Conversational Narcissism In The Classroom Essays -

Conversational Narcissism in the Classroom Let American Consumer Counseling Help you Get Out of Debt! Conversational Narcissism in the Classroom In the Introduction to Linguistics class last week, Professor Ivanoff asked if the students had any questions about the material he had just discussed in his lecture. The preceding lecture covered marked words (words that clearly define or describe only one object). A student who seemed confused asked Professor Ivanoff how the use of marked words was connected to our study of Linguistics. A student said, "Everyone knows that when you say table, a table is something with four legs and a flat surface. So table is a marked word. In a sense we already knew that because we don't go around calling everything a table." The student asked, "Is this just a definition or will it be explained further at a later time?" "I do not understand why you are asking such a question," Professor Ivanoff said. "I just explained to you what marked and unmarked words are. Why do you ask such a question?" "I am just wondering why you told us about marked words. How is it important in our study?" the student asked. "I explained it to you. There are marked words and there are unmarked words. Marked words describe definite things. Unmarked words are words that can be used to define more than one thing," Professor Ivanoff shouted. "You ask such strange questions. I hold a Ph.D. in linguistics. Why do you question my authority on such subject?" The student tried to explain one more time, "I am not questioning your authority at all. I am just wandering what the connection is between marked words and Ling-." Professor Ivanoff interrupted, "If you want to question my authority you do so in my office. Please do not waste class time." Unknowingly Professor Ivanoff and the student provided a perfect example of "Conversational Narcissism" and how continued habits can hinder the process of "true" dialogue. Conversational Narcissism uses "structural" devices to dominate the conversation and shift the attention from one partner to another. The shift response is the structural device that Professor Ivanoff used to change the focus of attention from the student's question, to himself. This conversation shows that even in a simple conversation, one person will shift the attention away from the other person to themselves, allowing them to dominate the conversation. The conversation portrayed the shift response when Professor Ivanoff failed to answer the student's question and put forth effort to understand what the student was asking. Instead of attempting to answer the question Professor Ivanoff felt personally attacked and attacked the student in return. This shifted the attention of the conversation to Professor Ivanoff and his concerns. The student no longer had a say in the matter and her question would not be answered. When Professor Ivanoff employed the shift response, dialogue could no longer take place. To make dialogue happen between two persons, four characteristics must be present. The first characteristic is two-way flow. Each participant of the dialogue must have an equal chance to speak their thoughts on the matter while the other listens intently. Two-way flow allows each speaker to have the same amount of time to share and express their ideas. The second characteristic for a dialogue is that the topic of discussion must be "non-empirically" verifiable. The topic must not scientifically proven. A third criterion asks that both speakers engage in the conversation with a spirit of fairness. Each participant needs to be willing to inspect their own position as vigorously as they do that of the other speaker. Each speaker needs to have the attitude that there is a possibility that the other person is correct. The final criteria concludes that each speaker needs to have courage. Courage defined as a willingness to put your self-identity on the line and lose your self image. By examining the four criteria of a dialogue, two-way flow, suitable topic, a spirit of fairness, and courage, and examining the conversation taken place in Professor Ivanoff's classroom, one can see that what took place cannot be a dialogue. Professor Ivanoff did not allow the two-way flow to be constant. He did not listen to the student's question or attempt to answer them. The two-way flow was disrupted when Professor Ivanoff interrupted the student. The topic also is one that neither has a right or wrong answer. To different professors the answer to the student's question may be different. The answer would depend on the objective of the course. A spirit of fairness was not present either. When the professor felt attacked, he would not listen