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This rhetorical analysis examines the first general election debate from the 2012 U. S. presidential campaign between President Barack Obama and former Massachusetts Governor Willard "Mitt" Romney. Riding a comfortable lead in the polls, expectations were that a decisive debate performance by Obama might put the election out of reach for his Republican challenger. Romney's strong debate showing, however, erased Obama's lead and helped him emerge as a stronger candidate on key issues. Using value analysis as a theoretical lens, this essay considers the ways the candidates appealed to dominant cultural values in their political arguments and contemplates the persuasive role these values may have played toward the perceived outcome of the debate. The analysis highlights commonalities, as well as unique rhetorical differences between Obama and Romney. Obama's major persuasive emphases were on the value premises of efficiency/practicality and equality of opportunity, while Romney appealed strongly to the rejection/mistrust of government authority. Implications for value analysis in political debate messaging are offered. [ABSTRACT FROM AUTHOR]

This qualitative investigation examined the semester long effects of a critical transformative pedagogy on students' metaphorical understandings of conflict interaction. The approach, based upon the precepts of critical communication pedagogy and transformative learning theory, was designed to cultivate critical awareness and social critique on normalized conflict discourses, as well as expand consideration of alternative modes for expressing and negotiating differences. The study included five university conflict management seminars taught over a four year period. Findings revealed that (a) while most students entered the course with predominantly negative and oppositional perceptions of conflict, the use of a critical transformative pedagogy did indeed (b) help support new metaphorical understandings of conflict interaction and (c) supported instances of personal empowerment and expanded self-knowledge. Implications and suggestions for future research are considered. [ABSTRACT FROM AUTHOR]

A principal aim of intercultural education is preparing citizens with the knowledge, attitudes, and practices necessary for living and participating within a more pluralistic, interdependent world. One issue receiving increased attention by scholars and practitioners within the field of communication focuses on the importance of establishing empathic connections in situations where intercultural competence is a major relational goal. Because college campuses are microcosms of society, the diversity that naturally occurs within university classrooms provides critical opportunities for facilitating multicultural learning experiences and cross-cultural relationships. Toward this end, this essay considers pedagogical approaches for promoting empathic intercultural understanding in adult and higher education. [ABSTRACT FROM AUTHOR]