Rethinking Thinking

Men become civilized, not in proportion to their willingness to believe, but in their readiness to doubt. ~ H. L. Mencken

Reflections

Eight weeks ago my doctoral journey began in earnest. Approaching the first assignments for PSYCH 700, my thoughts centered on the specifics of exactly how the class could positively assist my teaching and inform my doctoral studies. After all, currently teaching the elements of critical thinking, what more existed? Quite ironic that my flawed thinking, in assuming that my single-minded focus was enough, informed my approach to thinking about thinking. Or as Bertrand Russell said, ”The trouble with the world is that the stupid are cocksure and the intelligent are full of doubt.” Maybe the application of “stupid” is overstated; nevertheless, my approach was certainly egocentric.

Or, maybe not. Critical thinking is driven by questions, and even though my inane assumption was a bit self-serving, nevertheless, the internal questioning did begin the probing that is essential to “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” [1] Fortunately, my default state is an open mind and a propensity toward absorbing new information. I wrote before (for the class blog) that thinking about thinking seemed a bit strange, especially since I have been told by teachers, friends, family members, etc. my whole life that I "think too much" or just "over-analyze something to death." Can one really think too much or over analyze? Maybe, but thinking critically requires thinking constructively and forms the core of how I live my life.

As civilized people, we all possess the capacity to think. Yet, what is vital is the realization that inherent in our thinking is personal bias, prejudice, and superstitions. A definition of critical thinking that incorporates my personal and teaching philosophy explains critical thinking as “"Reasonable reflective thinking that is focused on deciding what to believe or do. More precisely, it is assessing the authenticity, accuracy, and/or worth of knowledge claims and arguments. It requires careful, precise, persistent and objective analysis of any knowledge claim or belief to judge its validity and/or worth." [2] Furthermore, critical thinking is “that mode of thinking - about any subject, content, or problem - in which the thinker improves the quality of his or her thinking by skillfully taking charge of the structures inherent in thinking and imposing intellectual standards upon them.”[3]

Critical thinking, then, demands a discerning viewpoint, reversing the trend to believe just because you heard it on the news, from your parents, a professor, or even an “expert.” Critical thinking then is a process requiring patience, self-discipline, and immunity to frustration. To think critically you must be willing to sacrifice your own ideas (which takes courage to change), truly listen to the ideas of others (not a passive act), and admitting we don't know everything (and that our opinions can be flawed). Returning to the subject of critical thinking has certainly informed my professional approach; I now know what I know as well as know how little I know. The journey toward self-discovery and understanding media psychology has begun. And, if PSYCH 700 is any indication of lessons to be learned, then the journey will be both exhilarating and captivating.

Then v. Now-The Changing Landscape of my Professional Practice

All of what has been described above is not impossible, but critical thinking needs to be taught, beginning at a very young age, and practiced continuously. We all need to develop highly tuned filters; as information seeps into the brain, we need to employ the baloney detection devices, questioning always, and must consider the source, ask who stands to gain, determine any “agendas, “ and decide what facts are presented, all to critically assess whether the ideas presented are feasible. A quote from Henry Sidgwick further explains the dire need for critical questioning, “We think so because other people all think so; or because – or because – after all we do think so; or because we were told so, and think we must think so; or because we once thought so, and think we still think so; or because, having thought so, we think we will think so. “ Don’t mean to be circular, yet it seems his point stems from the idea that most people close their mind when faced with an idea or belief that diametrically opposes their own. As a professional educator, my career requires me to live according to the ancient Greek’s ideal of “an examined life.” [4]

Furthermore, "Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.”[5] Then, the tenets of critical thinking must inform every assignment. My role is not to just provide facts as items to be digested and regurgitated on a test; instead, critical thinking must become “the hub around which all other educational ends cluster. “[6] The more often the foundational elements of critical thinking are implanted into the class curriculum, and Socratic questioning is implemented, the more proficient students become at developing the life skills necessary for their success. Still, it is vital that the skills learned in this introductory class continue developing, because “those who teach [must] have a solid grounding in critical thinking and in the teaching strategies essential to it”[7] or, neither teacher nor student will achieve success.

