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Which clippings match 'Umberto Eco' keyword pg.1 of 2
08 OCTOBER 2017

Understanding through Pictures versus an Understanding about Pictures

"When developing qualitative methods for the interpretation of pictures, it seems to be important not to explain pictures by texts, but to differentiate them from texts. Nevertheless, it seems equally important to develop common standards or methodological devices which are relevant for the interpretation of texts, as well as for the interpretation of pictures. Examples of common standards are: to treat the text as well as the picture as a self-referential system, to differentiate between explicit and implicit (atheoretical) knowledge, to change the analytic stance from the question What to the question How, to reconstruct the formal structures of texts as well as pictures in order to integrate single elements into the over-all context, and—last but not least—to use comparative analysis. The application or realization of these common standards and methodological devices in the field of the interpretation of pictures, however, has to be quite different from that of the interpretation of texts, if we intend to advance to iconicity as a self-contained domain, to its inherent laws and to its autonomy independent from texts."

(Ralf Bohnsack, 2008)

Volume 9, No. 3, Art. 26 – September 2008, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research.

TAGS

Alfred Schutz • analytic mentality • atheoretical knowledge • Bildlichkeit • Charles Goodwin • communicative knowledge • comparative analysis • conjunctive knowledge • conversational analysis • cultural phenomena • documentary meaning • Documentary Method of Interpretation • empirical social sciences • Erving Goffman • Erwin Panofsky • ethnomethodology • formal compositional structure • Forum Qualitative Social Research • Forum Qualitative Sozialforschung • FQS • Gottfried Boehm • Hans Belting • Harold GarfinkelHarvey Sacks • hyper-ritualization • iconic meaning • iconicityiconography • iconology • image-based understanding • immanent meaning • interpretative methods • Karl MannheimKarl Popper • linguistic turn • literal meaning • Martin Heidegger • Max Imdahl • meaning image-based depictions • Niklas Luhmann • Peter BergerPierre Bourdieuplanimetric composition • Praxeological Sociology of Knowledge • qualitative methodsqualitative research • Ralf Bohnsack • research practiceRoland Barthes • self-referential systems • semantic structure • semiotics • sequence analysis • simultaneitysocial phenomenasocial realitysociologysociology of knowledgetacit knowledge • text interpretation • theory of action • Thomas Luckmann • transcontrariness • typification • Umberto Ecovideo analysis • visible phenomena

CONTRIBUTOR

Simon Perkins
03 SEPTEMBER 2014

Umberto Eco: The Virtual Imagination

"But many internet programs suggest that a story is enriched by successive contributions. … This has sometimes happened in the past without disturbing authorship. With the Commedia dell'arte, every performance was different. We cannot identify a single work due to a single author. Another example is a jazz jam session. We may believe there is a privileged performance of 'Basin Street Blues' because a recording survives. But there were as many Basin Street Blues as there were performances. ... There are books that we cannot rewrite because their function is to teach us about Necessity, and only if they are respected as they are can they provide us with such wisdom. Their repressive lesson is indispensable to reach a higher state of intellectual and moral freedom."

(Umberto Eco, 7 November 2000)

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TAGS

2000authorial signatureauthoritative workauthorship • Basin Street Blues • biographybooks • books-to-be-read • booksellersbookstoresCinderella • closed universe • Commedia dellarte • comprehending languagecomputers • copying machine • e-bookelectronic literatureencyclopaediaend of booksend of print • enriched by successive contributions • every performance is different • evolving formfairy talefatefolioFranz Kafkafuture of the book • god passed over • grammatical rulesheroeshypertexthypertext fiction • hypertextual programme • hypertextual structures • Immanuel Kant • infinite possibilities • infinite texts • intellectual freedom • intellectual needs • jazz jam session • Les Miserables • library catalogue • linear narrative • linearityLittle Red Riding Hoodmanuscripts • moral freedom • Napoleon Bonapartenatural language • necessity • new forms of literacy • obsolete form • open work • Penguin edition • photocopierprint on demand • printed books • printed version • privileged performance • publishing houses • publishing modelreaderly textsreading • reading process • revisionscanningselectionshift to digital • single author • specificity of print • systems and text • tailored consumer experience • texts which can be interpreted in infinite ways • theories of interpretation • tragic beauty • tragic literature • Umberto Eco • unlimited texts • utilitarian value • Victor Hugo • War and Peace • Waterloo • William Shakespeare

