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Which clippings match 'Dialogic' keyword pg.1 of 5
07 JUNE 2015

Ferdinand de Saussure: Place of Language in the Facts of Speech

"In order to separate from the whole of speech the part that belongs to language, we must examine the individual act from which the speaking-circuit can be reconstructed. The act requires the presence of at least two persons; that is the minimum number necessary to complete the circuit. Suppose that two people, A and B, are conversing with each other [see figure 1 below].

Suppose that the opening of the circuit is in A's brain, where mental facts (concepts) are associated with representations of the linguistic sounds (sound-images) that are used for their expression. A given concept unlocks a corresponding sound-image in the brain; this purely psychological phenomenon is followed in turn by a physiological process: the brain transmits an impulse corresponding to the image to the organs used in producing sounds. Then the sound waves travel from the mouth of A to the ear of B: a purely physical process. Next, the circuit continues in B, but the order is reversed: from the ear to the brain, the physiological transmission of the sound-image; in the brain, the psychological association of the image with the corresponding concept. If B then speaks, the new act will follow-from his brain to A's-exactly the same course as the first act and pass through the same successive phases, which I shall diagram as follows [see figure 2 below].

The preceding analysis does not purport to be complete. We might also single out the pure acoustical sensation, the identification of that sensation with the latent sound-image, the muscular image of phonation, etc. I have included only the elements thought to be essential, but the drawing brings out at a glance the distinction between the physical (sound waves), physiological (phonation and audition), and psychological parts (word-images and concepts). Indeed, we should not fail to note that the word-image stands apart from the sound itself and that it is just as psychological as the concept which is associated with it. "

(Ferdinand de Saussure, Charles Bally, Albert Sechehaye, Albert Riedlinger, Wade Baskin, p.11, 12)

Ferdinand de Saussure, Charles Bally, Albert Sechehaye, Albert Riedlinger, Wade Baskin (1966). "Course in General Linguistics", McGraw-Hill Book Company, New York Toronto London.




1966 • acoustical sensation • Albert Riedlinger • Albert Sechehaye • audition (linguistics) • audition phonation circuit • brain • Charles Bally • circuitcommunication processcommunication theory • Course in General Linguistics (1966) • dialogic • ear • Ferdinand de Saussurehuman expressionimagelanguagelinguistic philosophy • linguistic sounds • linguistics • mental facts (concepts) • messagemodel of communicationmouth • muscular image of phonation • phonation (linguistics) • phonation and audition • physiological process • physiological transmission • psychological association • psychological phenomenon • sound waves • sound-image • speaking-circuit • speechtheory of communication • Wade Baskin • word-image


Simon Perkins
22 APRIL 2012

Richard Sennett: The Architecture of Cooperation

"The theme of the lecture addresses a question: how can we design spaces in the city which encourage strangers to cooperate? To explore this question, I'll draw on research in the social sciences about cooperation, based on my book, and relate this research to current issues in urban design."

(Harvard Graduate School of Design, 28 February 2012)



2012Adam Smithagency of access and engagement • architecture of cooperation • autonomybelongingbordersboundariescity • city living • civic engagementclosed systemcooperationcraftwork • declarative forms of expression • declarative mode • designed spaces • deskilling • dialogicdialoguedifferent strata of society • edge condition • edgesempathyencounters between peopleengagementforms of expressionforms of human cooperation • fruitful cooperation • Harvard Graduate School of Design • Harvard Universityhegelian dialectic • kinds of skills • La Marqueta • large cities • lectureMikhail Bakhtin • mode of domination • non-placeopen-endedparticipationpowerproblem findingRichard Sennettsocial constructionismsocial exchangesocial interactionsocial issues • social relations • societyspace of ambiguitystranger • subjunctive forms of expression • sympathy • unclosed system • urban centreurban design


Simon Perkins
18 FEBRUARY 2011

The dialogic perspective accentuates social multiplicity and dynamic processes

"The dialogic perspective originates from literary theorist Bakhtin (1981, 1965/1984, 1986). His works on literary texts have been appropriated into the social sciences (van Loon 1997; Gardiner and Bell 1998; Ooi 2002). The dialogic perspective accentuates social multiplicity and dynamic processes. It offers a set of concepts and vocabulary to present social phenomena in a dynamic and yet systematic manner, with the emphasis on social multiplicity and interplay. Just as importantly, the dialogic perspective accentuates the tensions of order and disor–der in the social environment. "

(Can–Seng Ooi, 2010, p.347–364)

1). Ooi, C.–S. (2010). 'Cacophony of Voices and Emotions Dialogic of Buying and Selling Art.' Culture Unbound 2, Article 20: 18.


art markets • art mediators • art world • Can Seng Ooi • Culture Unbound • dialogic • dialogic of art • dialogic perspective • dialogism • disor-der • disorderheteroglossia • Joost van Loon • Michael Bell • Michael Gardiner • Mikhail BakhtinorderSingaporesocial environment • social interplay • social multiplicity • social phenomena


Simon Perkins
09 MARCH 2010

Critical Pedagogy

"'Critical pedagogy considers how education can provide individuals with the tools to better themselves and strengthen democracy, to create a more egalitarian and just society, and thus to deploy education in a process of progressive social change. Media literacy involves teaching the skills that will empower citizens and students to become sensitive to the politics of representations of race, ethnicity, gender, sexuality, class, and other cultural differences in order to foster critical thinking and enhance democratization. Critical media literacy aims to make viewers and readers more critical and discriminating readers and producers of texts.