Likewise, a marriage must occur between critical thinking and social media. Whether you choose Facebook, Twitter, Blogs, RSS feeds, or other social media options, you must carefully navigate the waters of any Web 2.0 application. All information sources are fallible, as every communicator brings his or her own baggage to the development and processing of the message. What is exciting is my personal involvement in the current communication revolution; still, all of the applications and implications of new media is yet to be fully understood or incorporated. We know that anyone can post a tweet, blog, webpage, etc., thus, the imperative is to develop“social media literacy.” [8] Therefore, “Critical thinking on the participatory Web needs to be about what we upload, post, produce, and behave like as much as what we download, read, watch, and passively consume.“[9]

Teaching hybrid university courses, my knowledge and use of social media is crucial to my professional development. After all, I cannot teach what I do not know. Balance is important. Pressure exists to stay current and connected and electronic communication certainly stimulates the sharing of ideas through different conversations leading to collaboration and collective action, just as Clay Shirky described. Implementing social media into traditional forums must enhance learning and not be used without some specific purpose. Knowing the tools exist is not enough; knowing how the tools can be effectively introduced into the pedagogy leads my current study path.

Moving Forward-Ongoing Research
And Scholarly Development

Ask not if social media will impact my life, but in what ways it already has and will continue to change me and my world. And even more important, how can the changes wrought by social media be positive? All of the readings, discussions, videos, and self-reflections have furthered my knowledge of critical thinking tools and developed a further understanding of the power of social media to inform, empower, and yes, manipulate. Furthermore, my research and writing for the class blog has helped me determine the role social media can and will play in my personal and professional life. Personal growth and professional development is key to successful completion of the Fielding doctoral program, professional success, and personal empowerment. According to Malcolm Forbes, “Education’s purpose is to replace an empty mind with an open one.” My mind is certainly not full, but the tools utilized in the critical thinking class have taught me to question everything, probe deeper, investigate further. What seems to be “true” could easily be an urban myth. To paraphrase a joke that appears in an earlier blog, on the internet no one knows . . . who you are or what you really know. Is what is printed truth or lie?A scary quote from Adolph Hitler, taken from Mein Kampf, 1933, offers a summation of why a need exists for a careful dissemination of publicly consumed information: “The great masses of the people…will more easily fall victims to a big lie than to a small one.” New media offers opportunities and challenges. My responsibility is to keep myself grounded in reality and serve as my own gatekeeper. And as an educational shepherd, my role then is to inform not manipulate. No longer just a consumer, I have joined the ranks of social media producers.

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[1] www.criticalthinking.org. A statement by Michael Scriven & Richard Paul for the
{presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987}

[2] www.seattlecentral.org

[3] www.critical thinking.org

[4] http://www.achieving-life-abundance.com/

[5] www.critical thinking.org

[6] IBID

[7] IBID

[8] http://www.netfamilynews.org/2009/02/social-media-literacy-new-internet.html

[9] IBID

images retreived from gogle images.com

Social Media: A Fad or a Revolution?

“You say you want a revolution / Well you know / We all want to change the world / You tell me that it's an evolution / Well you know ...” Lyrics by John Lennon and Paul McCarthy. ( http://www.youtube.com/watch?v=KrkwgTBrW78)

Social Media has not only transformed electronic communication, it has also positively impacted attitudes toward communicating in general. Social web tools, such as MySpace, facebook, twitter, blogs, and wikis have burst wide open new avenues of communication. People of all ages, demographics, ethnicities, and nationalities engage in candid conversations on every topic imaginable (and some we wish others couldn’t imagine). These candid conversations enable the development of social kinship built on common goals and interests. Then, through the development of a collective empathy, powerful influence generates social change. Although not face-to-face, nevertheless, one-to-one people congregate through technological tools cooperatively influencing millions, almost instantly.

At first glance, Web 2.0 offers numerous ways one can waste time. While perusing, I subscribed to Google reader, learned about ffonts, a free font site, and discovered a plethora of sites guaranteed to organize my life, prompt me regarding important meetings, and empower my writing. Yet, the more time was spent on the various “tools” posted, a theme emerged. A collection of user friendly applications, such as offered by Web 2.0, promotes individual and interpersonal engagement through technology.

