Acoustic Space, Marshall Mcluhan and Links to Medieval Philosophers and Beyond: Center Everywhere and Margin Nowhere
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Digital Rhetoric: Toward an Integrated Theory
TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Lo Que Mcluhan No Predijo
Versión final revisada 1/10/2013 Lo que MacLuhan no predijo Coordinador: Eduardo Andrés Vizer ASAEC (Asoc. Argentina de Estudios Canadienses) 1 INDICE PRESENTACIÓN Eduardo Vizer PRÓLOGO. Una cuestión epistemológica Derrick de Kerckhove McLuhan, indispensable y complejo Octavio Islas 15 La caja de Pandora: tendencias y paradojas de las Tic Eduardo A. Vizer & Helenice Carvalho 32 La Actualidad de McLuhan para Pensar la Comunicación Digital Cosette Castro 48 Sujetos híbridos e historia no-lineal La continuidad de los media por otros medios Luis Baggiolini 56 Medios Sociales. ¿Herramienta de la revolución? André Lemos 65 Habitar. Revisitando el medio mcluhaniano. Sergio Roncallo 76 Twitter como medium mcluhaniano: el proceso de apropiación de los interactuantes en los medios sociales digitales Eugenia M. R. Barichello & Luciana M. Carvalho 87 Marshall McLuhan en el nuevo milenio. Notas para el abordaje de la relación entre cultura, tecnología y comunicación. Ricardo Diviani 97 Tecnologías y cine digital. Repensando a McLuhan en el siglo XXI. Susana Sel 106 Marshall McLuhan: Comentarios para una epistemología de la tecnología Sandra Valdettaro 119 Aproximaciones sobre la cultura libre y el acceso al conocimiento en la era digital Silvia L. Martínez 137 Emancipación digital y desarrollo local en el Brasil Gilson Schwartz 145 La influencia de Sigmund Freud en el pensamiento de Marshall McLuhan Adriana Braga & Robert K. Logan 158 2 McLuhan nunca previó la existencia de las redes sociales Bernard Dagenais 168 El ojo de dios: conectados y vigilados. Los medios como ecología del poder Eduardo A. Vizer & Helenice Carvalho 173 EPÍLOGO McLuhan, El último pensador genial de la era del fuego Hervé Fischer 188 3 PRESENTACIÓN Dada la amplia repercusión y los comentarios sumamente positivos que despertó la primera versión de este libro –en 4 idiomas diferentes-, debemos un reconocimiento especial a la ex editora de la Crujía (Silvia Quel) por insistir en una segunda publicación, totalmente en castellano. -
Communication Models and the CMAPP Analysis
CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other. -
D4d78cb0277361f5ccf9036396b
critical terms for media studies CRITICAL TERMS FOR MEDIA STUDIES Edited by w.j.t. mitchell and mark b.n. hansen the university of chicago press Chicago and London The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2010 by The University of Chicago All rights reserved. Published 2010 Printed in the United States of America 18 17 16 15 14 13 12 11 10 1 2 3 4 5 isbn- 13: 978- 0- 226- 53254- 7 (cloth) isbn- 10: 0- 226- 53254- 2 (cloth) isbn- 13: 978- 0- 226- 53255- 4 (paper) isbn- 10: 0- 226- 53255- 0 (paper) Library of Congress Cataloging-in-Publication Data Critical terms for media studies / edited by W. J. T. Mitchell and Mark Hansen. p. cm. Includes index. isbn-13: 978-0-226-53254-7 (cloth : alk. paper) isbn-10: 0-226-53254-2 (cloth : alk. paper) isbn-13: 978-0-226-53255-4 (pbk. : alk. paper) isbn-10: 0-226-53255-0 (pbk. : alk. paper) 1. Literature and technology. 2. Art and technology. 3. Technology— Philosophy. 4. Digital media. 5. Mass media. 6. Image (Philosophy). I. Mitchell, W. J. T. (William John Th omas), 1942– II. Hansen, Mark B. N. (Mark Boris Nicola), 1965– pn56.t37c75 2010 302.23—dc22 2009030841 The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ansi z39.48- 1992. Contents Introduction * W. J. T. Mitchell and Mark B. N. Hansen vii aesthetics Art * Johanna Drucker 3 Body * Bernadette Wegenstein 19 Image * W. -
Intellectual Mysticism in the Visión Deleitable
religions Article “El entendimiento con el qual me conoscan”: Intellectual Mysticism in the Visión Deleitable Michelle M. Hamilton Center for Medieval Studies, University of Minnesota, Minneapolis, MN 55455, USA; [email protected] Received: 6 October 2019; Accepted: 17 December 2019; Published: 20 December 2019 Abstract: Visión deleytable is a fictional tale based in the Aristotelian philosophical and Neoplatonic mystical beliefs of the Judeo-Arabic tradition of medieval Iberia. This fifteenth-century work of imaginative fiction, a “best-seller” among Iberian readers, tells of the ascent of the active intellect to the celestial spheres and an experience of God. In this narrative, knowledge of the Latin trivium and quadrivium are combined with that of the Arabo-Andalusi philosophic traditions. Particularly noteworthy is the author, De la Torre’s extensive use of Maimonides’ work, the Guide of the Perplexed, as a source for the wisdom revealed in the Visión deleytable. While Maimonides’ position on the mystic experience is