Communication Studies - Scope

Scope

Communication studies integrates aspects of both social sciences and the humanities. As a social science, the discipline often overlaps with sociology, psychology, anthropology, biology, political science, economics, and public policy, among others. From a humanities perspective, communication is concerned with rhetoric and persuasion (traditional graduate programs in communication studies trace their history to the rhetoricians of Ancient Greece). The field applies to outside disciplines as well, including engineering, architecture, mathematics, and information science.

In the United States, the National Communication Association (NCA) recognizes nine distinct but often overlapping sub-disciplines within the broader communication discipline: technology, critical-cultural, health, intercultural, interpersonal-small group, mass communication, organizational, political, rhetorical, and environmental communication. Students take courses in these subject areas. Other programs and courses often integrated in communication programs include journalism, film criticism, theatre, public relations, political science (e.g., political campaign strategies, public speaking, effects of media on elections), as well as radio, television and film production. More recently, computer-mediated communication and the implications of new media for communication have drawn new research and courses.

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Famous quotes containing the word scope:

    In the works of man, everything is as poor as its author; vision is confined, means are limited, scope is restricted, movements are labored, and results are humdrum.
    Joseph De Maistre (1753–1821)

    Revolutions are notorious for allowing even non- participants—even women!—new scope for telling the truth since they are themselves such massive moments of truth, moments of such massive participation.
    Selma James (b. 1930)

    As the creative adult needs to toy with ideas, the child, to form his ideas, needs toys—and plenty of leisure and scope to play with them as he likes, and not just the way adults think proper. This is why he must be given this freedom for his play to be successful and truly serve him well.
    Bruno Bettelheim (20th century)