Xerox University Microfilms

Total Page:16

File Type:pdf, Size:1020Kb

Xerox University Microfilms INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph arid reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". if it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zeeb Road Ann Arbor, Michigan 48106 76-3515 OLSON, Charles Roll in, 1933- ALEXANDER POPE'S RESOLUTION OF CONTRADICTORY PREMISES IN AN ESSAY ON MAN* The Ohio State University, Ph.D., 1975 Literature, general Xerox University Microfilms,Ann Arbor, Michigan 48106 © Copyright by Charles Rollin Olson 1975 THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED. ALEXANDER POPE' S RESOLUTION OP CONTRADICTORY PREMISES IN AN ESSAY ON MAN DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charles Rollin Olson, B.A., B.S., M.A. * * * * * The Ohio S tate U niversity 1975 Reading Committee: Approved By A. E. Wallace Maurer Edwin Robbins . 1 • tJLhu**' Betty Sutton Adviser Department of English ACKNOWLEDGMENTS My adviser, Wallace Maurer, has been indispensable to me during this project. He gave focus and direction to my inchoate ideas when I most needed assistance, and he read my pages with sympathetic interest and detailed commentary, saving me numerous wrong turnings and useless pursuits. He was always ready with assurance and percep­ tive advice, even during midnight phone calls. For all his help I am deeply grateful. My family has been heroically patient, curbing their own activities to accommodate my demands for silence and solitude and lovingly forgetful of my one thousand and one broken promises. I have benefitted from discussions with several colleagues, and during the dissertation oral examination the members of my committee opened up for me a number of issues relevant to subsequent study of my subject. The faults in this dissertation are all mine to bear, but the largest measure of thanks I extend to Prof. Maurer. * VLTA October 31, 1933. ..... Born - Moorhead, Minnesota 1957 ................................................. B. A. and B. S. Moorhead State College Moorhead, Minnesota 1957-1960 .................................... Assistant Instructor, Robert College, Istanbul, Turkey 1960-1968 .................................... Teaching Assistant, Department of English, The Ohio S tate U niversity, Columbus, Ohio 1962. .................................... M. A. English, Ohio State U niversity 1968-1972 .................................... Assistant Professor of English, Northwestern State University of Louisiana, Natchitoches, Louisiana 1972-1975 .................................... Instructor of English, Southwest Texas State University, San Marcos, Texas. iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS....................................... ii VITA .................................................. iii Chapter................................................ I. PROBLEMS OF THE PHILOSOPHICAL POEM........... 1 F o o t n o t e s ..................................... 33 II. CRITICAL DISAGREEMENTS AND THE CASE FOR ROOT METAPHORS................................ 38 F o o t n o t e s ..................................... 65 III. TRANSCENDENT FORMISM AND DISCRETE MECHANISM IN THE ESSAY........................ 68 F o o t n o t e s ..................................... 132 IV, THE PHILOSOPHICAL RATIONALE FOR CONTRADICTORY PREMISES........................ 136 F o o t n o t e s ............................ 184 V. THE MASTERY OF T O N E .......................... 191 F o o t n o t e s ..................................... 213 CONCLUSION ........................................... 218 BIBLIOGRAPHY ......................................... 224 CHAPTER ONE PROBLEMS OP THE PHILOSOPHICAL POEM I 1 Critical assessments of Pope's Essay on Man have often implied that there is a disjunction between the thought and the language in the poem. The predominant critical view has been that Pope's ideas, whatever their historical interest and significance, are philosophically inconsistent, though melifluously expressed. According to this view, what we have in the Essay is a body of general assumptions, occasionally mere truisms, that do not and cannot hold together as a coherent philosophic statem ent, though they charm the ea r w ith mnemonic re so ­ nance and impart an urbane and w ittily paradoxical, but overly o p tim istic , explanation of man's dilemma and fa te . A corollary to such a view—sometimes stated, sometimes implied—is that poetry and philosophy are inimical to each other, that to succeed competently at either one is to sully the spirit of the other. 