CONTRIBUTOR

Simon Perkins
20 MARCH 2013

Radical Pedagogies in Architectural Education

"Pedagogical experiments played a crucial role in shaping architectural discourse and practice in the second half of the 20th century. In fact, the key hypothesis of our Radical Pedagogy[1] research project is that these experiments can be understood as radical architectural practices in their own right. Radical in the literal meaning from the Latin radice, as something belonging or relating to the root, to its foundations. Radical pedagogies shake foundations, disturbing assumptions rather than reinforcing and disseminating them. This challenge to normative thinking was a major force in the postwar field of architecture, and has surprisingly been neglected in recent years. ...

Architectural pedagogy has become stale. Schools spin old wheels as if something is happening but so little is going on. Students wait for a sense of activist engagement with a rapidly evolving world but graduate before it happens. The fact that they wait for instruction is already the problem. Teachers likewise worry too much about their place in the institutional hierarchies. Curricular structures have hardly changed in recent decades, despite the major transformations that have taken place with the growth of globalisation, new technologies, and information culture. As schools appear to increasingly favour professionalisation, they seem to drown in self–imposed bureaucratic oversight, suffocating any possibility for the emergence of experimental practices and failures. There are a few attempts to wake things up here and there but it's all so timid in the end. There is no real innovation.

In response to the timidity of schools today, the Radical Pedagogy project returns to the educational experiments of the 1960s and '70s to remind us what can happen when pedagogy takes on risks. It's a provocation and a call to arms."

(Beatriz Colomina with Esther Choi, Ignacio Gonzalez Galan and Anna–Maria Meister, 28 September 2012, The Architectural Review)

1). Radical Pedagogy is an ongoing multi–year collaborative research project by a team of PhD candidates in the School of Architecture at Princeton University, led by Beatriz Colomina and involving seminars, interviews and guest lectures by protagonists and scholars. The project explores a remarkable set of pedagogical experiments of the 1960s and '70s that revolutionised thinking in the discipline. Each student is working on one of these experiments and collectively mapping the interconnections and effects of these experiments towards a major publication and exhibition.

Fig.1 Tournaments in the Course 'Culture of the Body', at the Valparaíso School, 1975. Courtesy of Archivo Histórico Jose Vial, Escuela Arquitectura y Diseño, Pontificia Universidad Católica de Valparaíso

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TAGS

1960s1970s20th centuryacademic disciplinesactivism • Alberto Perez-Gomez • Alexander Girard • Alexis Josic • alternative visions • Anna-Maria Meister • architectural discourse • architectural educationarchitectural pedagogyarchitectural practice • architectural radicalism • architecturearchitecture schoolsartificial intelligence • autochthonous tools • Beatriz Colomina • brave new worldBuckminster Fullerbureaucratic reduction • bureaucratic structures • call to armscapitalist structures • Cedric Price • challenging conventionsCharles Eamescold war • collective defiance • conceptual speculation • consumable plastics • conventional logicconventionalityconventions • cultural milieu • cultural transformation • curricular structures • curriculum innovation • cybernetics • Dalibor Vesely • Daniel Libeskind • David Leatherbarrow • decentralised university • Denise Scott Brown • design disciplinedesign educationdesign formalismdesign fundamentalism • disciplinary assumptions • disciplinary limits • disciplinary protocols • disciplinary self-reflexivity • emerging practices • Emilio Ambasz • Esther Choi • experimental pedagogy • experimental practices • experimental teachinggeopolitical landscape • George Candilis • George Nelson • Germano Celant • Giancarlo De Carlo • Gillo Dorfles • globalisationGyorgy KepesHannah Arendthegelian dialecticHenri Lefebvrehermeneutics • Ignacio Gonzalez Galan • information culture • institutional authority • institutional critique • institutional hierarchies • institutionalisation • instrumentality • Jean Baudrillard • Joseph Rykwert • linguisticsman machine • mass produced desire • mass productionmodernist tradition • Mohsen Mostafavi • new social ordernew technologiesNicholas Negroponte • non-architecture • non-school • Octavio Paz • pedagogical experiments • pedagogical institutions • pedagogy • pedagogy experiments • phenomenology • post-technological society • professionalisation • progressive pedagogical initiatives • provocationquestioning traditions • radical architectural pedagogies • radical architectural pedagogy • radical architectural practices • radical pedagogical experiments • radical pedagogies • radical pedagogy • radical practice • radical practices • radical strategies • radical upheaval • radicality • radice • rapidly evolving world • Ray Eamesreconceptualisationredesigningreinterpretationresearch project • retreat into formalism • return to order • Robin Evans • science fictionself-reflexivity • Shadrach Woods • socio-political • socio-political efficacy • spaceships • speculative interventionsspeculative proposalssubversive actions • Suzanne Keller • taking risks • techno-utopia • technological • technological advancestechnological determinism • Texas Rangers • The Architectural Review • transformational engagementUmberto Ecoutopian perspectiveutopian technological prophecyVietnam war