As social media becomes even more pervasive, abuses will emerge, especially by short-term profiteers. (www.overtune.com). Safety is certainly an issue that needs further examination as predatory practices have infiltrated social media sites. Nevertheless, according to Erik Qualman, in his book “Socialnomics09” the influence of social media is permanent. Ways in which social media connectivity has changed society includes:

· Social Media has overtaken porn as the #1 web activity

· A 2009 US Dept. of Education study revealed online students outperformed those receiving face to face instruction (careful, bias probably present due to lack of study qualification)

· 80% of companies now use LinkedIn as a primary recruiting tool

· The fastest growing segment of facebook is 55-65 year olds

· Fall 2009, Boston College did not distribute email address to incoming freshman

Thus, communication consumers update, tweet, text, write on “walls,” and blog, anywhere, anytime, anyplace. Therefore, “word of mouth has become world of mouth.” Imagine the positive and negative implications! (http://www.socialnomics.net/).

Further, Brian Solis, a Principal of Futureworks (A PR and New Media Agency) asserts that “monolog has given way to dialogue . . . and [social media] has caused a fundamental shift” in the way we communicate. Likewise, “social media has created a new layer of influences . . . and an entirely new ecosystem for supporting the socialization of information-thus facilitating new conversations that can start locally, but have a global impact.” Social media, then, ensures that individually and collectively our voices will be heard. The enduring power of social media means a profound legal and economic influence as well. Social tools already mentioned provide the power for us less technologically organized persuaders to influence the judgments of our cohort and policymakers. No longer armchair commentators, we have become mainstream participators.

Certainly, with the high level of media saturation, individuals engage with media in varied and multifaceted means. Will Richardson’s discussion on the impact of social media on education was enlightening. His assertion that society has begun a transformation from consumption to writing which then creates a greater potential for group connectivity is an important point, especially for educators. What is especially exhilarating is a point that Will Richardson made regarding the co-learning between student and educator. Teaching hybrid university courses, and enrolled in an online degree program, Richardson’s views on connective writing, that is, we are now writing with purpose, that everything potentially connects, and that text is not enough since multimedia better engages responders, certainly rings true. As an educator, continuing to develop my knowledge and use of social media is crucial to my professional development. How can I possibly teach what I don’t know? How can I possibly connect to new generations of students if the information I need to convey to them fails to resonate? Electronic communication certainly stimulates the sharing of ideas through different conversations leading to collaboration and collective action, just as Clay Shirky described.

The most important imprint of social media is the ability it provides to remain connected, even when proximity is a concern. While we may not be conversing “face to face” we are communicating, and in some cases, the dialogue is more poignant as some users are more comfortable “talking” through their computer. Although at times my “plugged in” state of being becomes overwhelming, no doubt that without social media tools, I would lose touch with many individuals. As my social media skills continue to develop through my PhD journey and personal research, the impact of social media will continue to enlighten and enthrall me. Clay Shirky stated "publishing is for action," attributing the words to William James, further explains that social media empowers all users, linking people more effectively, to more effectively achieve common goals.

Whatever medium by which you choose to communicate, responsibility remains interlocked with individual or collective persuasive power. Social media’s inherent connectivity holds the power to influence change or manipulate decisions (or maybe a little of both) depending on your viewpoint. Engaging in a dialogue with an online community can inform our decisions, increase interpersonal communications skills, and further develop critical thinking abilities; nevertheless, a healthy dose of skepticism on the opinions of others is necessary to maintain dignity in our personal beliefs and behaviors.

“Revolution” Lyrics by John Lennon and Paul McCarthy http://www.youtube.com/watch?v=KrkwgTBrW78

Images: Google images

Solis, Brian. Blog http://www.briansolis.com/2007/06/future-of-communications-manifesto-for/

Richardson, W. (2006). Understanding Instructional Technologies Read/Write Web 2.0. Part 1 and 2 . Retrieved on October 8, 2009 from http://www.youtube.com/watch?v=JFbDEBNS7AE and http://www.youtube.com/watch?v=3cZDYz1hmi0&feature=related

Shirky, C. (2008). Here comes everyone. Retrieved on October 10, 2009 from http://www.youtube.com/watch?v=A_0FgRKsqqU