1 2 At the least here, two questions confront a student of An Essay on Man. Does philosophizing demand some kind of logical rigorousness that is unamenable to the poetic muse? Second, what features or predicates of the poem induce critics to dismiss the "ideas" but applaud the eloquence? The most perceptive modern critic of Pope, Maynard Mack, has stated that "of all Pope's poems, the 2 Essay on Man is the one most profoundly misunderstood." Thirty years and some astute criticism have marked the time since that statement was made, but the Judgment has not lost its relevance. Hence this dissertation. This study seeks to reinterpret the Essay by a root-metaphor analysis, thereby delineating the essential philosophical and poetical predicates of the poem and demonstrating why the Essay has been alternately or simultaneously criti­ cized for logical inconsistency and praised for poetic eloquence. My thesis—closely put—is that Pope's Essay rests on two contradictory metaphysical hypotheses that are (l) assumptions inevitably central to the age, (2) fundamental determinants in the argument of the poem, and (3) the auspicious occasions for Pope's happy marriage of philosophy and poetry. That there are two such hypotheses has not been dem­ onstrated in previous criticism, and their functioning has been obscured by circumstances not unusual in literary 3 history: first, an understandable readiness among Pope’s contemporaries to concur in the poet's succinct expression of preoccupations of the agej later, in succeeding gener­ ations, the disdain for what were considered the facile assumptions of the past; later again, a sharp and re­ stricted assessment on announced philosophical grounds; eventually, efforts to evaluate the poem on aesthetic grounds, by-passing philosophical Issues because they were construed to be irresolvable wrangles. These four points can be briefly illustrated without at this time undertaking extensive review of the criti­ cism. By publishing Epistle I anonymously, Pope secured unprejudiced reviews, and the contemporary reaction to his 3 poem was widely e n th u s ia s tic . A lita n y of comment, of course, had to set in. Some critics spied grounds to dissent from applause. Samuel Johnson pronounced on the poem tersely, indelibly: "Never were penury of knowledge and vulgarity of sentiment so happily disguised."^ John­ son admired the poem's eloquence but dismissed the ideas as e ith e r commonplace o r, in some in stan ces perhaps, as misconceived or inadequately grasped by the poet himself. Johnson's note of strident assurance has rarely been struck in our time. A critic unsympathetic to the Essay, John Laird, has, indeed, dismissed any claim of philosophic m erit fo r the poem, w ith remarks not a l i t t l e ornery and obtuse.-* It is, however, more usual among modem critics to ground their objections on specific and thoughtfully considered points. Thus J. M. Cameron, for example, cites what he considers "incoherences of argu­ ment"; he does, however, find evidence to exclaim how "Pope shows a fine sense of the connexion that must exist for poetry between the experience of living as a concrete process, Wild Nature’s vigor working at the root ( I I ,
Recommended publications
  • Records of the Office of the Chancellor, University of California, Berkeley, 1952-[Ongoing]
    http://oac.cdlib.org/findaid/ark:/13030/tf3d5nb07z No online items Guide to the Records of the Office of the Chancellor, University of California, Berkeley, 1952-[ongoing] Processed by The Bancroft Library staff University Archives University of California, Berkeley Berkeley, CA 94720-6000 Phone: 510) 642-2933 Fax: (510) 642-7589 Email: [email protected] URL: http://www.lib.berkeley.edu/BANC/UARC © 1998 The Regents of the University of California. All rights reserved. CU-149 1 Guide to the Records of the Office of the Chancellor, University of California, Berkeley, 1952-[ongoing] Collection number: CU-149 University Archives University of California, Berkeley Berkeley, CA 94720-6000 Phone: 510) 642-2933 Fax: (510) 642-7589 Email: [email protected] URL: http://www.lib.berkeley.edu/BANC/UARC Finding Aid Author(s): Processed by The Bancroft Library staff Finding Aid Encoded By: GenX © 2011 The Regents of the University of California. All rights reserved. Collection Summary Collection Title: Records of the Office of the Chancellor, University of California, Berkeley Date: 1952-[ongoing] Collection Number: CU-149 Creator: University of California, Berkeley. Office of the Chancellor Extent: circa 200 boxes Repository: The University Archives. University of California, Berkeley Berkeley, CA 94720-6000 Phone: 510) 642-2933 Fax: (510) 642-7589 Email: [email protected] URL: http://www.lib.berkeley.edu/BANC/UARC Abstract: The Records of the Office of the Chancellor, University of California, Berkeley, 1952-[ongoing], includes records for the chancellorships of Clark Kerr, Glenn T. Seaborg, Edward W. Strong, Martin Meyerson, Roger Heyns, and Albert H. Bowker.
