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COMMUNICATION IN EDUCATIONAL -- PRIESTLEY'S PARADOX
Introduction to Priestley's Paradox
According to Priestley's Paradox, there may be an inverse relationship between the quality of communications and the complexity and variety of modern methods of communication (Hodge 1993, 4; Eunson 2008, 17). More specifically, Priestley suggested that the richest and most effective means of communications is the process of face-to-face verbal communication between two individuals. Every additional variable, such as adding more individuals to the communications chain or introducing artificial technological mechanism necessarily reduces the quality and accuracy of the communications process. In principle, therefore, direct face-to-face communications between two people is more effective than direct, face-to-face communications among larger groups of individuals. Likewise, face-to-face communications are preferable to telephonic communications, written communications, and other forms of remote communications (Hodge 1993, 6; Eunson 2008, 18).
Applying Priestley's Paradox...
In previous eras of modern education, students and instructors communicated almost exclusively in person (Allen 2004, 70). Today, email has become the predominant means through which students communicate with instructors; moreover, other forms of written communications that rely on computer technology dominate communications among and between students as well. On one hand, there are definite advantages to modern communications technology in the higher education environment; on the other hand, there are also trade-offs in terms of the quality of some of those communications (Allen 2004, 72-3).
For example, the typical college student maintains regular communications channels with a much wider variety of individuals than his or her counterpart a generation or two ago. Previously, college students maintained direct communications with other students at the same institution and indirect contact (such as by…
References
Allen, J (Ed) 2004, Sociology of Education: Policies and Practice, 3rd ed. Thomson
Learning, Australia, Victoria
Dufficy, P 2005, Designing Learning for Diverse Classrooms. Primary English Teaching
Association, Australia
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