Schema for Communication

Purpose is Primary

The goal in this initial review is to clarify the distinctive nature of each way to purposefully use language.

As a tool to do so, an artificial schema of a communicative interaction has been developed. While each element of the schema certainly occurs, it is not proposed that any particular interaction specifically follows or should follow the order provided. Cf. decision method schema developed for a similar purpose.

Two Perspectives

Communication always involves someone who initiates a communication and another who receives. The schemas for these are different, and they interact as explained below.

From the Initiator's Perspective
A.	Instigator of Communication	The stimulus that generates the need or wish to refer to something and communicate about it i.e. to associate an experience with words.
B.	Focus the Mind	Inner appraisal processes which bring particular aspects of the communication into the forefront of consciousness
C.	Marshal Material	The method for consciously accumulating and ordering potentially relevant words or phrases.
D.	Prepare the Communication	Clarify the essential features of the communication prior to its specific expression.
E.	Form the Content	Articulate privately exactly what is to be expressed.
F.	Ensure a Hearing	Attract the attention of appropriate recipients in accord with the situation.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Release of specific material for others to access and respond to.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Action that should be taken to handle the impact of the communication on recipients.
I.	Follow Through	Continuation of the communication process based on attunement to responses.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	How to ensure that a desired understanding has occurred.
K.	Correct Failure	Failure is common and repeated better attempts may be required.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	What makes the claim for attention valid and worthwhile.
FR2	Tune In to the Other	How the inner state needs to develop for the communication to be effective.
GR1	Effect of Context	Relevance and impact of various non-verbal or contextual features.
GR2	Attend to the Message	How attention functions.
GR3	Consider How to Respond	What judgements need to be made and how they are reached.
GR4	Make a Response	Style of the response
IR	Handle Dissatisfaction	What is done if the communication is disliked or unwanted.

Application

Remember: This schema is wholly artificial and designed purely to assist comparisons and highlight features. Some stages are far more significant in one method than in another. If in doubt, return to the original formulations and read further in this Satellite.

Concrete

Here the communication flow, both verbal and non-verbal, is an articulation of a procedure or a representation to permit precise actions to be taken. Equipment manuals are typical examples. They are used in direct connection with action for an immediate specific reason e.g. when you want to replace a part that is broken.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	The initiator accepts responsibility for another to use the material or follow the instructions.
B.	Focus the Mind	Attend to specifics of action and conditions under which instructions are needed.
C.	Marshal Material	Get enough knowledge of the thing or process and the likely recipient.
D.	Prepare the Communication	Choose media and the mode of expression (e.g. text, recordings, photos, graphics)
E.	Form the Content	Specify step by step, or part by part, with appropriate supporting images.
F.	Ensure a Hearing	Check wish to be instructed, or determine a suitable location for when the wish emerges e.g. car manual left in glove box; help menu in software application.
G.	Communicate the Content	Assert authority and inform or instruct, or make information readily available.
H.	Attune to Responses	Monitor attention and comprehension through direct checks or specific feedback.
I.	Follow Through	Summarize or offer to repeat, or insist on repeating, or include confirmatory checks.
J.	Check Efficacy	Inquire as to the outcome, or make an independent objective physical check.
K.	Correct Failure	Provide additional details or reduce details, or re-start and try again.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Recognize the communicator as an authority and likely to give explicit practical help.
FR2	Tune In to the Other	Give attention as requested.
GR1	Effect of Context	Major influence on willingness.
GR2	Attend to the Message	Note every detail very carefully.
GR3	Consider How to Respond	Determine whether the instructions are comprehensible and whether conditions enable them to be followed.
GR4	Make a Response	Either accept and follow guidance exactly or refuse to follow it wholly or partly.
IR	Handle Dissatisfaction	Exit by blocking out or switching off.

Associative

Here the communication flow, both verbal and non-verbal, is spontaneous and associative, being based on the experiences shared by those involved.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Wish to inform or request or simply connect with someone who is known familiarly.
B.	Focus the Mind	Own your wishes or thoughts for expression: even if they emerge spontaneously.
C.	Marshal Material	Scan for links, conventional style, local knowledge: done largely unconsciously.
D.	Prepare the Communication	Select words, gestures and setting that is suitable for the relationship, goal and setting: semi-automatic.
E.	Form the Content	Allow a flow of subjectivity to shape content.
F.	Ensure a Hearing	Use direct attention-getting devices e.g. slang demand, touch, gaze, personal name, endearment.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Speak or write with suitable pacing and without concern for grammatical correctness.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Maintain an interactional flow, providing and expecting mutuality.
I.	Follow Through	Sustain continuity by offering more subjective associations to your own or the others' contribution.
See below for receiver's dissatisfaction: IR1
J.	Check Efficacy	Is the message getting through? Note degree of mutuality and remember previous similar exchanges.
K.	Correct Failure	Adjust verbal and non-verbal features to better fit the recipient or the evolving situation.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Depends on the speaker's status or role in the local setting.
FR2	Tune In to the Other	Scan for significant terms or issues.
GR1	Effect of Context	Dominates the specific content.
GR2	Attend to the Message	Allow subjective responses to flow and screen these for relevance semi-automatically.
GR3	Consider How to Respond	Use associations to affirm and support the communicative interaction, and consider implications of content.
GR4	Make a Response	Respond as feels right in the situation, and without a need to be consistent or logical.
IR1	Handle Dissatisfaction	Just stop participating. There is often no clear beginning or ending to a communication.