    [Show full text]
  • Stephen Pepper's World Hypotheses: Season 1, Episode 1 Welcome To
    Stephen Pepper’s World Hypotheses: Season 1, Episode 1 Welcome to the first episode of the Stephen Pepper thread. The focus of this post is World Hypotheses, Chapters 1-4. My reflections today are largely confined to definitional matters, but I also hope to set the stage for an examination (in my next post) of Pepper’s “root metaphor” theory. Perhaps the clearest path into Pepper’s thought is to consider the place where most of us began our intellectual journey: common sense. For Pepper, common sense includes “the sorts of things we think of when we ordinarily read the papers…or the sort of things we see and hear and smell and feel as we walK along the street or in the country…” (p. 39). Pepper considers common sense as a loose synonym for Plato’s notion of “opinion” (p. 39). I’m also reminded of the “natural attitude” described by phenomenologists. For Pepper, the world of common sense can be characterized as “secure” in the sense that it is “never lacking” – i.e., we can always fall back on it: • “No cognition can sink lower than common sense, for when we completely give up trying to Know anything, then is precisely when we Know things in the common-sense way. In that lies the security of common sense” (p. 43). But, in spite of its security, common sense is also “cognitively irritable”: • “The materials of common sense are changing, unchanging, contradictory, vague, rigid, muddled, melodramatically clear, unorganized, rationalized, dogmatic, shrewdly dubious, recKlessly dubious, piously felt, playfully enjoyed, and so forth.
    [Show full text]
  • Under the Direction of DONNA E. ALVERMANN)
    THE SOCIONATURALIST NARRATIVE: AN APPROACH TO THE BIO-ECOLOGICAL DYNAMICS OF READING AND LITERACY DEVELOPMENT by GEORGE G. HRUBY (Under the direction of DONNA E. ALVERMANN) ABSTRACT In this conceptual-manuscript hybrid dissertation, the author argues for a theoretical framework for reading and literacy education research informed by neo- naturalist trends in the social sciences, with an emphasis on current motifs in developmental psychology. Specifically, the author demonstrates that a framework intentionally located within a contextual organicist world hypothesis can complement currently competing paradigms in the reading and literacy education community by making sense of cognitive, linguistic, and sociocultural phenomena in terms of the self- organizing dynamics of living systems. This narrative avoids the reductive and deterministic accounts of sociobiology as well as the dualism and essentialism inherent in mechanistic organicist and mechanistic contextualist world hypotheses entertained by cognitive and sociocultural researchers respectively. As a narrative, it links naturalistic discourses with themes in anglophone poststructuralist epistemology. It thereby provides a means of incorporating new insights from the neurosciences, philosophy of mind, artificial intelligence, cognitive ethology, sociolinguistics, cultural and biological anthropology, dynamical systems theory, and evolutionary, ecological, and developmental psychology into theory and research in reading and literacy education. It is suggested that such a narrative can
    [Show full text]
  • Mário Pedrosa PRIMARY DOCUMENTS
    Mário Pedrosa PRIMARY DOCUMENTS Editors Glória Ferreira and Paulo Herkenhoff Translation Stephen Berg Date 2015 Publisher The Museum of Modern Art Purchase URL https://store.moma.org/books/books/mário-pedrosa-primary-documents/911- 911.html MoMA’s Primary Documents publication series is a preeminent resource for researchers and students of global art history. With each volume devoted to a particular critic, country or region outside North America or Western Europe during a delimited historical period, these anthologies offer archival sources–– such as manifestos, artists’ writings, correspondence, and criticism––in English translation, often for the first time. Newly commissioned contextual essays by experts in the field make these materials accessible to non-specialist readers, thereby providing the critical tools needed for building a geographically inclusive understanding of modern art and its histories. Some of the volumes in the Primary Documents series are now available online, free-of-charge. © 2018 The Museum of Modern Art 2 \ Mário Pedrosa Primary Documents Edited by Glória Ferreira and Paulo Herkenhoff Translation by Stephen Berg The Museum of Modern Art, New York Leadership support for Mário Pedrosa: Copyright credits for certain illustrations Primary Documents was provided and texts are cited on p. 463. by The International Council of The Museum of Modern Art. Distributed by Duke University Press, Durham, N.C. (www.dukepress.edu) Library of Congress Control Number: 2015954365 This publication was made possible ISBN: 978-0-87070-911-1 with cooperation from the Fundação Roberto Marinho. Cover: Mário Pedrosa, Rio de Janeiro. c. 1958 p. 1: Mário Pedrosa in front of a sculp- Major support was provided by the ture by Frans Krajcberg at the artist’s Ministério da Cultura do Brasil.
