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Theory of Communication

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 Theory of Communication
By Albeiro Rodas MA
Draft for work

The main forms of communication 3

Verbal Communication 4
Written Communication 5

Theory of Information 6

Theory of Communication 7
Mechanism 7
Psychological 8
Social constructionism 8
Systematic 8
Ontology 8
Epistemology 8

Basic Elements of Communication 9

Code 9
Channel 9
Issuer 9
Receiver 9
Message 10
Situation, communicative situation or context 10
Framework of reference 10
Source or Issuer (Sender) 10
Transmitter 11
Transmission system 11
Receiver 11
Destination, recipient or destination 11

Communication Functions 11
Informational 12
Formative 12
Persuasive 12
Entertain 12
Regulatory 12
Control 13
Motivation 13
Emotional expression 13
Cooperation 13
Signs 13

Schools 15
European School 15
Marxist schools 15
Mass society theory 15
German ideology 16
Frankfurt School 16
Birmingham School 16
Social psychology 16
Catholic school 17
Theory of communication in Spain 17
USA’s School 18
Latin American School 19

Relation with other sciences 22

Marketing 22
Neuromarketing 23
Psychology 23
Sociology 24
Cybernetics 24
Pedagogy 24

Communication Science 24
Subdisciplines 25

Communication and Art 26

Communication and Education 26

References 27

Communication from Latin ​communicatio​, ​communicatiōnis​;

past participle of ​communicare, to impart, participate and from
communis, common, is the conscious action of exchanging
information between two or more participants in order to
transmit or receive different information or opinions.

The Latin term ​communication means ​what is involved in what

​ The noun ​communis m
one has. ​ eans common, communiality, commune,
community, sharing, interchanging. The verb ​communicare ​is in
​ means ​to make something in common.
English ​to communicate,

1
 In the origin, communication and community are entirely
related. The community is made by members that share a space,
mission, environment, purpose. In order to fuel a community,
they would need to establish close communication. A community
cannot be possible without communication.

Communication is an act, process or system to communicate

facts, thoughts, opinions or information throughout the speech,
writing or signs. Communications always mean that something is
imparted, interchanged or transmitted, for example a document, a
message, an idea, a proposal, a problem, a solution, news,
orders or views and any other possible human interaction,
including feelings.

Communication always needs a means of transmission from

very elemental and natural means such as the air, the water, the
light, etc., to the technological ones like telephone,
telegraph, radio, television, the Internet and any other
technical possible means. Communication also refers to any route
and transportation for moving troops and supplies or roads and
streets in cities and countries.

Basic steps of communication:

1. Formation of a communication’s intention.

2. Message’s composition.
3. Message’s encoding.
4. Signal’s transmission.
5. Signal’s reception.
6. Message’s decoding.
7. Message receiver’s interpretation.

Communication in general takes place between three main

subject categories:

1. Human beings: Where communication is expressed through

language.
2. Living organisms: Where it is known as biosemiotics.

2
 3. Enabled communication devices: Where it is known as
cybernetics.

In a general sense, communication is union, contact with

other beings, and can be defined as the process by which
information is transmitted from one point to another (Wolton
Dominique, 2017).

The purpose of communication is about informing, generating

actions, creating an understanding or transmitting a certain
idea. Communicators have the role of delivering true and
confirmed information from more than one source to add
credibility, reliability and referentiality to their message.

Any conscious action between two or more individuals or

groups is called ​communication​, where there is a transmission
and reception of different information, opinions, data, logic
ideas and others.

In a general sense, communication is union, contact with

other beings, and can be defined as the process by which
information is transmitted from one point to another.

Its purpose or objective is related with the action of

informing, generating actions, creating an understanding or
transmitting a certain idea. In short, it is the action of
communicating, it is understood as the process by which
information is transmitted and received. Every human has the
ability to communicate with others, but it includes in different
extensions other living creatures and even machines.

The main forms of communication

Communication can be a poiesis process that is the activity

in which a person brings something into being that did not exist
before, according to the Greek definition for ​ποίησις, ​To make
(Polkinghorne, 2004, p. 115).

