Introduction to Listening,Ethics, and Dialogue: Between the Ear and the Eye: A Synaesthetic Introduction to Listening Ethics

Listening is the one language activity which is used most during the day. The empirical basis for this statement has some problems, as some of it dates back a long time or is based on self-report data which may not be accurate as far as the objective proportion of time, in which listening is expected, is concerned. The current study uses classroom observation to collect data on how much listening is required in primary education and in the transition to secondary education. A sample of 48 class periods from grades 1–4 and of 18 class periods from grade 5 was taken to specify listening tasks. Results confirm earlier studies that reported listening is required in about two-thirds of instructional time. As to the source of oral information, it is still true today that the teacher out-talks the students at a considerable rate. Results are discussed with reference to listening education, and it is assumed that much needs to be done to raise awareness for the teaching of listening skills and the arrangement of an appropriate learning environment which provides for a sufficient and challenging variety of listening situations.     

Listening to Audiences: A Brief Rationale and History of Audience Research in Popular Media Studies

Popular media may be described as television, film, radio, and print media primarily offered for the purpose of entertainment. Such popular media have been the object of critical analysis for decades, both for academic scholars and popular pundits. Our focus is not on quantitative or experimental research concerning popular media effects, but instead on qualitative scholarship that seeks to interpret and critically engage such media. For the past several decades, scholarship informed only by the critic's analysis of the so-called texts of popular media has been augmented by scholarship that recognizes the need to listen to audience members. The point of this article is to provide a brief rationale and history of such audience research.     

A Cultural Challenge: Understanding Evolution

Abstract

To what extent can what we know from science about the origins of the universe and of life in the universe influence our basic human quest for understanding? From modern science we know that the birth and death of stars is very important. If it were not happening, you and I would not be here. In order to get the chemical elements to make the human body, we had to have three generations of stars. Did we happen by chance or by necessity in this evolving universe? There is a third element here that is very important. It is what I call @opportunity.@ What this means is that the universe is so prolific in offering the opportunity for the success of both chance and necessary processes that such a character of the universe must be included in the discussion. Within such a universe all living things came to be through Neo-Darwinian evolution and the so-called Intelligent Design Movement is not a valid alternative.

If we confront what we know of origins scientifically with religious faith in God the Creator, in the senses described above, what results? I would claim that the detailed scientific understanding of origins has no bearing whatsoever on whether God exists or not. It has a great deal to do with my knowledge of God, should I happen to believe he exists.     

Listening Otherwise: The Voice of Ethics

The issues of response and responsibility are woven into the center of dialogic ethics (Levinas, 1996, 1998, 1999; Schrag, 1986 Schrag, C. O. 1986. Communicative praxis and the space of subjectivity, Bloomington: University of Indiana Press.  [Google Scholar]; Hyde, 2001, 2006), yet quietly embedded persists a hidden but presupposed prior action-that of listening-about which the philosophy of dialogue falls, ironically, silent. The idea of the response as related to ideas of reply, answer, and reaction as well as its etymological derivation from the Latin spondere ‘to pledge’ (promise, offer, sacrifice) stresses only the speaking of an ethical actor. The act of listening is itself concealed and rendered invisible. This paper suggests that the answer to the ethical call of conscience is not a speaking, but a listening. It is, moreover, a listening otherwise that suspends the willfulness of self and fore-knowledge in order to receive the singularities of the alterity of the other. To say that ethics arises from listening is thus to subordinate speaking to a kind of listening that speaks—a listening that is awakened and attuned to the sounds of difference rather than to the sounds of sameness. Thus it's rarely a question of whether or not the voice of ethics speaks, for the voice is always speaking. The question is whether we are listening.     

Understanding Listening Competency: A Systematic Review of Research Scales

To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales qualitatively and quantitatively. We conclude that the most commonly mentioned listening traits include responding or giving feedback, asking questions, and using nonverbal communication. We also show that the scales are relatively dissimilar, thereby suggesting that researchers have different perspectives on how best to characterize competent listening.     

Response: Choice and Ethics in Listening Situations

We developed a new listening scale pertaining to how one likes to be listened to by others. Specifically, we constructed items by adapting the Listening Style Profile (LSP)-16 and a Constructive Listening subscale taken from the Facilitative Listening Scale and tested the validity of the scale against the Big Five personality traits. A survey (N = 195) suggested that (a) the factor structure of the adapted LSP-16 items yielded the expected four factors, albeit with items not loading on factors as expected in the original LSP-16; (b) the people facet of the LSP-16 is strongly correlated with a scale of constructive listening, r = .70; and (c) both the people facet of the LSP-16 and the constructive-listening behaviors scale are correlated with all of the Big Five personality traits, save for neuroticism. These listening scales showed a moderate correlation with a summary of all of the Big Five scales, known as General Factor of Personality, r = .38. Among the implications is the possibility that the more adjusted a person is, the more the person prefers to be listened to with a people-listening style or by a constructive listener.     