    [Show full text]
  • Top of Page Interview Information--Different Title
    Regional Oral History Office University of California The Bancroft Library Berkeley, California Howard Schachman UC Berkeley Professor of Molecular Biology: On the Loyalty Oath Controversy, the Free Speech Movement, and Freedom in Scientific Research Interviews conducted by Ann Lage in 2000-2001 Copyright © 2007 by The Regents of the University of California Since 1954 the Regional Oral History Office has been interviewing leading participants in or well-placed witnesses to major events in the development of Northern California, the West, and the nation. Oral History is a method of collecting historical information through tape-recorded interviews between a narrator with firsthand knowledge of historically significant events and a well-informed interviewer, with the goal of preserving substantive additions to the historical record. The tape recording is transcribed, lightly edited for continuity and clarity, and reviewed by the interviewee. The corrected manuscript is bound with photographs and illustrative materials and placed in The Bancroft Library at the University of California, Berkeley, and in other research collections for scholarly use. Because it is primary material, oral history is not intended to present the final, verified, or complete narrative of events. It is a spoken account, offered by the interviewee in response to questioning, and as such it is reflective, partisan, deeply involved, and irreplaceable. ********************************* All uses of this manuscript are covered by a legal agreement between The Regents of the University of California and Howard Schachman, dated April 26, 2007. The manuscript is thereby made available for research purposes. All literary rights in the manuscript, including the right to publish, are reserved to The Bancroft Library of the University of California, Berkeley.
    [Show full text]
  • Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M
    The Blackwell Guide to the Philosophy of the Social Sciences Blackwell Philosophy Guides Series Editor: Steven M. Cahn, City University of New York Graduate School Written by an international assembly of distinguished philosophers, the Blackwell Philosophy Guides create a groundbreaking student resource – a complete critical survey of the central themes and issues of philosophy today. Focusing and advancing key arguments throughout, each essay incorporates essential background material serving to clarify the history and logic of the relevant topic. Accordingly, these volumes will be a valuable resource for a broad range of students and readers, including professional philosophers. 1 The Blackwell Guide to Epistemology Edited by John Greco and Ernest Sosa 2 The Blackwell Guide to Ethical Theory Edited by Hugh LaFollette 3 The Blackwell Guide to the Modern Philosophers Edited by Steven M. Emmanuel 4 The Blackwell Guide to Philosophical Logic Edited by Lou Goble 5 The Blackwell Guide to Social and Political Philosophy Edited by Robert L. Simon 6 The Blackwell Guide to Business Ethics Edited by Norman E. Bowie 7 The Blackwell Guide to the Philosophy of Science Edited by Peter Machamer and Michael Silberstein 8 The Blackwell Guide to Metaphysics Edited by Richard M. Gale 9 The Blackwell Guide to the Philosophy of Education Edited by Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish 10 The Blackwell Guide to Philosophy of Mind Edited by Stephen P. Stich and Ted A. Warfield 11 The Blackwell Guide to the Philosophy of the Social Sciences Edited by Stephen P. Turner and Paul A. Roth 12 The Blackwell Guide to Continental Philosophy Edited by Robert C.