3
 As a poietic process, it is the functional disposition for
relationships in phenomenal events. For example: The idea and
the ideal functionally have an adjective relationship. This
functional stage provides communication to these phenomenal
events.

Depending on the kinds of signs used, nonverbal

communication and verbal communication are differentiated
(Corbin, 2017).

On many occasions verbal and nonverbal signs are combined

in a message, resulting in mixed forms of communication. An
example would be a commercial, cinema or comic.

If one takes into account the relationship established

between sender and receiver, a unilateral communication and a
bilateral communication are differentiated.

Unilateral communication occurs when the receiver does not

become a sender. It happens in traffic signs. Bilateral
communication occurs when the receiver can become a sender. It
happens in a conversation.

Verbal Communication

Verbal communication or linguistic communication is one

that uses words as signs. It cannot be isolated from a number of
factors to be effective, which includes nonverbal communication,
listening skills and clarification. Human language can be
defined as a system of linguistic symbols or signs, known as
lexemes and grammar rules in which symbols are manipulated. The
word "language" also refers to the common properties of it. With
these signs, the objects and facts of reality are represented,
and by joining them through the rules of grammar complex
messages are constructed, that is, the sentences, with which
thoughts are represented. In the case that two people speak the
same language, they will recognize the signs that each one

4
pronounces, and its meaning, in such a way that it will evoke in
the mind a thought or an idea that is the one that will be
transmitted.

The learning of this occurs normally and intensely during

the years of human childhood. Most languages ​in the world use
sounds and gestures as symbols that enable communication with
other languages, which tend to share certain properties,
although there are exceptions. There is no definite line between
a language or language and a dialect. Built languages ​such as
Esperanto, programming language and various mathematical
formalisms are not necessarily restricted by the properties
shared by human language.

Fundamentally verbal communication is oral, using words

pronounced with the voice. It can also be written. In writing,
sounds are transformed into letters, and words pronounced into
graphic words

Written Communication

Written communication, unlike verbal communication, has

another way of interaction between sender and receiver,
occurring over time or even never, although writing can last.
Throughout history, this type of communication has developed
thanks to the impact of technologies and science. These
development processes are divided into three stages:

1. Pictograms as the most primitive forms of human

writing.
2. Development of alphabets in different languages
​written on physical support such as stone, wax, clay,
papyrus and, finally, paper.
3. Information transmitted through electronic means.

Written communication requires the interpersonal ability to

process, listen, observe, speak, question, analyze, develop and

5
evaluate in such a way that collaboration and cooperation is
possible. Misunderstandings can be anticipated and resolved
through forms, questions and answers, paraphrasing, examples and
stories (Heyman).

Theory of Information

The concept of communication in the context of Information

Theory is used in a very broad sense in which "all the
procedures by which one mind can influence another" are
included. In this way, all the forms that man uses to transmit
his ideas are considered: the spoken, written or transmitted
word (telephone, radio, telegraph, etc.), gestures, music,
images, movements, etc. In the communication process it is
possible to distinguish at least three different levels of
analysis: the technical, the semantic and the pragmatic. At the
technical level, those problems that arise around the fidelity
with which the information can be transmitted from the sender to
the receiver are analyzed. In the semantics, everything that
refers to the meaning of the message and its interpretation is
studied. Finally, at the pragmatic level, the behavioral effects
of communication, the influence or effectiveness of the message
are analyzed as it gives rise to a behavior. It is important to
highlight that the Information Theory is developed as a response
to the technical problems of the communication process, even if
its principles can be applied in other contexts.

In many cases, communication is often confused with

information theory, which corresponds to Claude E. Shannon's
mathematical theory that studies information (channels, data
comprehension, cryptography and everything related to it) as
physical magnitude. This employs a unit of measurement of the
information called "BIT", that is, the smallest unit that can be
learned. This unit of measurement of information is based on the
alternative yes or no in each determination that can give
elements for the knowledge of the objects. Thus, for example,
the sexuality of a subject can be given by a BIT, simply, male

6
or female. To fix the position of a chess piece on a board of 64
squares, at least 6 BITS or 6 binary questions will be needed.