debated by contemporary scholars, in the present study I explore how the concept of intellectual mysticism, applied to the Neoplatonic/Aristotelian model of the intellect’s conjunction with the divine as found in Maimonides’ work, also describes the goal toward which the protagonist (and reader) of the Visión deleytable strive. As such, the Visión deleytable reveals how this notion of human-divine union (most notably in the concept of the “prophet-angel”) from the Judeo-Andalusi tradition, transmitted in Arabic and Hebrew, was translated into Spanish and adopted into the Catholic and converso frameworks of the Visión deleytable in fifteenth-century Iberia. Keywords: spanish medieval literature; converso literature; Maimonides; early print works; alfonso de la torre; spanish intellectual history; manuscript studies; prophecy; andalusi philosophy; spanish allegory Alfonso de la Torre’s Visión deleitable (Visión), composed c. -
Learning to Write and Writing to Learn
Chapter 6 in: Hougen, M.C. (2013). Fundamentals of Literacy Instruction & Assessment: 6-12. Baltimore: Paul H. Brookes. In publication. Learning to Write and Writing to Learn By Joan Sedita Classroom Scenario In a middle school history class, the students are writing about several pieces of text that include a primary source, a textbook section, and a history magazine article. The writing assignment is to answer an extended response question by synthesizing information and using text evidence from the three sources. The teacher has given the students a set of guidelines that describes the purpose and type of the writing, the suggested length of the piece, and specific requirements such as how many main ideas should be included. The teacher has differentiated the assignment to meet the needs of students with a variety of writing skills. Scaffolds such as a pre-writing template have been provided for students who struggle with planning strategies. The teacher has provided models of good writing samples and has also provided opportunities for students to collaborate at various stages of the writing process. This is a classroom where the teacher is teaching students to write and also using writing to help them learn content. Unfortunately, classrooms like this are rare. Along with reading comprehension, writing skill is a predictor of academic achievement and essential for success in post-secondary education. Students need and use writing for many purposes (e.g., to communicate and share knowledge, to support comprehension and learning, to explore feelings and beliefs). Writing skill is also becoming a more necessary skill for success in a number of occupations. -
THE NEW SCIENCE Marshall and Eric Mcluhan
laws of Media THE NEW SCIENCE Marshall and Eric McLUHAN University of Toronto Press Toronto Buffalo London 1 Contents Preface vii Introduction 3 Chapter 1 PROTEUS BOUND: The Genesis of Visual Space 13 PROTEUS BOUND: Visual Space in Use 22 PROTEUS UNBOUND: Pre-Euclidean Acoustic Space 32 PROTEUS UNBOUND: Post-Euclidean Acoustic Space - The Twentieth Century 39 Chapter 2 CULTURE AND COMMUNICATION. The Two Hemi• spheres 67 Chapter 3 LAWS OF MEDIA 93 Chapter 4 TETRADS 129 Chapter 5 MEDIA POETICS 215 Bibliography 241 Index of Tetrads 251 Preface Before you have gone very far in This book, you will have found many familiar themes and topics. Be assured: this is not just a rehashing of old fare dished up between new covers, but is genuinely new food for thought and meditation. This study began when the publisher asked my father to consider revising Understanding Media for a second edition. When he decided to start on a book, my father began by setting up some file folders - a dozen or two - and popping notes into them as fast as observations or discoveries, large or small, occurred to him. Often the notes would be on backs of envelopes or on scraps of paper and in his own special shorthand, sometimes a written or dictated paragraph or two, sometimes an advertisement or press clipping, sometimes just a passage, photocopied from a book, with notes in the margin, or even a copy of a letter just sent off to someone, for he would frequently use the letter as a conversational opportunity to develop or 'talk out' an idea in the hope that his correspon• dent would fire back some further ideas or criticism. -
Eric Mcluhan B
