New York University
The Steinhardt School
of Culture, Education, and Human Development
Department of Media, Culture, and Communication
MCCUE. 3.001
History of Media and Communication
Lectures:
MW
12:30 – 1:45
Location: 5 Washington Place, Room101
Professor Terence P. Moran
Fall 2012
Recitations: 002 R 4:55-6:10pm
003 R 4:55-6:10 pm
004 R 11:00-12:15am
005 R 11:00-12:15am
006 R 9:30-10:45am
007 R 9:30-10:45am
Department of Media, Culture, and Communication
East Building, 3rd Floor
Tel: 212-998-5254
Office Hours: MW 2:00 – 4:00 pm
Call 212-998-5191 for appointments
Klik
Kamin
Mendelsohn
Klik
Kamin
Mendelsohn
Teaching Assistants:
Ella Klik
Diana Kamin
Ben Mendelsohn
Course Description and Objectives
The course examines the relationship between the dominant modes of communication
throughout history and our basic ways of conceptualizing reality and representing our
experiences. As the symbols and the technologies available to humans have changed over time,
our thinking processes, social and political structures, and ideas of “reality” have changed. And
they continue to change as we perceive and represent the world through new media and new
forms of communication.
The central goals of this course are to illuminate the roles of symbols and media in thought and
culture, to enrich our understanding of how the peoples and cultures of the past were transformed
by their symbol systems and their media, and to learn from the past how new technologies may
affect our own cultures in the future. In other words, we’ll explore the cultural consequences of
media change throughout human history. Fundamental to our investigation will be the dynamic
shifts that take place in our relationship to time and space, as each new technology tries to
conquer these formidable obstacles to human communication. We will use theories that may
help to explain how and why symbols and media change – and change us – over time.
We will organize our explorations around Six Great Evolutions/Revolutions in media, culture,
and communication:
1) Becoming Human – the Evolution/Revolution of Language; 2) Becoming Literate – the
Evolution/Revolution of Writing; 3) Becoming Typographic – the Evolution/Revolution of
Printing; 4) Becoming Hypergraphic – the Evolution/Revolution of Photography and
Cinematography; 5) Becoming Electric – the Evolution/Revolution of Electric Media; and
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6) Becoming Cybernetic – the Evolution/Revolution of Digital Media.
At the end of this course, students should be able to:
 Demonstrate an understanding of how media wrought by these
evolutions/revolutions have affected human culture and communication;
 Describe the symbolic codes, technologies, delivery systems, uses of energy/matter and the
time/space biases of the dominant media of each era;
 trace the history of these six evolutions/revolutions in terms of dates and places of origin,
as well as the ways major media involved in human communication spread throughout the
world;
 utilize analytic communication research procedures;
 evaluate and summarize historical information;
 think critically about how and why evolutions/revolutions in communication occur.
Required texts
- Crowley, David and Paul Heyer, Communication in History: Technology, Culture,
Society, Sixth Edition. Boston: Allyn & Bacon 2011.
(Readings in this text are assigned by author in the syllabus.)
- Moran, Terence P., Introduction to the History of Communication:
Evolutions and Revolutions. New York: Peter Lang, 2010.
Both are available at the NYU Bookstore
- Class Handouts and Videos
Assignments/Responsibilities and Grade Determination
A. Attendance, preparation and participation: 10%
Class attendance is required. You will be allowed three absences in the course of the
semester, but each additional absence will affect your final grade. If you miss more
than eight (8) classes you will not receive a passing grade. An absence for whatever
reason is not an excuse for skipping the required work.
Preparation involves reading the assigned texts for each topic prior to the date when the
topic will be discussed in class, and writing a one-paragraph abstract identifying how that
text tries to answer questions central to this course and your own questions about each
reading and the associated lecture. The abstract and question must be typed on one
double-spaced page. You will also prepare a timeline of communication history, marking
the major events in media and cultural changes as you read about them. The timeline will
be attached to your written report for each evolution/revolution. Be certain to connect the
items on your timeline and to provide source citations.
Participation also involves contributing to the recitations in a regular and meaningful
way. Come to class with prepared questions on the reading and try to respond to your
colleagues’ questions.
B. Six Papers
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For each of the Six Great Communication Evolutions/Revolutions, you will write a
unified essay organized to answer six clusters of questions (in order given, with a section
for each cluster). You must use the Study Guide to shape your thinking and your
vocabulary (especially the Cybernetic Model of Communication and the Model for
Understanding Media Changes).
1. Why did this evolution/revolution occur when and where it did?
What roles were played by natural processes and by cultural practices in this change?
(Use Time/Space, Energy/Matter, and Information).
2. What major problems in communication were addressed by this evolution/revolution?
(Use the Cybernetic Model).
3. What major problems in communication were not addressed by this
evolution/revolution? (Use the Cybernetic Model).