Although the theory of information is fundamental to the

study of communication and the understanding of its processes,
this theory does not respond to the concerns of human
communication itself, such as the following, among many others
of a social nature:

1. Social relations between individuals or groups within a

social problem.
2. Relationship between media communication and political
power.
3. Semiological character of communication.
4. Linguistic character of communication.
5. Relationship with other social sciences.

Theory of Communication

Communication theory is a field of information theory that

studies the processes of information (Shannon, 1948) and human
communication (Daiton, 2011).

The best known schools of communication theory are the

following:

Mechanism

Understands communication as a perfect mechanical

transmitter of a message from a sender to a receiver.

Psychological

7
 Considers the communication as the act of sending a message
to a perceiver (named because it considers the recipient as the
subject of the communication) and in which the feelings and
ideas of both parties greatly influence the content of the
message.

Social constructionism

This view, also called "symbolic interactionism," considers

communication as the product of creative meanings and shared
interrelations.

Systematic

It considers communication as a message that goes through a

long and complex process of transformations and interpretations
from the moment it occurs until it reaches the perceivers.
These theories are also studied from the following perspectives:

Ontology

It asks the question about what is communicated.

Epistemology

It puts the question about how it communicates.

Basic Elements of Communication

The following are the basic elements of communication:

8
Code

It is a set of signs that are combined following rules

(semantics) and that allow their interpretation (decoding), by
which the issuer prepares the message. The receiver must also
know the code to interpret the message. In order for
communication between two people of different languages ​to take
place, foreigners are used.

Channel

The physical medium through which the message is

transmitted from the sender to the receiver.

Issuer

It is the person who intends and is responsible for

transmitting information (message), for which you need to
prepare it and send it to the recipient. This person chooses and
selects the signs that suit him, that is, performs a coding
process; Encode the message.

Receiver

The person to whom the message is addressed and who

receives the message and interprets it. It performs an inverse
process to that of the sender, since it deciphers and interprets
the signs chosen by the sender, that is, decodes the message.

9
Message

In the most general sense, it is the object of

communication. It is defined as the information or sequence of
signs that the sender prepares and sends to the receiver through
a particular communication channel or means of communication.

Situation, communicative situation or context

In the most general sense, it is the space where the

communicative act or situation takes place. It is the set of
circumstances that affect both the sender and the receiver, and
also condition the interpretation of the message. Both sender
and receiver must be aware of the circumstances of that
communicative act, which in a conversation is taken for granted,
for communication to be effective.

Framework of reference

It is the environment that frames the situation.

The following are the basic mechanical elements of

communication:

Source or Issuer (Sender)

Device that generates the data to be transmitted, for

example phones or personal computers.

10
Transmitter

Transforms and encodes the information, generating

electromagnetic signals that can be sent through some
transmission system. For example, an antenna.

Transmission system

It can be from a simple transmission line to a complex

network that connects the source to the destination.

Receiver

It is the person who receives, accepts and interprets the

signal (message) from the sender, and transforms it in such a
way that it can be handled by the destination. For example, a
radio or a television.

Destination, recipient or destination

Take the data of the recipient, for example the audience.

Communication Functions

Communication can have functions such as informing, persuading,

regulating and motivating, among many others. The most basic
functions are four:

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Informational

It has to do with the transmission and reception of

information. Through it the receiver accesses the flow of social
and historical experience.

Formative
The formation of habits, intellectual ability and
convictions. In this function the sender influences the internal
mental state of the recipient by providing new information.

Persuasive

The issuer intends to modify the behavior or opinion of the

recipient so that it cooperates in a certain purpose. Or that it
creates in your mind a perception about an organization,
company, service or product.10 It is called Marketing
Communication and it applies to all social fields on and
off-line, such as political, social, environmental , the
commercial, etc.10

Entertain

The sender creates content that the recipient enjoys.

Other Communication Functions within a group or team:

Regulatory

The issuer intends to regulate the behavior of the

recipient, for example in a specific social norm.

12
Control

The issuer intends to control the behavior of the receiver,

for example by establishing a system of awards and social
penalties.

Motivation

The issuer intends to motivate the recipient in the performance

of certain acts, for example the boss within a company.

