Interestingly, a similar discussion about positioning has been occuring on
the Engineering Communication Listserv. Below is an excerpt from Linda
Driskill's post that started it. I think it is to the point you are seeking
response to.
For my own part, I made note of Cathy Scrhyer's valuable reclamation of the
idea of "techne" as incorporating both "skill at" and "savvy about" -- sorry
Cathy, I know that's a dumbing down, but a quick e-dialogue makes it
difficult to capture the richness. Somehow, many of our colleagues remain
blind to the latter, yet we must position ourselves in that intellectual
space. I noticed myself trying to move in precisely the ways Linda
describes below in a meeting with an Engineering department chair just this
week. I think I was somewhat successful.
Rob
----- Original Message -----
From: "Linda Driskill" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Thursday, January 26, 2006 12:28 PM
Subject: Terminology we use to discuss engineering communication
> Because of the history of the word "skills," many faculty apply a
> cognitive definition to what we teach that severely limits their
> conception of what we do. Unlike other skills that can be sharpened by
> repetition alone, such as putting a ball through a hoop or swatting a fly
> on the first blow, communication's success seldom depends primarily on
> scribal fluency, spelling, or pronunciation. Audience analysis and
> adaptation, selection and organization of information, persona, using the
> conventions of a discourse community and its genres, recognizing cultural
> values--those are the types of knowledge that affect success, or in the
> equally ambiguous phrase, communication's effectiveness.
>
> I think it's time we stopped talking about training students in
> communication skills and emphasized the knowledge of communication
> practices and strategies in professional situations.
>
> Engineering communication studies the ways that engineers in the various
> branches and industries formulate problems in language and interact with
> others to solve them. We have theories and methods that help us create new
> knowledge and prepare students for professional responsibilities (and to
> critique practices).
>
> I've noticed that some deans and administrators align their vocabulary of
> training/ learning and non-tenure/tenure as well.
>
> I invite your comments.
>
> Linda driskill
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