4. What were the major impacts of this evolution/revolution on the key cultures
involved? (Be specific and use the Faustian Bargain).
5. What impacts does this evolution/revolution have on your own communication
today? What do you think will be its future role in media, culture, and
communication? (Be specific).
You must use all of the assigned readings and the lectures for each unit in your papers.
You should include ideas, theories, constructs, etc., that you have learned in other courses
and readings. For example, consider: dialogue-dissemination; individual-society; localglobal; media relativity-universalism; determinism-free will, etc. Attach your timeline for
each unit at the end of your paper. Provide sources for your timeline.
Length = 5 pages, double spaced (plus timeline and works cited)
Value = 15% each (6x = 90%)
See Course Schedule for due dates
Basic criteria for evaluation:
A = Excellent.
Outstanding work in all respects. This kind of work demonstrates a
complete and solid understanding of course materials, and presents
thoughtful interpretations, well-focused and original insights, and
critical thinking and analysis. It includes skillful use of source
materials (specifically the assigned reading, lectures, and the Study
Guide), illuminating examples and illustration, fluent expression,
and no errors in usage, spelling, punctuation and syntax.
B = Good
This work demonstrates a thorough and accurate understanding of course
material, presents a reasonable degree of insight and broad levels of
analysis. Work reflects competence, but stays at a general or predictable
level of understanding. Source materials, examples, illustrations are used
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appropriately and articulation/writing is clear. Papers have been
carefully proofread.
C = Adequate/fair
This work demonstrates understanding at a general level but
remains superficial, incomplete, or has some serious errors or
weaknesses. Source materials may be used inadequately or
inappropriately, and arguments lack concrete, specific examples and
illustrations. Writing/articulation may appear vague, hard to follow, or
loaded with typographic and other technical errors.
D = Unsatisfactory
This work demonstrates a serious lack of understanding, and fails to
address the most rudimentary concerns of this course. Sources may be
used entirely inappropriately or not at all, and writing/articulation
appears deficient.
F = Failed
Work not submitted or plagiarized.
Style and format
Since this is a college level course, your written work should meet minimum college standards.
Follow the MLA style manual for guidelines on citations, footnotes, works cited, paper
organization, and so on. Make sure to attribute all information you are using to an identifiable
source. (Beware of anonymous publications over the Internet!) Your writing should follow the
norms and conventions of Standard English. Aim for clarity. Don’t forget to proofread.
Double-space and paginate your papers. Fasten the pages with a staple at the top left corner; do
not use binders, folders, etc.
As college students, you probably know already that plagiarism is incompatible with
scholarship. It will result in failing the course.
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Class Schedule
Section 001, MW 12:30 – 1:45pm
Week Day
Date
1
M
9/3
Labor Day Holiday
W
9/5
Introduction, Syllabus and Overview:
Six Evolutions/Revolutions
M
9/10
Understanding Evolutions and Revolutions
W
9/12
M
9/17
Unit 1: Becoming Human – Context, People, Messages
Moran 35-37; Video
Becoming Human: Media, Impacts, and Limitations Moran 57-73; Video
W
9/19
Becoming Human: Language and Mind
Video
M
9/24
Critical Thinking About Becoming Human
Schmandt-Besserat
W
9/26
M
10/1
Unit 2: Becoming Literate – Context, People, Messages
Moran 75-94; Innis
Becoming Literate – Media, Impacts, Limitations Moran 95-108; Robinson
W
10/3
Critical Thinking About Becoming Literate
M
10/8
Unit 3: Becoming Typographic – Context, People, Messages
Moran 109-138; Carter
W
10/10
Becoming Typographic – Media, Impacts, Limitations
Moran 138-150
M
10/15
Fall Break Holiday
W
10/17
Critical Thinking about Becoming Typographic
M
10/22
Unit 4: Becoming Hypergraphic – Context, People, Messages
Moran 151-168
W
10/24
Becoming Hypergraphic – Media, Impacts, Limitations
Moran 168-191; Video
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3
4
5
6
7
8
5
Moran Chapter 1
Havelock;Logan; Ong.
Eisenstein, Graff
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M
10/29
Becoming Hypergraphic – Photography and Cinematography
W
10/31
Thinking Critically About Becoming Hypergraphic Keller
Video
Class Schedule
Section 001, MW
Week Day
Date
10
M
11/5
Unit 5: Becoming Electric – Context, People, Messages
Moran 193-223
W
11/7
Becoming Electric- Media, Impacts, Limitations
Moran 223-254
M
11/12 Becoming Electric: Radio – The Empire of the Air
W
11/14 Becoming Electric: The Television Hearth
M
11/19 Critical Thinking about Becoming Electric
W
11/21 Unit 6:Becoming Cybernetic – Context, People, Messages Moran 255-275; Video
M
11/26 Becoming Cybernetic –Media, Impacts, Limitations
Moran 276-295
W
11/28 Critical Thinking about Becoming Cybernetics
Part III
M
12/3
Becoming Critical Thinkers about Evolutions and Revolutions
In Media, Culture, and Communication
Moran 298-313
W
12/5
Becoming Critical Thinkers about Evolutions and Revolutions
In Media, Culture, and Communication
Moran 313-328
M
12/10 The History and Future of Communication
M
12/17 Final Meeting: All questions answered; all answers questioned.