Emotional expression

Communication is presented as the means to express ideas,

emotions, for example employees can communicate what they think
of their company.

Cooperation

Communication is an important help in solving problems.

Signs

To communicate something about the objects of reality, signs

representing those objects will be used. Words, therefore, is
the "name of things."

A sign is anything we perceive by the senses and evokes another

object or fact that is different from the one that maintains a

13
relationship. According to the relationship established, there
are three types of signs.

Indications: Based on the cause-effect relationship between two

facts. The signs convey information that until that moment was
not known.
Icons: Based on the similarity relationship between two facts.
Symbols: Conventional signs that maintain an arbitrary
relationship with the act represented.

The philosopher and writer Umberto Eco, in his work ​Il segno
(Sign), makes a description of what a sign is:

These signs are not natural phenomena; The phenomena say

nothing for themselves. Natural phenomena "speak" to Sigma, to
the extent that a whole peasant tradition has taught him to
read them. So Sigma lives in a world of signs, not because he
lived in nature, but because, even when he is alone, he lives
in society; that rural society that would not have been
constituted and could not have survived if it had not developed
its own codes, its own systems of interpretation of natural
data (and for that reason they became cultural data).
Umberto Eco, Il segno, 1973.

Jonathan Swift, author of Gulliver's Travels, also mentions the

linguistic sign:

Then we went to the Language School, where three teachers were

deliberating to improve the [language] of their country. [One
of the systems they projected] was a system to completely
abolish all words and was expensive as a great advantage in
terms of health and brevity. For it is clear that every word we
speak is in a way a decrease in our lungs due to corrosion, and
therefore contributes to shortening our lives. A solution was
therefore offered: that since words are only names of things,
it would be more convenient for all men to carry with them the
things that were necessary to express the particular business
they had to deal with [...] I saw with often two of those wise
faint almost under the weight of their bundles, like the
peddlers among us; and when they were in the streets, they left
the loads on the ground, opened their bags and talked for an

14
 hour; then they collected their belongings, helped each other
to throw them on their backs and said goodbye.

Jonathan Swift, Gulliver's Travels, 1726.

Schools

Communication, like all science, discipline or area of

knowledge, can be studied from different schools, which are
grouped by didactic reasons or common features. Although many
schools can be identified for the study of communication, it is
possible to determine three in particular: European, American
and Latin American.

European School

The European school essentially focuses on pre-Nazi Germany and

highlights the following currents of thought around the subject
of communication:

Marxist schools

The theory of communication seen from Marxism has different

perceptions:

Mass society theory

Communication is manipulated by those who have political

and economic power and, therefore, the message is at the service
of those powers. The mass media are instruments of these powers
that create an unreal, manipulated world, devoid of authenticity
and creativity.

15
German ideology

According to Marx, the ideas that dominate in a society are

those of the class in power and therefore, the mass media are
instruments of the elite.

Frankfurt School

Marcuse and other communication theorists who fled to the

United States during World War II, developed the thinking of
mass culture, in which they say that capitalism developed a
powerful machinery for manipulating communication and culture to
guarantee the power of the ruling class worldwide.

Birmingham School

Stuart Hall is based on humanism and, although not

considered Marxist, thinks class structure is vital to
understanding communication theory. It gives honor to cultural
manifestations, especially those that come from the massive
sectors and that are key to understanding the reactions of
communication processes.

Social psychology

Kurt Lewin from the University of Berlin developed the theory of

behavior of the individual influenced by his social environment.
Lewin had to flee from Germany during the Nazi era and settled
permanently in the United States where he was president of the
society of social psychology studies at the University of Iowa
and subsequently created the research center for group dynamics
at the Technological Institute from Massachusetts.