    [Show full text]
  • Three Dichotomies in Lawyers' Ethics
    University of Denver Digital Commons @ DU Sturm College of Law: Faculty Scholarship University of Denver Sturm College of Law 2015 Three Dichotomies in Lawyers’ Ethics (with Particular Attention to the Corporation as Client) Stephen Pepper Follow this and additional works at: https://digitalcommons.du.edu/law_facpub Part of the Civil Law Commons, and the Criminal Law Commons Recommended Citation Georgetown Journal of Legal Ethics, Vol. 28, No. 4, 2015 This Paper is brought to you for free and open access by the University of Denver Sturm College of Law at Digital Commons @ DU. It has been accepted for inclusion in Sturm College of Law: Faculty Scholarship by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],dig- [email protected]. Three Dichotomies in Lawyers’ Ethics (with Particular Attention to the Corporation as Client) Publication Statement Copyright held by the author. User is responsible for all copyright compliance. This paper is available at Digital Commons @ DU: https://digitalcommons.du.edu/law_facpub/50 Three Dichotomies in Lawyers’ Ethics (With Particular Attention to the Corporation as Client) PROFESSOR STEPHEN L. PEPPER* ABSTRACT Three foundational conceptual dichotomies underlie questions of lawyers’ professional ethics. Commonly unnoticed and unarticulated, they affect our perception and resolution of questions at all levels: from large scale theory and policy, through the framing of particular rules or principles, and down to consideration of specific situations and conduct. In this article Professor Pepper identifies and explores each of these three in turn. In addition the article specifically considers how each dichotomy might affect our understanding and possible resolution of fundamental questions in the ethics of representing corporations.
    [Show full text]
  • Is Wine an Art Object? Author(S): William B
    Is Wine an Art Object? Author(s): William B. Fretter Source: The Journal of Aesthetics and Art Criticism, Vol. 30, No. 1 (Autumn, 1971), pp. 97- 100 Published by: Wiley on behalf of The American Society for Aesthetics Stable URL: http://www.jstor.org/stable/429579 . Accessed: 11/11/2013 11:45 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Wiley and The American Society for Aesthetics are collaborating with JSTOR to digitize, preserve and extend access to The Journal of Aesthetics and Art Criticism. http://www.jstor.org This content downloaded from 131.130.253.60 on Mon, 11 Nov 2013 11:45:33 AM All use subject to JSTOR Terms and Conditions WILLIAM B. FRETTER Is Wine an Art Object? IT IS COMMONLY SUPPOSED that the idea hicle of aesthetic communication, and the of taste is only a metaphor and can be ap- concept of fusion are discussed in successive plied chiefly to choices one makes in the arts chapters. of sight and sound. Taste itself, taste liter- Perhaps my comments on wine and its ally interpreted, is not supposed to perceive aesthetic qualities will illustrate in another unities which are art works.
    [Show full text]
  • Doing Ordinary Language Criticism
    STJHUMRev Vol. 4-2 1 Doing Ordinary Language Criticism Walter Jost Walter Jost is professor of English at the University of Virginia. He has written two books on criticism and rhetorical studies, most recently Rhetorical Investigations. He has edited or co-edited seven other books, anthologies and readers on the subject of language and rhetoric. The Ordinary I n starting out, I should note that the “ordinary language” in my title is not being opposed to the jargon of the specialist. I’m sure that all of us here are too experienced not to know how useful critical jargon often is, and how treacherous so-called “everyday” or “ordinary language” can be. Nor is the term “ordinary” meant to be contrasted to so-called “literary” language. As J. L. Austin and Mary Louise Pratt and many others have shown over the years, these two concepts, “ordinary” and “literary” language, exist on a continuum of language uses, with nothing objectively inherent in them to clearly divide one from the other. Finally, I should preface my remarks my saying that they are all made within what the philosopher Stephen Pepper, in his book World Hypotheses, calls a “contextualist” philosophy, a philosophy which is but one of several different ways of making sense of the world. Among contemporary philosophies, American pragmatism might be the most familiar variant of contextualism, although some versions of analytic and continental philosophy, like Wittgenstein’s and much of Gadamer’s, are also contextualist. If we need a contrast to ordinary language, then, and we do, I take ordinary language to be understood in contrast to language that is, as Wittgenstein says, “idling,” language more or less theoretically spinning its wheels outside any actual language games that people engage in with each other, in actual things they do in the world.