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12
13
14
15
DUE: Dates for Unit Reports:
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Orality
Literacy
Print
Hypergraphics
Electric
Cybernetics
September 26 (Wednesday)
October 10 (Wednesday)
October 24 (Wednesday)
November 7 (Wednesday)
November 21 (Wednesday)
December 5 (Wednesday)
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Video;Douglas; Sterling
& Kittross
Boddy; Jenkins
Carpenter; Postman &
Paglia
New York University
The Steinhardt School of Culture, Education, and Human Development
Department of Media, Culture, and Communication
Professor Terence P. Moran
A STUDY GUIDE FOR UNDERSTANDING THE HISTORY OF COMMUNICATION
INTRODUCTION
This course is predicated upon a series of inter-connecting ideas that can be summarized
as a media ecological approach to understanding the key variables that underlie each of the
great evolutions/revolutions in media that changed human communication from the Age of Language to
the Age of Digital Communication. To understand these ages, we will focus on change and upon the key
technologies and techniques that underlie the changes. Above all, we study the past in order to
understand the present and to prepare for the future by attempting to identify the dynamics for change in
the technical, semiotic, social, political, economic, and cultural structures of the contexts in which
change occurs.
FOUR INTER-RELATED APPRACHES FOR UNDERSTANDING CHANGE IN
COMMUNICATION.
1.
The Claude Shannon/Warren Weaver/Norman Wiener
Information/Cybernetic Model of Communication
CONTEXT: Time, Place, People, Events, Circumstances, Etc.
Source
Transmitter
Encoding
Signal
Channel
Signal
Receiver
Destination
Decoding
NOISE
FEEDBACK
(For a full explication of this model, see Jeremy Campbell, Grammatical Man.).
2.
MEDIA AND TECHNOLOGY
Neil Postman wrote that “A medium is to a technology as the mind is to the brain.” That is, a
medium is what people do with technologies. Thus television as a medium is not the sum of all
the technologies and techniques that allow images and sound to be sent and received; nor is
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television the structure of the corporations that organize and transmit the signals or the financial
systems that supports the telecasting; nor is television the content, including the programs and
advertisements, that is received by the TV sets in homes. Television is how these elements are
used to structure the environment in which human culture is shaped by the experience of using
that medium. A key assumption here, founded in Plato’s Phaedrus, is media relativity; that is ,
each medium shapes communication differently and different shapings enable and encourage
certain ways of thinking and behaving while disenabling and discouraging other ways of
thinking and behaving.
3.
A MODEL FOR UNDERSTANDING MEDIA CHANGES
This model is a synoptic one, based upon the work of Lewis Mumford (Technics and
Civilization), Jacques Ellul (The Technological Society and “The Technical System”), Harold
A. Innis (The Bias of Communication), Marshall McLuhan (Understanding Media and “The
Laws of the Media”), Neil Postman (Technopoly), and Christine Nystrom (“Nystrom’s Laws
of Media Change”).
3.1 All change is ecological in that it affects not just one part of the environment but all parts
of that environment.
3.2 All change must be understood within its ecological context. What are the key variables of
time, place, energy, matter, people, events,, etc., within which this change occurred? That is,
why did the change occur at that particular time and place and not at others?
3.3 Change in media is in response to some perceived problem of generation, coding-decoding,
storage, transmission, and retrieval of information. What problems of communication were
addressed by the change? What changes occurred in the quality and quantity of information
with the new technology? What new problems were generated by the change? How were
these problems addressed?
3.4 All changes in media are Faustian Bargains that have positive, negative, and negative effects
for different senses, individuals groups, societies, values, beliefs, ideas, lifestyles,
etc., with winners and losers. What were the major positive effects of the change? Who and
what were harmed? What were the major negative effects of the change? Who gained
and who lost?
4. PREDICTING THE FUTURE
The philosopher Michael Oakeshott makes an essential distinction between processes of
nature that are subject to Natural Law, and thus open to scientific study, understanding and
predictability, and practices of human beings that are subject of human behavior, and thus
not entirely predictable. The history of communication is, like all human history, a blend of
factual information about technical changes subject to Natural Law and human uses of those
technical changes that are not entirely predictable. In studying the past to understand the
present and to prepare for the future, we need to be wary of committing the intellectual error
of reification, that is, forcing reality to fit the model. All humans are fallible; therefore, all
models are fallible (including the models used in this course).
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