Epistemological Considerations in Technical Communication

I believe that by attempting to clarify or define our epistemology we could make strides towards a more satisfactory and possibly more universally acceptable definition of our field. For that to happen, all students and teachers of TC need to concern themselves deeply with how knowledge in our field is created and also with the ever evolving/changing epistemic processes that underlie knowledge accumulation/gathering/owning.

In my humble opinion, I see large potential for TC in the latter aspect, from two perspectives: 1. understanding our epistemology and the evolution of epistemic processes in phases of major transition in the way we communicate (and I believe we are in one now, as we were during, for example, the transition from primary to secondary orality), and 2. embracing TC’s role and genuine value to guide these transitions and to make them successful.

Brave New World (6): Now What?

This review of the literature, while limited in scope, does point out the general need for continued review and revision of rhetorical concepts based on new constellations of communication afforded by interactive, participatory, customizable Web 2.0 technologies. Careful examination of the rhetorical situation for each emerging new online communication medium is needed to determine applicable rhetorical concepts. Students have to be prepared for operating in the new communication media with adequate pedagogical strategies.