'Critical media pedagogy provides students and citizens with the tools to analyze critically how texts are constructed and in turn construct and position viewers and readers. It provides tools so that individuals can dissect the instruments of cultural domination, transform themselves from objects to subjects, from passive to active. Thus critical media literacy is empowering, enabling students to become critical producers of meanings and texts, able to resist manipulation and domination.'"

(Douglas Kellner)

Douglas Kellner, "Multiple Literacies and Critical Pedagogies" in Revolutionary Pedagogies – Cultural Politics, Instituting Education, and the Discourse of Theory, Peter Pericles Trifonas, Editor, Routledge, 2000


analyse critically • critical media literacy • critical pedagogy • critical producers • critical thinkingcritiquecultural difference • cultural domination • democracydemocratisationdialogic • discriminating readers • dominationeducationegalitarianemancipationempowermentengagementethnicitygender • just society • manipulationmedia literacypedagogypoliticspower • progressive social change • racerepresentationsexualitysocial classsocial constructionismsocietyteachingtransformation


Simon Perkins
24 FEBRUARY 2010

Iranian popular theatrical forms through the lens of Mikhail Bakhtin's concept of carnival

"[Mikhail] Bakhtin's concept of carnival as a subversive, disruptive world–upside–down event in which the repressive views, lies, and hypocrisy of the officially run and dominated everyday world are unmasked provides a powerful theoretical concept for any study of Iranian popular theatrical and related musical forms. Bakhtin was concerned with polyvocality and the fact that from the onset of the European Renaissance the voices of the common people were increasingly not heard. The Islamic Republic's ban on the performance of improvisational comic theater would seem to support this theoretical stance with empirical evidence of official reaction. In the European context analyzed by Bakhtin, a writer, exemplified by Rabelais, enacts an important role because he or she reflects the voices of the low, the peasant, the outcast. In Bakhtin's view, the healthy voice of the low, which questions the high–the church and the state–is an important check on oppressive officials in a healthy society.

A full–fledged carnival–such as those in Rio de Janeiro and New Orleans–does not exist in the Iranian culture sphere. By carnival I mean a massive demonstration of excessive eating, drinking, and sexual and bodily exposure, popularly associated with Carnival in Rio de Janeiro, that does not occur within an Islamic/Iranian context. Threads and themes of carnivalesque and grotesque subversion, however, can be found woven through the fabric of the Iranian world. Here the needle that pricks the official religious, social, and political powers most is the traditional comic theater in its many guises.

In many ways siyah–bazi and ru–howzi embody Bakhtin's notions of the grotesque and the carnivalesque. Gholam–siyah, the blackface clown, the 'low Other,' always wins over his master: the world upside down. Gholam–siyah's extravagant clothing, movements, speech, and lower–class language demonstrate Bakhtin's dictum, 'the grotesque...cannot be separated from folk humor and carnival spirit' (Stallybrass and White 1986, 43). Gholam's bright red costume and conical hat, for example, are probably the closest thing to carnival costume in the entire Middle East. William O. Beeman, a scholar of Iranian linguistics, discusses the blackface clown: 'The clown distorts normal physical movement by jumping, running, flailing his arms, and twisting his body into odd shapes' (1981, 515). This is, of course, part of his repertoire, for sight gags make up much of the comedy of traditional comic theater. This grotesque twisting of the body is also part of the dancing that occurs in the comic theater, especially by the male characters."

(Mass Mediations)


Aranyer Din Ratri • Beverley Minster • burlesquecarnivalcarnivalesqueceremonychaosclowncollaborationcomedy • comic theatre • costumedemonstrationdialogicdisruption • Dostoevskys Poetics • emancipationetiquetteEuropean Renaissanceeventexcessextravagance • Feast of Fools • Feast of the Circumcision • Francois Rabelais • Fyodor Dostoyevsky • Gholam-siyah • grotesquehegemonyhumourimprovisationIran • Islamic Republic of Iran • juxtaposition • Lent • Lincoln Cathedral • Mardi Gras • medieval festival • Middle EastMikhail Bakhtin • New Orleans • outcastparticipationpeasant • Pieter Bruegel • polyphony • polyvocal • protestreligionRio de Janeiroriotritual • ru-howzi • sacred • siyah-bazi • social changesocial constructionismsocial hierarchiessocial interactionsocietyspectaclesubversiontheatretraditiontransformationtransgressionunmasked • Wise Children • world-upside-down


Simon Perkins

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