“The concealment of the machinery and the disburdening character of the device go hand in hand. If the machinery were forcefully present, it would eo ipso make claims to our faculties. If claims are felt to be onerous and are therefore removed, then so is the machinery. A commodity is truly available when it can be enjoyed as a mere end, unencumbered by means.”


Technologies enter into the fabric of our daily lives and activities as they become more familiar and convenient to use.  Albert Borgmann attributes this sense of comfort with technologies to the pervasive “device paradigm” that tends to guide thinking about technologies, the conduct of technological practices, and evaluation of their effects. Commentator Mora Campbell (2000) explains.

Devices make such things as light, heat, and water available to us without the burdens of complex social relations, the need to understand where things come from and how they work, hard physical labor, or real dangers like a well freezing or wood house catching fire, they also deskill us (p. 260).

The contrast is with focal things and practices, wherein “the social and physical engagement required to learn and practice a skill like making a canoe or preparing a holiday meal opens us up to the cultural, historical, and natural dimensions of the world of canoeing or a celebration.”
 The same arguments are applicable to communication technologies, which can “blur distinctions between the actual and the virtual or physical and textual.” Dialogue, undertaken in co-presence, for example, is replete with context, much of which can be discomfiting, even paralyzing because of the surrender of control that partners in conversation must submit to in order to have authentic dialogue, as opposed to a ping-pong match with words. New technologies become convenient and familiar – and more usable – when the sense of context surrounding them disappears.

What permits the blurring of distinction between the virtual and the real, the textual and the physical on communication networks is lack of context, such as could be afforded by face-to-face conversation. Negation of context is the defining feature of the device paradigm.

The temptation to romanticize face-to-face communication – co-presence – should be resisted, but so should the tendency to ignore the possibility with new technologies that “the ‘radical’ move we are making in embracing these technologies is simply to become ever more entrenched in this governing pattern” whereby “people reduce themselves to textual intelligence and offer each other such reduced and ambiguous intelligence on communication networks.” Face-to-face intelligence, on the other hand can take the form of personal and relational intelligence, which “brings us into a world of responsiveness” (p. 261) as opposed to a world where communicators “’gain authority over ambiguity by getting hold of its controlling conditions’” (p. 260).
 The dominant perspective on public relations practice aligns with this latter perspective where successful communication amounts to authoritative control over ambiguities and the conditions that can give rise to them. From this vantage point, the potential associated with new technologies is a systematic reduction of communication from a ‘world of responsiveness’ to a field of ‘textual intelligence’ that establishes authority in the most efficient and effective way. An alternative conception of public relations as relationship-building has acquired recent credibility as theories of dialogue present an ever more detailed picture of how conditions of mutuality can supplant conditions of control (see Ledingham and Bruning, eds., 20000.
 MITTEN inquires into the conditions of mutuality and dialogue mainly through the different subject-area working groups. More can be done to improve this aspect of the program. The temptation should be resisted to reduce contacts within the groups to functional encounters that focus almost exclusively on what participants did or did not accomplish through the particular technological means they sought to deploy. The conversation should include person-centered explorations of what participants value as teachers, as mentors, and as apprentices. Will I recall and be nourished in the future by what I learned about the persons and their visions? Or will I mainly take with me the lists and notes of what individuals and teams did with technologies? I can imagine that the latter records will become quickly outdated. The relationships have the possibility of affecting all of us for our working lifetimes.