Advertising and Society

Consumer psychology

Love it or hate it, advertising is an insidious part of the fabric of our global society, globally. None of us are exempt from media messages. There are, of course, two major views of advertising: advertising as an information source, and advertising as a manipulator of humans. Bill Bernbach, one of the foremost experts on advertising said, “Advertising is essentially persuasion. And persuasion is an art not a science.” [1] All of us have opinions concerning the influence of advertising, but proof that advertising manipulates, makes me buy something I don’t want or need, that’s difficult to determine and even harder for me to accept. With persuasion comes power; still, persuasion is an essential part of how we communicate in all aspects of our life. All of us benefit in many ways from persuasive communication (roads to avoid during high traffic times, don’t take her class, she gives too much homework, etc.), and we all use words to get what we want, yetwe don’t like it when companies engage in persuasive communication? Why? We are free to make our own choices, believe what we want, and as consumers we have the last word.

Essentially, we are emotionally based beings. Whether you follow the theories of Maslow, Freud, Spinoza, etc., humans cannot exist in a vacuum; we need to love and be loved, feel like we belong, and have basic needs met. According to Frank Luntz, speaking in the Frontline film, “The Persuaders,” ‘80% of our life is emotion and 20% is intellect.’” The words we use have emotional meanings, and the words we choose for our own communication are based on what we hope to accomplish. Likewise, advertisers, in the role of persuaders, approach the execution of their communication based on delivering a message that “speaks” emotionally to the listeners.

Advertisers view consumers as:

1) Their reason for existence

2) Opportunities

3) Pieces of a whole

1) Why advertising exists. James Twitchell, in his book AdCult USA, said that “Advertising is the folklore of a commodity culture.” We live in an age where ideas are the currency of change. Thus, the significance of ideas is more important than the worth of tangible goods. Technology has and is reshaping our lives and our world. Advertising plays the role of communicating information for competitive advantage, essential for the solvency of a capitalist society. Without consumers advertising would have no reason for being. Without advertising, consumers would have fewer choices and less understanding of what choices are available to them.

2) Opportunities. Advertisers are in the business of creating and building brands. A brand is an entity, a symbol of goodwill, a “stamp” that means

the value a consumer will receive from a particular product or service. A brand can be an idea, a rock star, sports logo, trademark, a website, all developed to add meaning to an experience. Brands are meant to add “life and personality” to the use of something; that is, “a brand is, what you do, who you are, why you do it, and how.” [2] Essentially, the building of a brand stems from creating a relationship with the consumer, offering the opportunity to fulfill the desires of those interested in the product or service. So how do advertisers create opportunities? Through persuasion, for example, Heinz Ketchup will offer the consumer better flavor, greater value, or whatever benefit is promised over its competitor. Brands even make fun of themselves: http://www.youtube.com/watch?v=Qwh-Za7mAjE.

3) Pieces and Parts. John E. Kennedy once said that advertising is “salesmanship in print.”[3] One ad can’t appeal to the masses, but organizing an audience in terms of their values and lifestyles, and advertiser can appeal more specifically to what a particular group of consumers want or need.

Back in the old days, the really old days, tavern owners and shopkeepers posted signs announcing items for sale, rooms for rent, etc. Media was limited as was the distribution. Today, media and its various messages envelop us. No longer just consumers, we are also the creators of persuasive media messages through texting, blogging, emailing, twittering, and posting. No longer passive consumers we are also active promoters and persuaders. After all what is this discussion forum but the sharing of ideas, some our own, some as a result of commenting on others ideas? Albeit a much segmented section of society, the medium and the messages appeal to us on many levels. Marshall McLuhan, author of The Gutenberg Galaxy, stated that media changes society' The message of media is not that we blog, call (on cell phones), text, or twitter, but that the technology connects us.[4] Advertising/Marketing helps communicate the changes to the media consumers. Society changed with the invention of the printing press, the telephone, the television, the cell phone, and the computer. As consumers and creators of persuasive message we have a responsibility. Or, as Bill Bernbach said, “All of us who professionally use the mass media are shapers of society. We can vulgarize that society. We can brutalize it. Or we can help lift it onto a higher level.” [5] Advertisers have a deep responsibility to consumers and consumers have a voice in how advertisers are allowed to behave.

