This-essay is a7712201.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %PURPOSE OF LECTURES 771220 Lectures play a central role in higher education. It is helpful to be aware of their intended purpose and also to be aware of the purpose they actually serve. The two are not always the same, because lecturers are often unaware of the holistic impact of their total presentation. Lecturers are usually verbally oriented and use audio-visuals and demonstration equipment as frosting to sweeten the verbal presentation. Some lecturers regard themselves as performers who entertain and captivate their audiences. Only rarely do lecturers regard a lecture as a dialogue between the lecturer and the audience---because verbally oriented lecturers tend not to be aware of the non-verbal dialogue which backgrounds the verbal presentation of the lecturer. The purpose which a lecture actually serves is often evident only to those who are sensitive to the non-verbal dialogue which backgrounds the lecture. Usually a lecture is regarded as a means for transmitting information from the lecturer to the members of the audience. It is a slow means of transmitting information---as compared to reading the linear verbal message. Still-pictures can be included in a printed presentation as well as in an audio-visual supplemented lecture presentation. Coordination of motion pictures and demonstrations with the oral presentation occasions a lecture which (as information-transmittal) goes beyond what can readily be embodied in printed material. Even so, coordinated audio-visual systems can record and make available such information transmissions to students on an individual basis. The unique purpose which lectures serve is to facilitate non-verbal dialogue between lecturer and audience participant. Value exchanges, affirmations, denials and examinations are usually central in the non- verbal dialogue which backgrounds a lecture. Personal affirmations and denials also play a central role. Lectures serve social purposes regardless of the intent of the participants. The use of lectures in higher education will be more helpful when the unspoken purposes which they serve are more generally recognized and talked about. (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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