Eric McLuhan B. Sc. (Communication: Wisconsin State University, 1972) M. A., Ph. D. (English Literature: University of Dallas, 1980, 1982) An internationally-known lecturer on communication and media, Dr. McLuhan has over 30 years’ teaching experience in subjects ranging from high-speed reading techniques to English literature, media, and communication theory. He has taught at many colleges and universities in both the United States and Canada. He has published articles in magazines and professional journals since 1964 on media, perception, and literature. Editor of and contributor to The Idler. Co-author, with Marshall McLuhan and Kathryn (Hutchon) Kawasaki, of media text, City as Classroom (Irwin, 1977). Assisted Marshall McLuhan with research and writing of The Medium is the Massage, War and Peace in the Global Village, Culture is Our Business, From Cliché to Archetype, and Take Today: The Executive as Drop-Out. Co-author, with Marshall McLuhan, of Laws of Media: The New Science (University of Toronto Press, 1988). Co-editor of Essential McLuhan (Stoddart, 1995), and Who Was Marshall McLuhan? (1994; Stoddart, 1995). Author, The Role of Thunder in Finnegans Wake (University of Toronto Press, 1997), an interpretive study of Joyce’s magnum opus. Author, Electric Language: Understanding the Present (Stoddart, 1998). Editor, The Medium and the Light, a collection of Marshall McLuhan’s writings on religion and media (Stoddart, 1999). Editor of the academic journals, McLuhan Studies, and the Journal of Social and Biological Structures. Consulting editor, Voyager/Southam’s “McLuhan Project,” which produced (1997) a CD on Marshall McLuhan and his work. Editor, Understanding Media, Critical Edition (2003); McLuhan Unbound (2004); The Book of Probes (2004). -
Mcluhan, Marshall (1911-1980) Mcluhan, Eric (1941-)
MS Eric & Marshall McLuhan Papers, Laws of Media Coll 00657 Gift of Eric McLuhan, 2013. Creators: McLuhan, Marshall (1911-1980) McLuhan, Eric (1941-) Dates: [196-] – 1990 Physical extent: 34 boxes (3.7 metres) 2.9 linear metres of documents 38 colour slides 63 reel-to-reel audio tapes 2 audio cassettes 4 audio cds 18 video cassettes 2 16mm film reels, approx. 1 metre, and 75 metres in length Biographical Note: Herbert Marshall McLuhan was born in Edmonton, Alberta on 21 July 1911 to Herbert Ernest McLuhan, a salesman, and Elsie Naomi (Hall) McLuhan, an actress and monologist. The family moved to Winnipeg, where McLuhan attended the University of Manitoba from 1929 to 1934, receiving a Bachelor of Arts and a Master of Arts in English literature. After teaching English at various American universities, McLuhan returned to Canada in 1944 to teach at Assumption College in Windsor. From 1946 until shortly before his death, he taught English at St. Michael's College, University of Toronto. In 1963, McLuhan became the director of the University of Toronto's newly-established Centre for Culture and Technology. The Centre conducted research on questions of sensory perception and other communications-related issues and offered academic courses. McLuhan's books include the following: The Mechanical Bride (1951); The Gutenberg Galaxy: (1962), for which he was awarded the Governor General's prize for critical prose; Understanding Media (1964); The Medium is the Massage (1967, with Quentin Fiore); War and Peace in the Global Village (1968, with Quentin Fiore); Through the Vanishing Point (1968, with Harley Parker); Counterblast (1969, with Harley Parker); Culture is Our Business (1970); From Cliché to Archetype (1970 with Wilfred Watson); Take Today (1972 , with Barrington Nevitt); and The City as Classroom (1977, with Eric McLuhan and Kathryn Hutchon. -
Chapter 1. “New Media” and Marshall Mcluhan: an Introduction
Chapter 1. “New Media” and Marshall McLuhan: An Introduction “Much of what McLuhan had to say makes a good deal more sense today than it did in 1964 because he was way ahead of his time.” - Okwor Nicholaas writing in the July 21, 2005 Daily Champion (Lagos, Nigeria) “I don't necessarily agree with everything I say." – Marshall McLuhan 1.1 Objectives of this Book The objective of this book is to develop an understanding of “new media” and their impact using the ideas and methodology of Marshall McLuhan, with whom I had the privilege of a six year collaboration. We want to understand how the “new media” are changing our world. We will also examine how the “new media” are impacting the traditional or older media that McLuhan (1964) studied in Understanding Media: Extensions of Man hereafter simply referred to simply as UM. In pursuing these objectives we hope to extend and update McLuhan’s life long analysis of media. One final objective is to give the reader a better understanding of McLuhan’s revolutionary body of work, which is often misunderstood and criticized because of a lack of understanding of exactly what McLuhan was trying to achieve through his work. Philip Marchand in an April 30, 2006 Toronto Star article unaware of my project nevertheless described my motivation for writing this book and the importance of McLuhan to understanding “new media”: Slowly but surely, McLuhan's star is rising. He's still not very respectable academically, but those wanting to understand the new technologies, from the iPod to the Internet, are going back to read what the master had to say about television and computers and the process of technological change in general.