16
Catholic school

The contribution of the Catholic Church to the theory of

communication is especially given from the celebration of the
Second Vatican Council with the proclamation of the "Decree on
the instruments of social communication" (Inter mirifica) from a
humanistic perspective and with a total concern for the
relationship communication, society and culture. The same term
social communication starts with Catholic theorists, who will
define it during the second half of the 20th century as a field
of vital importance for the understanding of human society from
psychology, sociology and anthropology. The media would have the
risk of presenting a fictional reality on many occasions before
which the individual must be attentive to discover. The mass
media constitute powerful instruments that can be put at the
service of the development of the peoples. Because communication
is strongly influenced by the economy and therefore is usually
manipulated by powerful groups, it is necessary to defend a
strict ethical code that regulates or serves as an arbitrator in
the complex social communicative process. For Ludovico Carracci,
11 every language inevitably has an anthropological and social
consequence. On the other hand, the media are carriers of a new
culture and a new mentality, therefore, participation and
strengthening of the ethical factor is necessary.

Theory of communication in Spain

As for the Spanish contribution, it must be tracked within the

Latin American school. In the same way that German, Polish and
other Central European countries theorists emigrated to the
United States after Nazi persecutions, a similar situation would
occur during the Spanish civil war that forced many
intellectuals to seek refuge in countries Latin Americans,
closer to their culture and who contributed with their Latin
American colleagues to the formation of this school in contrast
to the American school. At present, Spanish theorists propose

17
what they call the critical theory of communication12 which is
inspired by the Frankfurt School just as the ELC was in the
beginning.

USA’s School

In the United States, Claude Shannon stands out with his

information theory and Norbert Wiener with his cybernetics since
1948. Shannon was a telecommunications engineer, for which he
developed and formulated the mathematical theory of
communication or information in which he studied messages, the
means to transmit them, the forms of storage, the possibility of
creating and using rationally new indispensable means for the
operation of highly technified societies and raised the need to
create a unifying theory of communication. In his theory, three
levels were established at which communication operated:

1. A merely physical level of the process, given by the

telephone system that interconnects them. This level
interests the communications engineer.
2. A second level that is the semantic, given by the language
they use to dialogue, and all other forms of language.
3. A third sociocultural level and in which the different
aspects of communication can be included.

The American school is centered at the University of

Chicago and began to develop in the early twentieth century. The
names associated with this school at the beginning were Charles
Cooley, John Dewey and Herbet Mead ​(Zúñiga 2006) and are the
first to propose the study of communication from a specific
scientific methodology such as the sociological method. With
them, communication ceases to be seen only from a mechanical
transmitter-channel-receiver point of view and is studied from a
broader cultural phenomenon.

18
 From the American school, concepts are born that would mark
the history of communication during the twentieth century as the
following:

1. Public opinion.
2. Massive communication.
3. Language functions.
4. Propaganda.

For example, in studies about propaganda and its effects,

political scientist Harold Lasswell stands out in his work The
Technique of Propaganda in the World of War (Lasswell 1927).

Communication studies are also born from contributions such

as mathematics and sociology, especially with the studies of
Paul Felix Lazarsfeld that focuses on the effects of the media,
while the city (the city) is the main field of work. Also the
role of psychology with Kurt Lewin and Carl Hovland, these
sciences that although they are at the beginning as axes of
development, soon communication itself would have its own life
as a discipline.

Latin American School

The development of communication theory in Latin American

countries, especially during the second half of the 20th
century, is known as the "Latin American School of
Communication" (ELC). During the 19th century, communication in
Latin America depended heavily on what happened in Europe,
especially in France. The American schools then had little
influence thanks to the linguistic barrier, so the development
of a communication seen from a Latin American perspective was
generally from a Spanish and French colonial influence towards
the search for their own national identity. This would be a
great contribution to the development of communication theory
because in the Latin American case it would be very sensitive to
social processes. In Latin America, communication comes from the

19
development of journalism, the influence of social communication
theories contributed by the Catholic Church, the Theology of
Liberation and the Frankfurt School.

Argentina and Brazil were the first to found journalism

schools in the early twentieth century through the University of
La Plata and the University of Rio de Janeiro. By the 1930s all
Latin American countries had journalism schools and in that same
decade the influence of the American school in the region begins
due to the development that theorists of that country made,
especially in the influences of propaganda with the studies of
Harold Lasswell

In the 1960s the Latin American school consolidated itself,

finally detaching itself from the American one. The
communication models imposed in the region and at the service of
economic power groups are questioned, the world order dominated
by American and European information is questioned and the
thesis of a "new world order of information and communication"
is outlined (Miralles). They reject foreign models to Latin
American culture and designed for other societies and adapt
those that were useful for the fieldwork of communication in the
region. The parents of the ELC were many, but among them Luís
Ramiro Beltrán (Goodbye to Aristotle: Horizontal Communication),
Daniel Prieto Castillo (Armand Mattelart and Ariel Dorfman to
read Donald Duck, 1970), Jesús Martín-Barbero (From the media to
mediations: communication, culture and hegemony, 1987) and many
others.

