title: The paradoxes of Robert Craig's disciplinary matrix
metadata.name: dc.contributor.author
metadata.value: Kazarinova, Nadezhda V.
metadata.lang: -
metadata.name: dc.date.accessioned
metadata.value: 2019-07-17T18:12:13Z
metadata.lang: -
metadata.name: dc.date.available
metadata.value: 2019-07-17T18:12:13Z
metadata.lang: -
metadata.name: dc.date.issued
metadata.value: 2019-06
metadata.lang: -
metadata.name: dc.identifier.citation
metadata.value: Kazarinova N. V. The paradoxes of Robert Craig's disciplinary matrix. Vestnik of Saint Petersburg University. Sociology, 2019, vol. 12, issue 2, pp. 176–187.
metadata.lang: en_GB
metadata.name: dc.identifier.other
metadata.value: https://doi.org/10.21638/spbu12.2019.205
metadata.lang: -
metadata.name: dc.identifier.uri
metadata.value: http://hdl.handle.net/11701/15980
metadata.lang: -
metadata.name: dc.description.abstract
metadata.value: The article is devoted to the methodological and methodical significance of R. T. Craig's essay Communication Theory as a Field, which was published in 1999 in the American journal Communication Theory and was translated into Russian in 2003. The key principles proposed by R. Craig as resources for reconstructing the communication theory as a practical discipline are described. Based on the analysis of the Russian publications, it is concluded that in the domestic pedagogical and academic environment Craig's methodological proposals did not become resonant, but rather were trivialized both methodically and conceptually. Communicative paradoxes which can arise if we use this disciplinary matrix for pedagogical and research tasks are revealed. The content of these paradoxes is described in the article as follows: 1) consistent use of dialogic-dialectical model reduces emotional involvement and interest in it; 2) the more «clear» for non-professionals what communication is, the less they trust the academic discourse about communication; 3) the more precisely the issue of trust is set as a communication task in inter-group communication, the more categorical are the requirements for the development of trust procedures are, due to increased distrust. The consequences of these paradoxes are the reduction of the motivational influence of Craig’s disciplinary matrix in the educational and academic environment, the actualization of the problem of trust for specialists in the social communication field and strengthening of intergroup psychological defenses in solving socially significant problems.
metadata.lang: en_GB
metadata.name: dc.language.iso
metadata.value: ru
metadata.lang: en_GB
metadata.name: dc.publisher
metadata.value: St Petersburg State University
metadata.lang: en_GB
metadata.name: dc.relation.ispartofseries
metadata.value: Vestnik of St Petersburg University. Sociology;Volume 12; Issue 2
metadata.lang: -
metadata.name: dc.subject
metadata.value: communication theory
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: Robert T. Craig
metadata.lang: en_GB
metadata.name: dc.subject
metadata.value: communicative paradoxes
metadata.lang: en_GB
metadata.name: dc.title
metadata.value: The paradoxes of Robert Craig's disciplinary matrix
metadata.lang: en_GB
metadata.name: dc.type
metadata.value: Article
metadata.lang: en_GB
resources.filename: 176-187.pdf
resources.url: https://dspace.spbu.ru/bitstream/11701/15980/1/176-187.pdf
resources.format: Adobe PDF
resources.size: 627,19 kB