the teacher training vary depending on the student’s comprehension.
The teacher should not be a manipulator of theories, formulas, rules and dry but a trainer named characters, who must acquire skills to generate interest, to prepare the land on which native powers will grow. Some of the qualities of the teacher should be: solid expertise, ability to display clear, systematic, and demonstrated ability to organize, objectivity in relation to students, high standards, respect for students’ personality, her confidence, sincerity, acceptance dialogue etc.. The teaching may take different forms: argument, explanation, description, etc.. Teaching argument is not successful if there is an agreement between the one who argues audience.
 Argumentative discourse discursive interventions aimed at obtaining results. Teaching explanation may be interpreted as a discursive construction sequence for the student to understand a situation, concept relationships. It produces some specific changes to the student’s cognitive knowledge by understanding and ownership. Magistrocentrismul communication is the relationship between teacher and pupil in which the emphasis is on the professor’s work. The leading role of teachers in education remains a reality.
A second trend occurs when the educated participate in the dialogue to advance the education process, and the third trend considers an interrelated dialogue. So we can speak in communication in addition to teaching a cognitive messaging and emotional tension. The teacher has a duty to know the details of a successful collective activities, the conditions of a collective involvement of members in achieving a common goal, what kind of prospects could attract students and what incentives might maintain momentum in this work a long time. Its role is to combine science with art, the technique of working with talent, experience with the initiative, tactical skill, temper the enthusiasm, the search of safety.
Expresses unique personality communication styles of staff carry out various activities. Each teacher has their own communication style associated with a repertoire of behaviors. The style is a mediating system, which combines and organizes various elements of cognitive, affective, ways of exploring information. The style is subject to achieve a level of maturity, the accumulation of solid experience, and appears as a result of a lengthy process.
Authoritarian style which is typical of a desire to set all directives. Professor authoritarian atmosphere creates tension in class, treat students as if they were simply carrying out his directives, and the result will be aggressive. Even if they increase efficiency class, who now teaches fear and need, in terms of affective learning is no fun.
Democratic teacher stimulates student’s initiative, creating the premises for a permeability of suggestions from teacher to student.
The style is hands-on leader who provides materials, providing information when needed, not an interest in how it operates. The teacher is not as authoritarian, democratic or adopt an attitude of „hands. Colericul adopt authoritarian style, the sparkle and the teacher temperament fits with the democratic style. There are times when a teacher must be authoritative, without being deprived of affection.
The teacher’s role is to combine traditional expository methods, with modern, active participation, encouraging learning through dialogue assertion. Classroom is not a sum of individuals but retains the individuality of each student, personally encrypting messages. The teacher has a duty as circuit design and manage educational content and the duty to promote the affective-emotional and attitudinal states. The teacher must have communication skills, a set of requirements of an effective staff communication.
The relationship of communication teacher assumes the role of dialogue partner in the act of communication with pupils / students, placing them into a situation I feel CAE actually listen and especially understood.


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