Communication as a field of studies has historically “borrowed” from many other disciplines; this interdisciplinary sharing has led to many important developments in various fields of study, from sociology to psychology, philosophy to what is now known as communication studies. A prime example of this interdisciplinary information-sharing is the work of Martin Buber. Primarily known for his philosophical contributions, particularly his existential-phenomenological works, Buber also provided groundbreaking contributions to the field of communication studies. These contributions are numerous and profound, the notions he explored in I and Thou provided interesting implications for the field of communication studies, and more specifically interpersonal communication.
Interpersonal Communication
Just as the prefix “inter-” in interpersonal suggests, it is communication between people. This notion is clearly visible in Martin Buber’s distinction between the “I-Thou” relationship and the “I-It” relationship. The “I-Thou” relationship is direct, mutual, open, and present, and suggests that what is essential is not what happens in the minds of each individual , but what happens between them. Buber argued that, amid a culture that focuses primarily on seeing all other beings as an It, one must be willing encounter rather than merely experience. Not only do these ideas directly impact the way we communicate with other individuals, they have the power to change the way in which we approach the understanding of others’ experiences. As Friedman suggested, “This experiencing of the other side is essential to the distinction which Buber makes between ‘dialogue’ . . . and ‘monologue,’” where dialogue requires one to open oneself to the “otherness” of the other person; conversely, monologue requires one to see another existing “only as a content of my experience” (Friedman, 2005). As such, monologue, in this sense, does not necessarily imply the communication of only one person, but can also refer to the dyadic communication of one individual engaging in an I-It experience.
Engaged Pedagogy
Buber also contributed a great deal to the field of communication studies not only through content, but through his influence on pedagogical instruction. While this focus on engaged pedagogy clearly applies to multifarious disciplines, there has been distinct focus by many communication scholars who strive to move away from the banking method of instruction and pedagogy. Buber would likely approve of this break from traditional teaching methods, as he often referred to his own style as a more communicative, involved style: “I have no teaching, but I carry on a conversation” (Buber, 1967, p. 693). This emphasis places conversation as important and necessary, unlike traditional banking methods of instruction where teachers supply the knowledge or information and students merely memorize, store, and recall the information. Buber’s sentiment, perhaps somewhat ahead of his time, appears to mirror what more recent critical communication scholars such as Friere (2006) and Fassett and Warren (2006) refer to as engaged critical pedagogy.
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