In 1976, Unesco appointed a special commission with leading

theorists to study communication problems that resulted in the
diagnosis of a single world, multiple voices or Mc Bride Report,
in which concerns about the domain of information are expressed
world in the hands of the five major news agencies (In the world
the Associated Press, the Reuters, the Agence France-Presse, the
EFE Agency and the Inter Press Service are considered the main
five news agencies.) and the threat that this represents to
Latin American identity.

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 The relationship between daily life and communication is
presented as the main contribution of the ELC to the theory of
communication and the one that marks its distinction from the
European and American School (Miralles). At the same time, the
ELC develops the concept of alternative communication and
communication popular, especially during the 1980s as one that
is practiced by non-dominant social groups.
The International Center for Higher Communication Studies
for Latin America (CIESPAL) was founded in Quito in 1959 and
became one of the most important centers for the theoretical
development of communication in the region. CIESPAL has worked
especially in the field of investigation of communication
processes in Latin American communities and focusing its work on
the effects it has among the recipients and how communication
processes can contribute to the development of a community
(social transformation ).

According to Bessette, the term "communication for

development" arises precisely in the context of the transmission
of knowledge and contribution of communication to the
development of Third World countries, with the double objective
of encouraging the participation of all members of the community
and achieve knowledge transfer (Bessette, 1993).

The first projects that were promoted during the 1960s,

through various international organizations (UNESCO, UNDP,
UNICEF, among others), pursued the economic and social
development of Latin America. The fundamental idea that guided
the action of these projects was to improve communication
infrastructure, to ensure that campaigns in health, agriculture,
formal education and others reached all social sectors, and
consequently, economic transformation was promoted. and social
of the region. And precisely with the objective that the
messages reach all social layers, the International
organizations opted for mass communication systems. In this
sense, and according to Hamid Mowlana, the failure of such
ambitions would be explained by two reasons:

21
 Knowledge transfer was promoted through mass media without
taking into account the strong level of social inequality in the
countries of the region. This is called "liberal-causal model"
by Hamid Mowlana and Laurie J. Wilson.

The traditional forms of communication of societies and

peoples were relativized or belittled.

Mowlana and Wilson describe three communication models for

development (Ferrer, 2002):

1. Marxist-socialist model that considered communication

as an integral part of political theory.
2. Ideological model as an essential element of the
development process.
3. Monistic-emancipatory model where there is the
capacity of the affected themselves to intervene on
their environment, based on the specific needs of each
community, and above all, granting them the ability to
define the most appropriate type of social and
economic development to their needs, breaking old
western tutelas, more concerned with establishing a
single way to achieve social progress, based on pure
and strictly economic criteria. An example within the
monistic-emancipatory model is alternative development
and participatory communication.

Relation with other sciences

Marketing

Marketing is the science that, taking into account the

needs and desires of the population through adequate
psychosociological knowledge, integrates in a global way the
product, the service, the idea or act that you want to promote,

22
determining the price or sacrifice that People who adopt it must
support it, defining the way to make it reach the adopters and
designing the most appropriate communication actions depending
on the type of each of the types that make up their target
audience, in order to achieve maximum efficiency. The most
successful non-profit organizations make up their communication
strategy as a marketing variable, the most successful political
parties make up their communication strategies as a marketing
variable and all the companies and organizations that stand out
in a remarkable way use communication as a variable of
marketing.

