In the congressional literature, congruence (Miller and Stokes, 1963) has come to be the dominant operationalization of representation. But this reduces representation to a dependent variable and introduces a divisive element. Pitkin (1967) offers a different view of representation. She argues that representation is a continuous process focused on dialogue. Mill (1861) would add that it is an educational process. This dissertation seeks to demonstrate that these more communication-based perspectives can be operationalized for academic study.

Direct communications between Members of Congress and their constituents are examined for evidence of a didactic connection. Data sources include surveys of congressional mail handling procedures, interviews with congressional staff, and content analysis historical communications.

Findings indicate that somewhat of a didactic connection did once exist (though it was centered on service provision rather than matters of policy), but increases in individual office resources and technological advancement have damaged that connection. Congressional offices have become small enterprises taking on some characteristics of democracy.