Ayn Rand’s theory of objectivism assumes that “all human activity is based on self interest.”[6] So, then, does advertising makes us think or do we as consumers let “brands” think for us? Advertising certainly allows us to pursue our self interests, helping us escape the mundane aspects of our world. So then, does advertising drive my choices as a consumer, or influence my choices? Advertising certainly educates me about all the choices available. Sometimes after seeing an ad, I will say to myself, that’s looks “cool” andI will try it. If it doesn’t help my life, I won’t buy it again. If it does, I will. But in the end, no one makes me buy a product or use a service that I don’t want, no matter how airbrushed is the model, or how “sexy” something is supposed to make me feel.

Final judgments about the positive or negative effects of advertising on a collective society are at best complicated by cultural philosophies, personal desires, societal laws, and individual ethics. Personally, advertising offers benefits as well as perpetuates unrealistic expectations. Advertising can help teach cultural norms, language, appropriate behavior (let’s all wear deodorant, please), ways to live healthier lives, and save our planet in the process. Advertising promotes personal hygiene, taught us that wearing fur hurts animals and collectively we can reduce the cycle of global warming. Even with the “bad” of advertising come positive opportunities. The Dove campaign for Real Beauty [7]was in response to The Real Truth about Beauty, a global study, [8] which determined that society’s definition of beauty was unachievable, restrictive, and detrimental to the psychological well being of women, especially teenagers. The current belief is that only skinny, young, and blond women were beautiful. Dove’s self esteem fund, “was developed to help free the next generation from self-limiting beauty stereotypes. Committed to reaching 5 million young women by the end of 2010, the Dove Self-Esteem Fund invites you to play a role in supporting and promoting a wider definition of beauty. “ [9] Consumers are talking and manufacturers and advertisers are listening. Balance in definition and perception are key.

Thus, making educated decisions means educating oneself and understanding that above all else, “people don’t buy things, they buy satisfaction of their wants and needs. Don’t tell me about grass seed, talk to me about my lawn.” [10] Whether you call the fish “the Slimehead” or Orange Roughy, or the “Patagonia Tooth fish” Chilean Sea Bass,[11] I won’t eat it as I don’t like fish. So in answer to all persuaders, I still have the last word. Yes, no, or maybe, the choice and the decision is mine to make.

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[1] Advertising and the Business of Brands, Bruce Bendinger, ed. 4^th ed. p.153

[2] Advertising and the Business of Brands, Bruce Bendinger, ed. 4^th ed. p. 11).
[3] http://www.longlostmarketingsecrets.com/mastermarketers/johnekennedy.html

[4] BID p.vi

[5] IBID p. 138

[6] IBID p. 163; http://www.aynrand.org/

[7] http://en.wikipedia.org/wiki/Dove_Campaign_for_Real_Beauty

[8] http://www.campaignforrealbeauty.ca/uploadedFiles/dove_white_paper_final.pdf

[9] http://dev1.campaignforrealbeauty.com/dsef07/t5.aspx?id=8398

[10] Advertising Strategy, Altstiel, T. and J. Grow. 2006. P 2

[11] IBID p. 33

Images courtesy of images.google.com

Bias and the Web

According to the website http:www.neohumanism.org, bias is a “prejudice in a general or specific sense, usually in the sense for having a predilection to one particular view or ideology. One is said to be biased if one is influenced by one's biases. A bias could, for example, lead one to accept or non-accept the truth of a claim, not because of the strength of the claim itself, but because it does or does not correspond to one's own preconceived ideas.” Can this definition be trusted? After all, found in its URL is .org, seemingly trustworthy. The only way to be sure is to compare or cross reference the definition. Another definition comes from an article published in the New Century Handbook, “Examples of Biased Writing,” which according to Linda Gorman, bias is “a subtle a lack of neutrality you have towards a topic. It can come in many forms, including a bias toward sexual orientation, gender, race, ethnicity, socioeconomic status, or religion.” (”Examples of Biased Writing.” ABLongman.com. 2005. http://wps.ablongman.com/long_hult_nch.html). Since both definitions seem to be from a reliable source, a consistent definition for the term has been determined. However, the definition exercise could have been quite lengthy if not for the internet and its vast capabilities.