    [Show full text]
  • Elizabeth Bishop's Grammar School for the Aspect-Blind and A-Rhetorical
    religions Article Elizabeth Bishop’s Grammar School for the Aspect-Blind and A-rhetorical Walter Jost Department of English, University of Virginia, Charlottesville, VA 22903, USA; [email protected] Received: 29 May 2017; Accepted: 28 June 2017; Published: 11 July 2017 Abstract: This paper uses Elizabeth Bishop’s poem, “Over 2000 Illustrations and a Complete Concordance” as an exemplar that displays the centrality of aspect perception in her work. Keywords: grammar; rhetoric; Wittgenstein; aspect perception; seeing-as; poetry; religion; Elizabeth Bishop “I am not a religious man, but I cannot help seeing every problem from a religious point of view.” —Ludwig Wittgenstein (Rhees 1984, p. 94). “It was a typical day at the shrine around what many believe is the tomb of Jesus in Jerusalem’s Old City. A Greek Orthodox choir sang inside a room facing the baroque structure. But the voices were drowned out when chanting Armenian priests and monks circling the shrine raised theirs. ‘Sometimes they punch each other,’ Farah Atallah, a church guard wearing a fez, observed with a shrug.” —“The New York Times,” 7 April, 2016 1. Introduction The present essay is wrested from a larger inquiry of mine concerning what a mode of grammatical and rhetorical criticism of literary works, one chiefly motivated “after Cavell after Wittgenstein,” might look like and do.1 The larger account proceeds on the understanding that those two predicates in the first place—“rhetorical,” and the “grammatical” (conceptual, logical, philosophical) investigations of Ludwig Wittgenstein and others—can be seen as mutually constitutive, that is, more or less discriminated from or assimilated to each other according to the circumstances in which they are used.
    [Show full text]
  • Vichianism (After Vico)
    [cover page] Vichianism (after Vico) (MS number: 757) Donald Kunze Professor of Architecture and Integrative Arts Pennsylvania State University 9 Brumbaugh Hall University Park PA 16802 United States of America Name and affiliation of author as it should appear in the finished work: Donald Kunze Pennsylvania State University full address: Donald Kunze The Pennsylvania State University 9 Brumbaugh Hall University Park, Pennsylvania 16802 / USA keywords for index: anamorphosis Camillo, Giulio Enlightenment thought, reaction to gaze, theories of humanistic geography imagination, theory of Lacan, Jacques place, theory of parallax, as theoretical method Positivism, responses to signifier/signified Vico, Giambattista Kunze: Vichianism After Vico (MS #757) 2 glossary anamorphosis The (usually) visual effect of concealing an image so that it is visible from one viewpoint only. More generally, anamorphosis covers conditions of form-within-form, concealed form, and disjunctive form, even when the form is non-visual. Enlightenment The post-Renaissance period of consolidation of rational philosophy and its application; secularization, and emphasis on transparent methods of inquiry. Ideal eternal history Vico’s three-part schema of human development, realized in historical, psychological, and epistemological forms. The age of gods is dominated by the subject’s unwitting metaphorical projection of human nature onto the external environment; the heroic age secularizes the severe religion of the mythic age, paving the way for representative government in the age of men, dominated by conceptualism and technology. The barbarism of the final age leads to a possible ricorso, or new cycle. Positivism The general philosophical movement begun in the Nineteenth Century, an outgrowth of Enlightenment rationality and a precursor of modern scientific method.
    [Show full text]
  • Exploring Cartography in Educational Theory and Research
    CLAUDIA W. RUITENBERG Here be dragons: Exploring Cartography in Educational Theory and Research CLAUDIA W. RUITENBERG University of British Columbia (Canada) Abstract In the literature on complexity theory it has been noted that the increasing interde- pendence, non-linearity, and adaptiveness of social and other systems require forms of representation that can accommodate such complexity. In this essay I argue for examining the possibilities of cartography (mapmaking) in and of educational theory and research. Cartography offers alternative forms of representation that are better suited to capturing complexity. The performativity of cartographic representations, moreover, produces different knowledge. I present four features of educational theory, research, and practice that suggest the relevance of cartography. The first is the widespread use of narrative models of representation and interpretation. Narrative discourse typically emphasizes temporality; maps are an alternative or complementary discourse that visualize and help to examine the spatial character of educational experience. The second feature is that spatial metaphors abound in educational discourse, including the recently ubiquitous metaphor of the web or network. Cartographic discourse is well suited for representing, interpreting, and critiquing these metaphors. The third feature is the increased use of hyperlinked information in educational theory and practice. Maps are better suited to capture and to enable the questioning of the rhizomatic interconnections of hypertextual reading and writing practices than more linearly organized discourse. The fourth feature of education is that it is a social institution that plays a central role in the social positioning of subjects. When the discursive and physical mechanisms through which students and teachers are separated, categorized, ranked, and as- sessed are cartographically represented and analyzed, new questions can emerge about these mechanisms of power.
    [Show full text]