A Cultural Studies Perspective Toward Understanding Corporate Image: A Case Study of State Farm Insurance

Image is one of the most common terms used by public relations practitioners, but scholars generally have not developed the concept well. This article attempts to fill that void by using the articulation model of meaning in cultural studies criticism as a framework for understanding how a corporation builds images in its audiences. The author shows that images are produced by organizational, social, and personal relations; texts; and personal experiences. Neither the organization nor members of audiences produce meaning—corporate images—alone. Rather, images result from a complex process that may yield multiple, intended and unintended, positive and negative, and strong and weak meanings.     

Fame,Social Media Use,and Ethics

This essay addresses two journalists' very public criticism of a blog that chronicles a woman's fight with cancer. I examine the role of fame in this controversy. Are the expectations for maintaining “privacy” actually stricter for people who are not famous? How do shifting boundaries between private and public (exacerbated by social media, which allow anybody to have a “public” persona) and shifting understandings of what constitutes “fame” affect the traditional understandings of what is appropriate to share?     

人肉搜索:道德舆论的新形式——兼论当代青年社会参与之公共空间的构建

自进入21世纪以来,人肉搜索在互联网上日益成为一股不可忽视的新生力量,并对人们的现实生活产生了一定的影响。人肉搜索现象颇受争议,反对派认为其侵犯了人们的隐私权、名誉权,而且充满了网络暴力,支持派则认为人肉搜索事件是公共事件,网民享有知情权,并不侵犯事件当事人的隐私权、名誉权,更不是网络暴力。事实上,人肉搜索在本质上是一种新的道德舆论形式,它直接指向具有善恶、正邪、荣辱等道德评价性质的道德现象,促进当代青年社会参与的公共空间的构建。这些在互联网上公开的道德现象往往挑战人们的道德底线,人肉搜索机制有利于查清它们的真相,并形成相对一致的道德共识,通过对该道德现象进行道德评价,从而实现谴责、制约、监督和引导当事人实施道德行为。     

Cultural Intermediaries and the Media

This article provides an introduction to, and makes a case for, cultural intermediaries as an entry point for the study of media and cultural production. We offer a strategic parsing of the conceptual foundations provided by Bourdieu with regard to cultural intermediaries and the media, loosely organized in terms of where they are located (working in media); the means of accomplishing their role (working with media); and their economic role in promoting consumption (the work of mediation). We then follow the translation of the concept from Bourdieu to a cultural economy approach that is concerned with the material practices involved in the formation of value. A review and comparison of substantive findings from a range of cultural economic case studies of cultural intermediary occupations serves as an introduction to a three-fold approach that might guide future studies of occupations in cultural industries, in terms of: historicizing occupations, material practices, and assessments of impact. Finally, we conclude with a claim for the utility of ‘cultural intermediaries’ as a way to think about cultural production, and highlight areas in which work remains to be done.     

Feminist and Gender Media Studies: A Critical Overview

This paper offers a general overview of past, current, and developing issues and debates in the growing field of gender and feminist media studies. Its main aim is to provide for those who are new to the field, as well as advanced students and researchers, a broad sense of what is now significant and important area of academic research. It engages with the differences and similarities between gender and feminist media studies, gendered communication systems, gendered news production, feminist methodologies and methods in communication research (textual, audience, and production based), the media's role in constructing gender, and gendered and feminist research by specific media form including advertising, magazines, film, television, news, radio, and the Internet and new media. The outline of research presented is not exhaustive; however, it attempts to trace certain significant developments in the field historically, conceptually, methodologically politically and trans‐nationally.     

24 Hours in a Day: A Listening Update to the Time Studies

Time is an important communication variable that has been impacted by new technology and changed the way people communicate. This study of communication time use by college students provides an update to earlier studies by factoring in computer and telephone use—media that have forced a multitasking approach to communication. Undergraduate students (N = 680) at a large Eastern university reported that they spend most of their time (48%) communicating with their friends, followed by time in school, at work, and with families. Students spend 24% of their time listening, 20% speaking, 13% using the Internet, 9% writing, and 8% reading.     

Ethics of the Spirit: Comparing Ethical Views and Usages of Spiritually Influenced Interventions

Abstract

Social work practice takes many different forms, depending on purpose and context. An increased diversity in fields and methods of practice has driven the need to explore the intersection between acceptable standards of practice and issues pertaining to religion and spirituality. This discussion utilises the opportunity to co-report on the findings of a selection of similar questions gathered from two independent online survey studies, conducted one year apart, with members of the Australian Association of Social Workers. One study explored attitudes and behaviours about ethical conduct, and the other investigated the role of religion and spirituality in social work practice. Findings from the questions in common, about the acceptability and practice of spiritually-influenced forms of intervention, are presented. These indicate a degree of acceptance, conditional acceptance, and usage for some interventions, and clear non-acceptance and non-usage of others. Implications for ethical thinking in practice, education, and research are explored.