Still, the immense capability of the internet also creates a real problem, the propagation of personal and institutional bias. We all know that anyone can post anything, almost anywhere at any time. So wherein is the problem? The quandary is not that many choose to use the web as their soapbox, diary, business, etc. Nor is the real concern the fact that the web has no rules or oversight, which means no content regulation. If regulation did exist, who would regulate the internet? Who would choose the regulators? What problems would regulation bring to a society that has free speech as one of its core beliefs? The web offers the ultimate vehicle for free speech; as a result, bias is rampant and inevitable. Individuals, agencies, government officials, educators, politicians, and “wannabes” in every form all post their opinions and the rationalizations can be quite convincing. Bias is inherent in all of us. There is no escape from bias, misinformation, disinformation, and propaganda as long as the web offers a practically effortless way for personal opinions to be delivered to a mass audience, instantaneously. The problem of bias and the web stems from people’s willingness to believe something, just because the source seems credible.

As individuals, we represent the sum of our influences and experiences whether genetic (nurture) or social (environment). Not to start a debate on nature v. nurture, nevertheless, we all bring fixed attitudes and expectations based on our individual and collective history. Since we all possess many biases as a result of our particular experiences, overcoming “tunnel-vision” thinking requires thinking differently. While there is no way to completely eliminate personal bias, tools and resources exist to expand the ability to think critically. The key is developing an awareness of the bias baggage we carry; knowing the predisposition of humans to see what we expect can lead to understand the need to think critically, asses our own bias, questions ourselves and others, and not accept an idea at “face value” but instead develop the tools to avoid the blindness of our own comfortable rut. Resources found as a result of the “bias” assignment includes:

1. Techniques for Evaluating websites: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate
2. Determining web links: http://www.alexa.com/
3. How to avoid bias in your writing (from Guidelines for Removing Racial/Ethnic Biases in Writing.” http://www.apastyle.org/race.html

Overall, “All information, whether in print or by byte, needs to be evaluated by readers for authority, appropriateness, and other personal criteria for value. If you find information that is "too good to be true", it probably is. Never use information that you cannot verify. Establishing and learning criteria to filter information you find on the Internet is a good beginning for becoming a critical consumer of information in all forms. ‘Cast a cold eye’ (as Yeats wrote) on everything you read. Question it. Look for other sources that can authenticate or corroborate what you find.” (http://www.searchengineshowdown.com/). Question always, learn what sources can be trusted, never become too complacent, and communicate with others you trust. If you can’t find the author or the reason for the message, then the message is questionable.

Perspectives

In Flight
Reflecting upon my NSO experience, conflicting impressions emerge simultaneously. NSO was both confusing and enlightening, intimidating and empowering, exhausting and energizing. Not knowing what to expect from the session (no preconceived attitudes existed), my thoughts upon arrival simply centered on embracing the whole experience. Oh what an experience emerged: new faces, new friends, new ideas, and new skills at a pace that caused my brain to blur. Critical thinking exercises led to scholarly debate, and examined through the lens of psychology, the ensuing discussion, critique, and information dissemination was a bit “mind-numbing.” Still, the enduring imprint of NSO is the blossoming understanding of all that I really don’t know. Teaching the same classes and topics for the past ten years created a comforting cocoon from which I have begun to emerge. So, the journey of educational enlightenment begins. My PhD dream is in flight. And while the destination is miles and miles away, beginning my personal odyssey thrills my soul and terrifies my brain. Nevertheless, my inner adventuress screams “all systems go.”

The heart of NSO, Media Boot Camp, was thankfully distilled into three manageable sections. My “takeaways” of the three topics follow.

Dr. Karen Dill: Gate keeping and concepts of self in media
In our information driven society, gatekeepers are essential for the average media consumer to filter and comprehend just some of the thousands of messages which bombard the psyche on a daily basis. Media Gatekeeping, then, is a process which filters the ideas and information, and further includes the selection of topics provided to the “masses.” Still, it is essential consumers remember that broadcast and print media is a tool to keep us informed, not a thinking machine.

