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Epistemic Techne in Information Design Josephine Walwema Clemson University, [email protected]

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Epistemic Techne in Information Design Josephine Walwema Clemson University, Jwalwem@Clemson.Edu Clemson University TigerPrints All Dissertations Dissertations 5-2011 Tactile Interfaces: Epistemic Techne in Information Design Josephine Walwema Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_dissertations Part of the Instructional Media Design Commons Recommended Citation Walwema, Josephine, "Tactile Interfaces: Epistemic Techne in Information Design" (2011). All Dissertations. 721. https://tigerprints.clemson.edu/all_dissertations/721 This Dissertation is brought to you for free and open access by the Dissertations at TigerPrints. It has been accepted for inclusion in All Dissertations by an authorized administrator of TigerPrints. For more information, please contact [email protected]. TACTILE INTERFACES: EPISTEMIC TECHNE IN INFORMATION DESIGN A Dissertation Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Rhetorics, Communication and Information Design by Josephine Nambuya Walwema May 2011 Accepted by: Steven B. Katz, Committee Chair Sean D Williams David M. Detrich Andrea Feeser ABSTRACT This dissertation is a study of the rhetorical concept of techne and how it might inform the field of Information Design, specifically in an Instructional Design space. I argue that current models of Information Design draw insights from (a) the scientistic models that emphasize rational and universal reach (b) the craft tradition that places emphasis on mechanistic acquisition of the right skills and (c) an interpretive rhetorical model. These perspectives dominate the Instructional Design paradigm, rendering systems-based design processes that at times eschew designing in favor of organizing. I suggest that the discipline requires a remediated epistemic techne shaped by models proper to the crafts and broadened to physical embodiment and sculpting physical knowledge. This enhanced model emerging from practices in sculpture and enhanced by participatory/meta form of design is epistemic techne, given that the philosophy of techne is a high form of practical reasoning whose adaptation to Instructional Design is knowledge in making. Because the literature of Information Design is vast and still emerging, my analysis emphasizes the dominant perspectives. The challenge posed by both the histories of techne and of Information Design is that of a series of rhetorical paradigms that have at once prescribed and defined these concepts. What we see emerging, and certainly, what I wish to put forth, is a genuine ethos of expertise amenable to changing strategies of Information Design demonstrative of an epistemic techne. ii DEDICATION To my children, Andrew and Sarah whose lives I upended when I went to graduate school. Thank you for being model children of a graduate student mom. To my mom and dad, thank you for your love and support. iii ACKNOWLEDGMENTS I would like to thank Steven Katz for his direction, guidance, and willingness to spend countless hours with me discussing this project from its conception to its actualization. Thank you, Steve. I am thankful that Sean Williams provided some insight in this nascent discipline. I value David Detrich and Andrea Feeser, who signed on to take this journey with me despite their multiple commitments in the Art department. Their willingness to share resources with me and to help me interpret the theory of sculpture was immensely helpful. I am indebted to Lee Morissey who entertained my many questions on theory and its role in this project. Thanks also to all the faculty and staff in RCID, the English department, and the Class of 1941 Studio. Special thanks go to my colleagues and friends, Alicia Hatter, with whom I shared space, Joshua Abboud with whom I walked home when weather permitted, and Randy Nichols whose sense of humor kept me sane. Our weekly lunches were worth their cost in therapy. Thank you too to other colleagues Sergio, Wu Dan, Mark, and those who went ahead of me, Justine, Amanda, Xiaoli, Joshua, Jason, Steve, and Michelle, and those coming after me. It gets better, my friends. It gets better. I am grateful for the friendship of June Woodard whose wit and humor made my stay in Clemson dandy. Thank you, Jaap, for your unwavering support. iv TABLE OF CONTENTS Page TITLE PAGE .................................................................................................................... i ABSTRACT ..................................................................................................................... ii DEDICATION ................................................................................................................ iii ACKNOWLEDGMENTS .............................................................................................. iv LIST OF TABLES ........................................................................................................... v LIST OF FIGURES ........................................................................................................ vi CHAPTER I. OVERVIEW AND JUSTIFICATION .......................................................... 1 Statement of the Problem ......................................................................... 1 Review of Literature ................................................................................ 5 Classical Readings………………………………. .................................. 6 Techne into Technology…………… ..................................................... 10 Method… ............................................................................................... 13 Significance of the Study… ................................................................... 15 Chapter Overviews................................................................................. 16 II. CONCORD AND DISCOURSE: TOWARD AN EPISTEMIC TECHNE….. ..... 20 Introduction ............................................................................................ 20 Understanding Techne ........................................................................... 21 Virtue and Techne .................................................................................. 23 Determinate Ends and Techne… ........................................................... 26 On Kairos and Techne… ....................................................................... 28 On Cunning and Techne......................................................................... 31 On Expertise and Techne. ..................................................................... .36 The Epistemic /techne Distinction... ...................................................... 40 Techne as Technology............................................................................ 43 Techne and the Sophistic Tradition........................................................ 49 Concluding Techne... ............................................................................. 53 v III. MODALITIES OF INFORMATION DESIGN .......................................... 55 Overview ................................................................................................ 55 Introduction.. .......................................................................................... 57 The Graphic Model… ............................................................................ 58 Rationalistic/Objectivist/Scientistic Model... ........................................ 61 The Interpretivist Model… .................................................................... 68 Modernist/Instrumental Model.. ............................................................ 74 The Experiential Model… ..................................................................... 80 Concluding… ......................................................................................... 84 IV. MATERIALITY OF INFORMATION DESIGN ....................................... 87 Overview…. ........................................................................................... 87 Introduction ............................................................................................ 88 Theorizing Materiality ........................................................................... 89 Art and Design ....................................................................................... 91 Art and Sculpture.. ................................................................................. 92 Discursive Analysis… ........................................................................... 97 Concluding.. ......................................................................................... 109 V. DESIGNING FOR INSTRUCTION… ..................................................... 112 Overview ............................................................................................. 112 Introduction… ...................................................................................... 113 A Primer on Instructional Design… .................................................... 114 The Commonwealth of Learning (COL)... .......................................... 120 Practical Challenges… ......................................................................... 122 Method.. ............................................................................................... 123 The Col Template... ............................................................................. 123 Template Units and Analysis... ............................................................ 124 Discursive
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