One of the legacies of the social capital approach in social network research is the notion that ties and position can be “good,” that is, associated with positive outcomes such as performance or reward.
– On Network Theory
Serres generates endless metaphors for imagining the uncertain messengers that pass between different orders or between order and disorder. Angels, parasites, Hermes, the North-West Passage, all of these make precarious links between places that do not belong to the same world. The notion of translation is another of his metaphors.
– Actor Network Theory and Material Semiotics
It is instinctive to want to belong. Belonging defines identity. To a great extent it ensures protection and provision. It gives rise to a sense of pride if the group is esteemed for some reason. Groupings, formal and informal, rigid and fluid form quite naturally. As the English poet John Donne wrote, “No man is an island, entire of itself; every man is a piece of the Continent, a part of the main.”
Belonging has many benefits from the perspective of network theory through what is termed as diffusion. Network theorists have identified the following ways in which diffusion of skills, knowledge, behaviours, values takes place: when a new member,
a) imitates role models in a network
b) is forced to meet the standards of the network
c) is mentored
d) comes to resemble others in time through a natural and effortless process of osmosis
Since the above would happen in varying degrees one way or another in all groups, the nature of a group becomes important. It matters if the group is a street gang or a think tank.
Being in a group is sometimes the only way to obtain the heft necessary for success. For example, when several smaller nodes engage bilaterally with a larger node with more power, the smaller nodes would do well to coalesce into one large entity for a more satisfying bargain.
At the same time, it is also true that what makes a group structure strong is also what makes it weak – convergence (group think & herd mentality) and contagion (good and bad alike spreads to every node within a group), limits to mobility within the group, etc. As Borgatti and Halgin (2011) put it, a “fundamental part of the concept of group is the existence of boundaries…the distinction between insiders and outsiders is an important part of the group concept”. In other words, what unites also separates.
A very visible or audible example of something which both unites and divides is language. While every language is precious for its cultural values, unique philosophy and other concepts developed in response to the unique circumstances of its users, the English language at present, occupies centre stage as the “lingua franca” (bridge language) “in international business, worldwide diplomacy and science” (Thierry, 2018). The English language currently plays a bridging role between peoples of diverse tongues.
It will however be naïve to think that simply having learnt phonetic and writing systems of the English language or any other bridging language, automatically translates to ability to access tangible and intangible resources (ideas) of other groups. Access of resources is not as selfish an objective as it appears prima facie – many problems in the world require coordination and cooperation across groups.
Consider the example of China. “When you multiply any problem by China’s population, it is a very big problem. But when you divide it by China’s population, it becomes very small… resources available to tackle the problem are gigantic. The difficulty lies in marshalling all those resources and deploying them effectively” (Kroeber, 2016). According to Kroeber, there has always been tension in China between the city groups and country groups. Attempts to resolve this tension have not been easy.
French sociologist Pierre Bourdieu says groups in any field (e.g. industry, culture, etc.) struggle to obtain for themselves the largest portion of the pie. While competition does result in efficiency, it also results in the loss of potential synergies. This is where weak ties are strong.
A weak tie in network theory refers to a situation in which a node, not embedded within any one group has links to members of several groups. Through this node, groups otherwise unrelated or related only by virtue of competition are now able to enjoy a flow of resources from one to the other. Competing groups would through the middle man be able to calmly identify opportunities for synergies and rationalise their endeavours and resources.
The position of the connecting node looks precarious and indeed it does not enjoy the protection other nodes do in the network. However, by virtue of its position as connector, it has immense value in the network. Members of any group necessarily are subject to its rules. In exchange for privileges available only to members, there are obligations towards the whole. The connector though appears less constrained and is able to avail itself of resources from various groups (perhaps to a lesser degree). Its value lies in its freedom to flit around.
A connector also has another advantage which members of more fixed groupings do not. When he “hears two bits of information, he has a fighting chance of integrating them, but when a firm hears two bits of information, it may be different parts of the organization that house them, and the bits may never come together in the same space to be integrated” (Borgatti & Halgin, 2011).
Merely being in the position of a connector does not in itself guarantee flow of resources or ability to harness synergistic potential. It is also not enough to have a lingua franca. Conflicts occur all the time between groups which speak the same main language. The connector needs to know how to use language effectively in a way that fosters trust and cooperation. 21st century competencies such as relationship management and cross-cultural communication are necessary. Culture refers also to group culture.
Two ways in which relationships can be effectively managed to actualise network potential is through domain-specific vocabulary (cultural awareness) and demonstrating empathy.
Every group has its own shibboleths – in-group phrases (Wikipedia) and distinct nomenclature. For example, in the art film world, phrases like, ‘European neo realism’, ‘spatial and temporal discontinuities’ and ‘universality of humanity’ are used. Anyone who wants to be identified as a member of the group needs these phrases to roll off the tongue like the words ‘bread’ and ‘butter’ might. Those who wish to be identified with having a taste for the finer things in life might never say the word, ‘bread’, preferring ‘brioche’, ‘sourdough’ and ‘focaccia’. Industries have industry specific terminology and individual firms within industries have their own corporate speak.To be effective as a bridge, a connector must pay attention to and master these terms. He must not be sentimental or have a preference for one code over the other. He must also be able to translate these terms in the language of other groups.
Presently, students learn vocabulary in a general and incidental way and have to apply their general knowledge to texts from a variety of domains in different components such as cloze passages, open-ended comprehensions, situational writing and compositions. If introduced in a formal way, to thematic or domain-specific vocabulary, for example, all the terms associated with Climate Change, or The Wilderness (considering how passages are often set on these themes), they would be able to provide answers with greater frequency and consistency.
When students learn in this way, they would be able to better appreciate how words are always situated in some context. In this way, when they join a new school or company, one of the first things they would do is to identify and master the shibboleths. When they realise that shibboleths function as keys, they might not confine themselves behind the closed doors of any one group.
The other way to walk freely in all worlds, is to exhibit empathy through language. An empathetic person is able to put himself in the shoes of others and literally become the other. To become the other, a connector would have to use language the way it is used by the other. Again, this requires an ability to put aside how one’s group thinks and instead learn afresh other ways of thinking.
Students have ample opportunity to practise empathy when engaging with texts in their English papers. Instead of merely considering answers in a formulaic way by looking for keywords, they would experience much deeper understanding if they began to as a matter of habit, put themselves in the shoes of the characters they meet or invent in texts.
The 21st century has many enablers of fluid groupings. Students might find themselves in unfamiliar territory or having to work with teammates very different from themselves. While the familiarity and stability of staying put in just one group brings with it a feeling of security, they would do well to get accustomed to weak ties.
Strong ties that bind are great so long as one is not bound too tightly.
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