Although Kurt Lewin’s Gatekeeping theory originally referred to mothers and meal selection, (http://www.tcw.utwente.nl/theorieenoverzicht/doc.), the idea that media gatekeepers set the agenda of what information consumer’s see, hear, and understand rings true. Information is a commodity and today’s consumer seems obsessive in their need to not just “know” but “know” right now. At best, traditional media gatekeepers, such as television, radio, and print only offer a small “slice” of daily events that occur worldwide. Most people watch television news so they can receive just such an overview on notable events. No harm here. Problems occur when people accept only one version as truth. Dr. Gil questioned our thoughts on the statement that “media doesn’t tell us what to think, but what topic to think about.” Media gatekeepers, or social censors as some label, may select and edit but they don’t fabricate the messages. Further questions emerge: are we fed what other’s think, or do we watch select programs to hear only what we believe to validate our own thinking? Media agenda setters can facilitate my tendency toward passiveness as an informational consumer; it is my responsibility to look beyond traditional media delivery forums and learn more, since a vast amount of information at my disposal takes just a few keystrokes. No one forces me to watch the news, read specific magazines, listen to the radio, or tell me how I should interpret specific information. Sure, media gatekeepers may limit broadcasts to a few specific topics, but their job is not to tell me everything I need to know. As a responsible media consumer, my job is to apply my own filters to all I hear, see, and learn. I have no one to blame but myself if I allow negative messages to influence me negatively.

Dr. Jean-Pierre Isbouts: The Persuasive Role of Music
The idea that media use motives include diversion, information, and development of a personal identity certainly applies to music as media. Because music has the power to touch our soul, it represents a much more persuasive tool than any “talking head.” Music stimulates our emotions, and in most cases, subdues reason. Melodies can move us to tears, when we don’t really have a tangible reason to cry. Music is multidimensional, relying on various effects to convey a message, of which lyrics are a small part. Dr. Isbouts’ presentation certainly reminded me of the important role music has played in my life; every important milestone has been accompanied by music, including the start of my personal PhD program. Memories equal music; songs trigger life moments transporting me to another time and place. To this day I won’t listen to the song that was playing on the radio the day I learned my brother had been diagnosed with CML.

The persuasive appeal of music is its universal influence. Music as language needs little interpretation as we make it our own. It speaks to us on a subconscious level; sometimes we become so immersed in the “story” we lose sight that the music is the message. Media without music is like a PBJ sandwich without the jelly-it’s just wrong. Music is the mental road signs that propel plots, heightens our emotive responses, and foreshadows scary scenes so I know when to close my eyes and cover my ears. A message is not just what is said, but how the message is conveyed. Music bridges what we see with what we feel. The emotional parallels we draw between event, song, and feeling allows music its persuasive impact on our lives.

Jason Ohler: How Plugged In Are You? The tEcosystem
Since an essential component of media psychology is to understand the
psychological impact media has on humans, then we must also understand our current and emerging technological environment. Our world is inundated with technology, like it or not. Society is utterly dependent on computers, cell phones, and the internet; our daily lives are so entangled with the tEcosystem that when the technology fails, we panic. Withdrawal begins; the world literally stops when computer access is unavailable. Thus, a “psychological lens” will help in the understanding of not only how media impacts us, but why, so coping mechanisms can be implemented as necessary. Individual and societal addiction to technology requires emerging media psychologists to recognize both the power of technology to connect, and likewise, to identify the means by which media disconnects human beings.

Staying connected or “plugged in” offers many benefits and equal burdens. My cell phone offers instant connectivity (as long as I have a signal) to friends, family, and businesses. The GPS feature can also “track” my location in case of emergency. Facebook allows a medium for “friends” to communicate exponentially. The internet conveys limitless information on almost any topic. New media technology offers instant communication gratification, but at what price? I find it difficult to “unplug” and am often infowhelmed. Yet, I also can’t seem to stay current with new communication tools as they emerge. So as plugged in as I am, I still have more to learn. Time, I just need more time. Although the pace of information exchange has intensified, the time it takes to absorb the information has not. Herein lies an informational dilemma—just how can our brains process and internalize so much information? The only way is to act as our own gatekeeper. With so many connectivity tools at my disposal, my sense of belonging to a community is secure; still, at times escape is paramount.

3/2/1
Three things I learned at NSO:
1. The ways in which media psychology can be defined
2. I have the ability to create an autobiographical media piece, share it with others, and survive the embarrassment
3. Psychologists are weird (I suspected, but since an expert told me, I know now it’s true)

Two things I will tell colleagues, friends, and family:
1. Fielding offers a tremendously positive support system to help smooth the progress of my PhD journey
2. Phase of the moon may or may not impact television viewing habits

One change I will make (actually already in progress):
1. Challenge myself to think more deeply and examine evidence more thoroughly, making my PhD journey more meaningful