CONTRIBUTOR

Simon Perkins
08 OCTOBER 2012

LUDOLOGY MEETS NARRATOLOGY: Similitude and differences between (video)games and narrative

"Literary theory and narratology have been helpful to understand cybertexts and videogames. Aristotelian Poetics [Laurel, 1993], Russian formalism [Porush and Hivner, ?], and poststructuralism [Landow, 1992] are some of the different perspectives that have been used to study the subject.

Some authors see cybertexts and videogames as a new form of or as an expansion of traditional narrative or drama. The fact is that these computer programs share many elements with stories: characters, chained actions, endings, settings.

However, there is another dimension that has been usually almost ignored when studying this kind of computer software: to analyze them as games.

The problems of using a 'game' perspective are many. Basically, traditional games have always had less academic status than other objects, like narrative. And because of this, game formalist studies are fragmented through different disciplines, and not very well developed.

In this paper we will propose to explore videogames and cybertexts as games. Our intention is not to replace the narratologic approach, but to complement it. We want to better understand what is the relationship with narrative and videogames; their similarities and differences."

(Gonzalo Frasca, 1999)

Frasca, Gonzalo (1999) 'Ludology Meets Narratology. Similitude and Differences between (Video)games and Narrative'. Originally published in Finnish in Parnasso 1999: 3, 365–71.

TAGS

1999 • Albert Sidney Hornby • Andre Lalande • Aristotelian Poetics • Aristotles Poetics • Brenda Laurelcausalitycausally relatedcausally related narrative events • chained actions • character • Claude Bremond • computer programme • computer software • cybertext • cybertexts • Daniel Vidart • David Porush • ending • Espen AarsethFILE (festival) • game formalist studies • game perspective • game studiesgame theorygames • George Landow • Gerald Prince • Gonzalo Frasca • Jean Piagetliterary theory • ludology • narrative and videogames • narratologic approach • narratologynew form • Oswald Ducrot • post-structuralism • Roger Caillois • Roland Barthes • Russian formalism • Schaeffer Jean-Marie • setting • similarities and differences • stories • studying games • Todd Hivnor • traditional drama • traditional narrative • Umberto Ecovideo gamevideogames

CONTRIBUTOR

Simon Perkins
10 APRIL 2005

Television and other temporary objects

"The radio and the television were called means of communication; however, communication implies interaction between subjectivities. The radio and the television are means of information. The telephone and the internet in actual time (just text, chats, and telepresence) allow communication. Both require a partner and participation: becoming active part. Here, communication and transportation coincide: there is voice teletransportation by telephone, there is teletransportation of moving image and voice by internet.

Umberto Eco, in Kant and the Platypus talks about prostheses and mirrors. The prostheses would be extensive (they extend our senses), intrusive (they intrude into our bodies), and also magnifying (they amplify minuscule spaces and reduce huge spaces), and occasionally, deforming. The mirrors would be prostheses that do not deceive, paraspecular image: an absolute double, incapable of lying, with no indicial value; image in which type and occurrence coincide.

'Thus, and always taking into account a theoretical point of view, what appears on the television screen is not a sign of anything: it is paraspecular image that is apprehended by the observant with the belief we give to a specular image.

(...) We do not doubt the television because we know that since each prosthesis, extensive and intrusive, does not provide us with signs in a first instance, but only perceptive stimuli."

(Maria Beatriz de Medeiros)

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TAGS

communicationephemeral mediaImmanuel Kantmirror • paraspecular image • platypus • prosthesisradio • teletransportation • televisionTVUmberto Eco
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