Conceptual

Here the communication is centred on knowledge within a particular field and is geared to others in the reference group who are involved in acquiring, producing or using knowledge within that field.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Define terms to provide a scaffold for discourse and systematic inquiries.
B.	Focus the Mind	Recognize views and mindsets of recipient(s) in your field e.g. learners, peers, authorities.
C.	Marshal Material	Activate knowledge of associated concepts and frames of reference likely to be relevant.
D.	Prepare the Communication	Construct a suitable proposition with relevant arguments and evidence.
E.	Form the Content	Mentally rehearse or draft a coherent account making assumptions conventionally accepted by others in your main reference group.
F.	Ensure a Hearing	Refer to a issue, problem or puzzle of interest to those in the reference group.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Using conventions established within the field, give a suitably polished account according to the formality of the communication.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Acknowledge and address differing views and criticisms by others in the field who are judged qualified to comment.
I.	Follow Through	Substantiate, exemplify, re-argue and show implications of your account.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	Discuss your account further with others in the reference group and be open to criticism.
K.	Correct Failure	Review and rethink terms and exposition in the light of other existing accounts.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Depends on your interest in the issue, the status or role of the communicator and the approach taken e.g. lecture, article, book.
FR2	Tune In to the Other	Place the communication in the context of your personal knowledge and expertise.
GR1	Effect of Context	Look for objectivity, scrupulousness, integrity, seriousness, and commitment to the field.
GR2	Attend to the Message	Give careful and fair consideration to the argument and evidence.
GR3	Consider How to Respond	Determine what you can constructively contribute to enhance understanding.
GR4	Make a Response	Make a response that is sensible, relevant, and within the given field.
IR	Handle Dissatisfaction	Avoid contributions and debates that are unproductive or violate conventions necessary in the field.

Universal

Here the communication is about ensuring everyone in the relevant society can understand sufficiently to participate in a discussion on issues of general concern.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Notice or accept a topic of potential interest to many in wider society.
B.	Focus the Mind	Find an angle or aspect that can be expected to be of specific interest or significance for many.
C.	Marshal Material	Get relevant information and find hooks to hang a story on.
D.	Prepare the Communication	Construct a strong story with emotional resonance for the majority.
E.	Form the Content	Use rhetoric—words, phrases—and find the right tone for maximum effect.
F.	Ensure a Hearing	Promote, persuade and actively pursue people to read or hear the story.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Speak or publish in a suitable private or public setting.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Enable comments and feedback, responding wherever possible, and respecting alternative viewpoints even if you disagree.
I.	Follow Through	Repeat or re-publish the main points from a slightly different angle or with different details.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	Judge the interest by the quality and quantity of responses, measuring if appropriate (e.g. length of applause, number of re-tweets).
K.	Correct Failure	Note errors and move on. Sometimes make a public apology.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Depends on your situation, time availability, mood, interests, opinions, status &c.
FR2	Tune In to the Other	Maximize openness to your personal interests and current needs.
GR1	Effect of Context	Either suggests acceptable persuasion or a sense of being manipulated e.g. choice of news sources.
GR2	Attend to the Message	Expect to be agreeably entertained or irritated.
GR3	Consider How to Respond	Decide whether it is worth being engaged on this topic in this manner.
GR4	Make a Response	Respond broadly in accord with social conventions.
IR	Handle Dissatisfaction	Recognize the power of social pressure and just avoid participation.