Neuromarketing

It is a neuroscience discipline that evaluates marketing

and communication actions through the use of neuroscience
techniques, measuring the unconscious reactions of individuals,
in such a way, that it replaces traditional market and opinion
studies based on questionnaires, focus groups, etc. According to
González-Morales (2016), president of the Spanish Association of
Neuromarketing and Neurocommunication (AENENE), who defines
neuromarketing based on Philip Kotler's marketing definition,
“Neuromarketing is the use of neurosciences for the purpose to
facilitate and improve the creation, communication and exchange
of valuable actions, services and products between groups and
individuals who need and wish to meet their needs through these
exchanges. ”

Psychology

This analyzes the subject-object of the communication, its

problems, needs and ways of assimilating and the influence that
the message has on them, especially from the personality,
evolution and social psychology.

23
Sociology

This analyzes the social impact of the message and the

dynamics of the groups, as well as the way in which social
conditions influence the contents and forms of communication.

Cybernetics

This analyzes self-regulated and controlled processes,

feedback (feedback) and the way in which the media can influence
large-scale social processes.

Pedagogy

This analyzes the didactic principles for the elaboration

and understanding of the messages, the formation of convictions
and general learning procedures through the media.

Communication Science

The discussion is about whether the study of communication

can be considered an autonomous science and a field of research
as communication sciences, or is a consolidated discipline such
as psychology, sociology, political analysis, anthropology or
linguistics.

In general it is considered as a cross-sectional field of

study, in which various sciences concur to explain the
phenomenon from specific points of view and as such it can be
seen in three ways:

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 1. Pragmatic communication, which has its object of study in
the communication process affected individually (people),
group (communities), social and cultural.
2. Modern discipline, the product of multidisciplinary
reflection on this phenomenon, its richness and its
validity is given by the different points of view that it
gathers around the discussion of a particular situation.
3. Development of technologies and information transmission
media.

Subdisciplines

Communication as a social discipline that analyzes the

contents, characteristics and channels through which the
communication is given includes the following subdisciplines:

1. Discourse and pragmatic analysis.

2. Language and literature.
3. Information and communication structure.
4. Advertising:
a. Theory of publicity and Public Relations.
b. Semiotics of Communication and advertising.
5. Audiovisual and mass media communication.
a. Audiovisual narrative
b. Audiovisual production and production.
c. Cultural industries.
d. History of comunications middles.
e. Media Criticism
f. Journalistic writing.
6. Communication and Culture
a. Communication Policy
b. Organizational or Corporate Communication
c. Internal and external communications
d. Educommunication
e. Digital communication

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Communication and Art

In classical Greece, one of the main themes of the second

half of Plato's Fedro work is communication.

Communication and Education

Educational communication is the field of knowledge that

studies the relationship between communication and education.
Analyze the process in which people exchange ideas, knowledge
and experiences, within an educational context, whether formal
or informal. This concept arises in the 1960s and some authors
have used it as a synonym for educommunication.21 In the same
way as in the traditional concept of communication, in the
educational communication the main elements are distinguished:
issuer, which in this case is the educator; receiver, which
corresponds to the role of the student; and the message, which
is the teaching / learning content.

From the position of the Latin American current of

educators and communicators, among them, Paulo Freire, Mario
Kaplún, and Daniel Prieto Castillo, propose the dialogue, as an
indispensable requirement for a true process of educational
communication.22 From this perspective, the Education requires
horizontal communication. Against banking education, that is,
the deposit or transmission of information by the teacher to the
student, a liberating education is proposed, which allows people
to have a critical understanding of the world. Likewise, the
teaching / learning contents are not only selected by the
educators, as the students also take part in their selection.23

26
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modernidad. Un debate teórico fundamental. Doc. Go. Rescatado el 26
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Polkinghorne, Donald (2004). Practice and the Human Sciences:

The Case for a Judgment-Based Practice of Care, SUNY Press, 2004, p.
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Heyman, Richard. Why Didn't You Say That in the First Place?
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Shannon, Claude Elwood (1948). A Mathematical Theory of

Communication» (PDF). The Bell System Technical Journal, p. 55.
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Olivar Zúñiga (2006). Fundamentos teóricos de la comunicación.

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Dainton, Marianne; Elain D. Zellei; et al. (2011). Applying
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LASSWELL, Harold, The Propaganda Technique in the World of War,

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Miralles, A. M.: El debate latinoamericano sobre la

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