Abstract
This essay examines the relationship between the communication arts and sciences and the goals of liberal arts education, arguing that the discipline’s distinct contribution lies in its focus on the spoken word and the cognitive and behavioral changes that accompany its study. The author reviews the historical roots of American liberal arts education and notes its longstanding orientation toward preparing students to function effectively within their environments. He contends that contemporary discussions often overlook this practical heritage. Responding to earlier essays in the collection, the author argues that while theatre, mass communication, communication disorders, and speech communication each offer persuasive disciplinary rationales, their arguments will not fully convince administrators unless they articulate contributions that are unique and not replicable by other fields. The essay emphasizes that speech, spoken language, and their behavioral parallels form the prerequisite for symbolic development, critical analysis, and effective interaction, making communication study central to liberal arts outcomes. It concludes by urging communication scholars to express the discipline’s distinct value in terms recognizable to colleagues in other fields and to emphasize how understanding and practicing oral processes provides insights and skills that no other discipline can supply.
Recommended Citation
Emmert, Philip
(1985)
"Liberal Arts Education and the Communication Arts and Sciences Discipline,"
Association for Communication Administration Bulletin: Vol. 53, Article 9.
Available at:
https://stars.library.ucf.edu/aca/vol53/iss1/9
