COM 574 Readings for September 7 - Irwin Mallin, IPFW Communication

Go to Reading Guides | Go to Syllabus | Go to Course Schedule
Go to Assignments | Go to Irwin's Main Page | E-Mail Irwin

COM 574, Fall 2008 – Reading Guide Questions for September 11

First read Lakoff and Johnson, to get an orientation to thinking metaphorically:

Lakoff and Johnson’s central argument is that metaphor is how we think – that as we learn new stuff we automatically relate it to stuff we already know and that this happens so automatically we don’t even think about it. (They say this most directly in the second paragraph of page 5). In view of that....

1. Upon reading pages 3 through 6: Think back to a bad argument you’ve had? Do you think it’s accurate to think of argument as war? What does that imply about argument? Is it possible to think of argument as dance? If not, what prevents you from so thinking? If so, what would that imply about argument?

2. Upon reading pages 7 through 9: What are the implications of thinking of time as money? What alternative metaphors can you come up with for time?

3. To what extent is it a self-fulfilling prophecy to think of “argument as war” or “time as money?” What possibilities get left out by thinking that way?

4. As you have conversations between now and class, notice what metaphors you use and what implications they have.

5. For those of you who have taken COM classes before: what problems do you see with the conduit metaphor on pages 11-12?

6. Also on pages 11-13, they give examples for the idea that some things have no meaning without context while other things mean different things depending on context. What implications does this have for organizational communication? What private meanings (like “apple juice seat”) do you have at your workplace? at IPFW?

7. Upon reading pages 14-32: What do they mean by orientational metaphors? By ontological metaphors? Notice the orientational and ontological metaphors you use, especially at work. What implications do they have?

Now, to work with a specific metaphor -- students as consumers -- please read Jenkins:

1. What’s good about thinking of students as customers or consumers? What’s bad about it? What does the customer/consumer metaphor emphasize? What does it disregard? For those of you who teach (or have taught or otherwise work in higher education) is your vantage point as a student different than your vantage point as a teacher or administrator?

2. What are the implications of thinking of students as “clients” (of a licensed professional like a doctor or lawyer) instead of “consumers/customers” (of a retail establishment)? Is that metaphor better or worse?

3. What do you think of the authors’ arguments against the customer/consumer metaphor?

4. What's a more accurate metaphor for students and their relationship to faculty?

And now, for tonight's main event metaphor -- organizations as machines -- please read Morgan Ch. 2:

1. What does thinking about organizations as machines imply about organizations? What aspects of organizational life does it emphasize? What aspects does it leave out?

2. More specifically, take a look at the fast food worker grading sheet on page 20? As an employee being graded what is there to like and not like about it? As a customer what is there to like and not like about it?

3. Look at the principles of classical management on p. 24. Where do you see them enacted today? What’s good about them? What’s bad about them?

4. When Taylor developed scientific management, he thought that he was doing workers a favor. Why would he think that? Do you agree?

5. This question is for the athletes: How does your participation on a team and your interaction with coaches influence the way you feel about the machine metaphor?

Go to Reading Guides | Go to Syllabus | Go to Course Schedule
Go to Assignments | Go to Irwin's Main Page | E-Mail Irwin