{"id":6441,"date":"2005-10-27T20:30:00","date_gmt":"2005-10-27T20:30:00","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/10\/27\/lanham-the-elec\/"},"modified":"2005-10-27T20:30:00","modified_gmt":"2005-10-27T20:30:00","slug":"lanham-the-elec","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/27\/lanham-the-elec\/","title":{"rendered":"Lanham – The Electronic Word<\/i> (1993)"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>

Technology, democracy (explicit in the subtitle), rhetoric education and
\ncurricular reform recur as themes in Lanham’s The Electronic Word<\/i>. 
\nThe book sets out with an overarching consideration of the material,
\ninstrumental and ideological transitions in the interfacial revolution from book
\nto screen.  The screen has rattled the "reign of textual truth" (x), opened
\nup the meaning of "text," and, consequently, challenged traditional-humanist
\nrationale for moralistic training via literary works (lots on the Great Books
\ndebate here) . EW<\/i> is set up for reading as a continuous book and also as
\ndiscrete chapters, according to Lanham; the chapters make frequent intratextual
\nreference (i.e., "In chapter 7, I…").  He gives readings of
\nrhetorical\/philosophical traditions and more recent –phobe<\/i> and –phile<\/i>
\norientations toward microcomputers and related computing activities–activities
\nhe regards as deeply rhetorical and thoroughly transformative for commonplaces
\nabout text, decorum, higher ed, and the humanities.  EW<\/i> is probably
\none of the earlier takes on a digital rhetorics, even if he frames a compelling
\nrange of precursors (xi)–"a new and radical convertibility" of "word image and
\nsound" (xi) staged in Cage’s experimental art and music, Duchamp’s readymades
\nand even K. Burke’s poetry.<\/p>\n

<\/p>\n

Key ideas:<\/p>\n

AT\/THROUGH (43):  At-through is one of several bi-stable qualities for
\nengagement\/encounter (?); it primarily concerns visual experience (correct?),
\nand it suggests a perceptual oscillation:  at…through…at…through. 
\nThe at<\/i> disposition is alerted to surfaces; it is highly self-conscious of
\nplay and design; through<\/i>, on the other hand, is un-self-conscious and
\nunaware of any fashioned aesthetic.  Lanham writes, "Print wants the gaze
\nto remain THROUGH and unselfconscious all the time" (43).  <\/p>\n

bi-stable decorum (oscillation) (14):  Lanham introduces this model as a
\nway to complicate what he calls the "classical notion of decorum": Clarity,
\nBrevity and Sincerity (34).  Bi-stability introduces a dynamic quality to
\notherwise static, absolute orientations.<\/p>\n

\n
<\/p>\n\n\n\n\n\n\n
 <\/td>\nUnselfconscious<\/td>\nSelfconscious<\/td>\n<\/tr>\n
Object<\/td>\nTransparent<—<\/td>\n—>Opaque<\/td>\n<\/tr>\n
Viewer<\/td>\nThrough<—<\/td>\n—>At<\/td>\n<\/tr>\n
Reality<\/td>\nBiogrammar<—<\/td>\n—>Drama<\/td>\n<\/tr>\n
Motive<\/td>\nHierarchy<—<\/td>\n—>Play<\/td>\n<\/tr>\n<\/table>\n

<\/center>\n<\/div>\n

scale (41-42): Through much of chapter two, Lanham deals with concepts of
\nscale; he says "scaling change is one of the truly enzymatic powers of
\nelectronic text" (41); these powers, he says, line up with distinctive textual
\naesthetics such as collage.  His discussion in this section put me onto a
\nfew questions I need to work through a bit more about the virtual and the limits
\nof scalability.  It makes sense that zooming enables interactivity; it
\ndemocratizes the epic, according to Lanham, but to what end?  Google Earth?
\nRelative to foreclosed notions of text-as-art, sure, "all of this yields a body
\nof work active not passive, a canon not frozen in perfection but volatile with
\ncontending human motive" (51).  Good stuff, but what of limits (in
\nrelation, perhaps, to more recent developments)?<\/p>\n

