Search results for "articulation "


Author: joe

Wednesday, 06 July, 2011 - 18:50

Today I wrote a glossary for the wellbeing paper I wrote in May, following the comments I got from the reviewers. I had no idea which words to gloss, so I picked the interesting ones; and some were easy to gloss, others were difficult. Here they are.

- the power of acting, or exerting one’s will in order to effect the course of events.
- Aristotle’s term for ‘recognition’: the crucial moment of realisation in which a person or character either recognises someone’s authentic identity, or senses their own genuine nature, as if for the first time; the discovery or revelation of the truth.
- more than speaking, to articulate is to be able to connect things and join them together, such as words, sentences, ideas or narrative sequences.
- literally, ‘purging’; a term Aristotle borrowed from medicine to refer to the arousal and release of emotion through dramatic narrative.
- a heavily burdened word which refers to processes in which divergent views or positions are played out, through argument, conversation, dialogue or conflict, hopefully towards reconciliation; an unfolding of point and counterpoint.
- the term borrowed from Greek to refer to the world of a narrative; the internal integrity of the storyworld, which is filled with people, places and customs which belong to that world.
- literally meaning ‘outsideness’, this term is used by Mikhail Bakhtin to refer to the ability of an author to ‘speak’ the authentic voices of characters other than their own.
- the transference of one’s own agency to a symbolic proxy; e.g. sexual arousal through objects (Freudian fetishism), or allocation of value away from human labour and onto commodities (Marxian commodity fetishism).
- mistakes and errors of misrecognition, frequently a crucial element in ancient tragedies whose protagonists often fail to recognise someone they ought to know.
- in phenomenology, ‘intentionality’ refers to the ‘directedness’ of conscious experiences: always towards objects, concepts, feelings and perceptions; hence it is related to but not the same as the common understanding which implies purpose and motive.
- a Greek term used by Aristotle to refer to the ‘likeness’ of stories to the real world: their imitative capacity.
- the implied or actual audience to whom a story is directed.
- at its simplest, a narrative is a telling or re-telling of a series of events which are connected.
narrative configuration
- Louis Mink and Paul Ricoeur use the term ‘configuration’ to refer to the dual act of being able to grasp the different component or sequences of a narrative, while also apprehending the story as a whole, unified structure. Narrators and narratees, authors and readers, writers and audiences, all must be able to see both the figure of the entire story, and the sequences from which it is composed.
- a term used by Mikhail Bakhtin to refer to the diversity of languages and voices that are present in the many strata of societies, the different eras of history, or the lines of great literature.
- the lead role in the story, the main actor in the drama, the self of the individual’s storyworld.
- Augusto Boal’s terms for the new fusion of spectator and actor he wishes to bring about in both his drama and wider society.
technology of the self
- a term coined by Michel Foucault to refer to the means and techniques by which the self is shaped, both internally by the individual, and externally by influences outside the individual’s control.
- a neologism created by the translation of Heidegger’s term ‘unheimlich’; I prefer unhomeliness since it implies a non-supernatural lack of a sense of belonging, rather than the word ‘uncanny’ which is sometimes used as a translation.
- Brecht’s term for drawing attention to the artifice of dramatic performance - variously translated as ‘defamiliarisation’, ‘estrangement’, ‘alienation’ and ‘distanciation’; a mechanism whereby the illusion of narrative is punctured in order to highlight the highly contingent and constructed nature of stories and their worlds.

Categories: agency, anagnorisis, articulation, catharsis, dialectic, diegesis, exotopy, fetishism, hamartia, intentionality, mimesis, narratee, narrative, narrative configuration, polyphony, protagonist, spect-actor, technology of the self, Verfremdungseffekt,
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On blogging

Author: joe

Thursday, 12 February, 2009 - 16:39

I was recently invited to say a few brief words about the value of blogging. The event was a conference of uni staff who are taking part in a 'research-enhancement' programme of activities with a view to developing their research careers.

Not that I know much about research careers - I have cunningly managed to avoid disturbing anyone at the uni who keeps track of people's research activity. No journal papers, no conference papers, nothing that carries any esteem indicators whatsoever. I earn no esteem.

But anyway, I do write a blog, but more importantly have used blogging in teaching for four years now, so did have a couple of things to say about it. We ask students to start a blog when they begin the course, though we don't make it compulsory via assessment. I think it is important to make things elective, since incentivisation usually encourages instrumentality. (And only a cynic would note that this is the story of HE generally...)

Since the blogs aren't compulsory, you quickly find that the 'participation pyramid' (the imbalance between contributors and lurkers) which we see on sites like Wikipedia also characterises student participation. I increasingly think it is important to accept and allow such inequalities in uptake. By making things compulsory you infantilise the activities and the participants, and so those who would have contributed anyway get less benefit (who benefits from being infantilised?) and those who are compelled to join in do so in a tokenistic way. Ultimately, we want to encourage responsibility and independence, and micro-managing everyone's participation in various activities undermines that very aim.

Those who do participate voluntarily go on to experience many of the useful outcomes of writing in public. Of course, sometimes the writing is a whinging stream of consciousness, but actually this is a tiny part of it. More often, students write about the progress of their group work, or they articulate their desire to be better organised; sometimes they mull over the consequences of postmodern thought on their own dearly-held beliefs. I have read students link their own ideas to the Zapatistas, or share design ideas with clients. They write commentaries on oddities they have found in the wilds of the web, or they talk about the distresses and calamities of everyday life in eloquent ways. The range of subjects are fantastically kaleidoscopic, and it is, dare I say it, a little patronising to suggest it is simply an opportunity to whinge.

Just the act of writing (and especially in public) has many meta-cognitive benefits. Formless ideas are given form through writing. Feelings find expression. Thoughts which struggle to make sense become more sensible when we force ourselves to interpret them through language. There is something transformative and risky about writing ideas down and sharing them with others.

Jeremy Crampton, a Foucault scholar who keeps a blog, writes about Levy Bryant, a philosopher and author, and his blog, Larval Subjects, a blog I enjoy hugely. These thoughts capture the relationship between articulation and actualisation.

Larval subjects. Larvae are creatures in a process of becoming or development that have not yet actualized themselves in a specific form. This space is a space for the incubation of philosophical larvae that are yet without determinate positions or commitments but which are in a process of unfolding.

Larval Subjects

This captures the spirit of not knowing where you're going when you set out, a kind of lostness. [...] But there is something experimental to blogging, as a technology of the self. recall Foucault's comments about the pointlessness of writing a book if you already know what you're going to say.

Foucault Blog

Writing moves our ideas along, and develops them, determines and exposes their form and offers the potential for them to be further shaped and worked. This is true even if you write your diary in an underground cave, burn it and lock the ashes in an iron vault which you sink in an abyss (or write it in Blackboard). It is even more true if you do it in the open, out in the wild, and use the writing of your ideas to send out taproots seeking out people with similar interests, who can respond to you constructively, or people who couldn't disagree more, who will tell you exactly why your ideas stink. It is the ultimate in peer-review.

The objection raised to this is often that you shouldn't write about your research publicly in a blog because people will steal ideas from you, or you'll struggle to publish it in a journal later because it will already be in the public domain. I think both of these objections highlight the two main things that are wrong with academia. There are no ideas that can't be improved by being exposed to criticism, and the desperate need to retain ownership and exclusivity over ideas is, it seems to me, antithetical to the premise of education.

So, in the 30-or-so seconds I spoke at the mini-conference, I didn't manage to say quite all of those things, but those are the things I meant.

Categories: blogging, writing, meta-cognitive, articulation, learning, education, research, pedagogy,
Comments: 4