Gestalt

Here the communication is an artistic creation and a corresponding experience that enables a deep awareness of human condition, emotion or social situation. There is enormous variation in accord with the particular art form. Music, sculpture and poetry work very differently, nevertheless they all fit in this category as evident below.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Feel an inner impulse to create for others, while noting a disconnection between what is generally said and the human experience.
B.	Focus the Mind	Become receptive and responsive to the experiences and activities of various individuals or groups.
C.	Marshal Material	Play with a variety of forms, metaphors and images relevant to the central message.
D.	Prepare the Communication	Choose medium (e.g. novel v play v film v poetry v dance) and fictionalize completely or partially.
E.	Form the Content	Put the chosen metaphors in suitable contexts so that arresting comparisons can enable empathy.
F.	Ensure a Hearing	Engage socially with those likely to be receptive.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Provide as an offering to society or in response to an invitation to present.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Notice the quality of the reaction and appreciation, and possibly modify the metaphor.
I.	Follow Through	Elaborate and apply relevant aspects of the metaphor in its context.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	Look for engagement, spontaneous emotional reactions, a ripple effect, recommendations.
K.	Correct Failure	Search for a more potent metaphor, better structures, or a more receptive audience.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	By sensing an empathetic voice, and feeling ready to engage deeply with the object or underlying issue.
FR2	Tune In to the Other	Warm to the creative effort and the mode of expression.
GR1	Effect of Context	You must be comfortable with the art form and medium chosen.
GR2	Attend to the Message	Allow yourself to feel significance coming through.
GR3	Consider How to Respond	Judge the aptness of the construction and stylistic qualities.
GR4	Make a Response	Replay mentally, letting meanings and feelings reverberate.
IR	Handle Dissatisfaction	Reject, tune out, ignore, forget.

Logical

Here the communication is built on a direct correspondence between what is said and reality. There is an attempt to operate in a formal way with the fundamentals that define core structures and processes within many (or all) fields.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Seek a universal formal system for thought and activity in some area.
B.	Focus the Mind	Identify a manageable topic with the goal of penetrating to its essence.
C.	Marshal Material	Gain acquaintance with the issues, both historical and current ideas and controversies.
D.	Prepare the Communication	Develop one or more relevant assumptions and axiomatic propositions.
E.	Form the Content	Articulate a precise, coherent and consistent formulation of the topic.
F.	Ensure a Hearing	Seek out those people interested and willing to turn their minds to the topic and its issues.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Expound observations and arguments simply, clearly and carefully.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Be open and willing to clarify or modify formulations where needed.
I.	Follow Through	Explain implications, value and fertility of the formulations and enter into dialogue.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	Reflect on the process and the outcome and look for significance in practice.
K.	Correct Failure	Seek out and correct errors in identifying and formulating or in presentation and dialogues.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Be ready and willing to pursue dialogue that engages with the most profound matters.
FR2	Tune In to the Other	Give full attention and be receptive.
GR1	Effect of Context	Must be designed to support receptivity, challenge, and commitment to truth.
GR2	Attend to the Message	Be sure that you genuinely comprehend what is being said.
GR3	Consider How to Respond	Reflect freely and responsibly on the dialogue and check for areas of confusion or disagreement.
GR4	Make a Response	Enter the dialogue via questions, criticisms, alternatives and counter-examples.
IR	Handle Dissatisfaction	Exit the dialogue politely.

Mythic

Here the communication seeks to provide guidance for interacting with Absolute Reality, and implies something transcendental and beyond everyday existence. It is commonly used to reveal divine realms.
Apply Schema

From the Initiator's Perspective
A.	Instigator of Communication	Accept an opportunity to transcend an actual situation.
B.	Focus the Mind	Concentrate attention on the phenomenon without any preconceptions.
C.	Marshal Material	Open up submissively to a flow of images and associations.
D.	Prepare the Communication	Crystallize a new image as the essential message.
E.	Form the Content	Depict or articulate the new image explicitly without imposing anything personal.
F.	Ensure a Hearing	Choose available media and suitable circumstances according to the situation.
See below for receiver's requirements: FR1 and FR2
G.	Communicate the Content	Offer the image to others via a powerful medium.
See below for receiver's responses:  GR1 to GR4
H.	Attune to Responses	Allow the mythic process to work on oneself and others.
I.	Follow Through	Stay open to new images and repercussions in spiritual terms.
See below for receiver's dissatisfaction: IR
J.	Check Efficacy	Accept whatever occurs, even if it seems unacceptable.
K.	Correct Failure	Scan for egotistic intrusions or presence of negativity.
From the Recipient's Perspective
Stages A-E are precursors.
FR1	Recognize a Claim on Attention	Most likely if the relationship is one of deep union.
FR2	Tune In to the Other	Experienced as communion.
GR1	Effect of Context	Intrinsic to the communication.
GR2	Attend to the Message	Surrender and concentrate.
GR3	Consider How to Respond	Allow a spontaneous response.
GR4	Make a Response	Be spontaneous.
IR	Handle Dissatisfaction	Expect sequelae that may be disruptive.

Remember that this schema is artificial and designed to assist comparisons and highlight features. Some stages are far more significant in one method than in another. More details of each of the methods is provided in the investigation of dualities and the TET analysis.

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Investigate the dualities:

• Start with the oscillating duality.
• Then consider the unfolding duality.

Originally posted: 5-Jan-2013. Last updated: 10-Feb-2023.