the "Q" question (c. 7):  The Quintilian question: is a good orator also
\na good person?  Lanham broadens the question to the humanities curriculum
\nand a divide between philosophy and rhetoric: how do we justify the humanities? 
\nDo the "humanities humanize" (181)? Starting with Peter Ramus’s split of
\nrhetoric into philosophy (invention, argument and arrangement) and true<\/i>
\nrhetoric (style and delivery).  It’s hard to sum up, but it seems to reduce
\nto inertial\/accelerative tensions in the curriculum.  Lanham observes
\nprotectionist\/preservationist stances which cling desperately to canonical
\ntraditions but that can no better prove the moral effects of humanities
\neducation than those who are more adaptive.  He advocates an
\nintegrative\/oscillatory stance–a sprezzatura<\/i> (161)–that is at once
\nforward-looking and dynamic, welcoming movement between the rhetorical and the
\nphilosophical.  This is what he calls a "Strong Defense" which accepts that
\nrhetoric is essentially creative (156).  In contrast, a "Weak Defense" of a
\nrhetoric-based humanities curriculum argues the good rhetoric\/bad rhetoric
\nsplit, which, in turn, allows for a moral stance disaffiliated from those
\nunsavory definitions of rhetoric as coercive or merely ornamental. <\/p>\n

Keywords: pastists (x), proleptic aesthetic (xi), device of dramaticality
\n(6), chameleon text (7), motival structure (14), ekphrasis (34), chreia (40),
\ncalligram (34), architectonic (56), expressive technologies (73), experimental
\nhumanism (110), remediation (130), ethnographic map (141), bricolage (144),
\nuseful miracles (151), curricular compass (152),  mindless hypertext (218),
\ntechnophobic jeremiads and political stinkfights (226), noosphere (235), phatic
\ncommunion (240).<\/p>\n

Figures: McLuhan, Marinetti (31), Burke (35), Cristo (48-49), Charles Jencks
\n(62), Robert Venturi (63), Susan Langer (77), Richard McKeon (165), Bolter,
\nLandow, Ulmer (c. 8), Postman (c. 9)<\/p>\n

I have quite a few additional notes, but I’ll keep the rest scribbled on
\npaper for now.  Lanham’s mention of quoting images (what of that?, 46)
\nstarted me thinking.  As much as anything else, I was also struck by the
\napplicability of the "Q" question to the ongoing (de)merits-of-academic-blogging
\ndebate.  Arching over the Tribble column, sharp responses, and concerns
\nabout blogging related to scholarly activity and T&P: the "Q" question. 
\nThat blogs (potentially…oftentimes?) humanize is, perhaps, what renders
\nthem–in light of the "Q" question–so deeply inappropriate for dutiful
\nacademics (or so the argument roughly goes).  The "Q" question might also
\nhelp us sort through the discordant views on Web 2.0, especially the notions of
\n"amorality" suggested by
\nNicolas
\nCarr<\/a> (via<\/a>,
\n
\nvia<\/a>). Although the web doesn’t fall strictly in humanities territory, it
\ndoes force difficult questions on academic definitions of the humanities and
\nrelated justifications.  I don’t want to be too quick to dismiss Carr’s
\ntotal argument (destructive as it is to push in the break and mash the
\naccelerator, unless separated in time), but I am suggesting that it was
\ninstructive for me to read Carr’s entry with the "Q" question in mind. <\/p>\n

Quotations<\/p>\n

"Digitized communication is forcing a radical realignment of the alphabetic
\nand graphic components of ordinary textual communication (3).<\/p>\n

"The personal computer has proved already to be a device of intrinsic
\ndramaticality" (6).<\/p>\n

"The themes we are discussing–judgments about scale, a new icon\/alphabet
\nration in textual communication, nonlinear collage and juxtapositional
\nreasoning, that is to say bottom-up rather than top-down planning, coaxing
\nchange so as to favor the prepared mind–all these constitute a new theory of
\nmanagement" (47).<\/p>\n

"Does the center of liberal education lie in methods or texts? If methods,
\nintuitive or empirical? If texts, ancient or modern?" (101).<\/p>\n

"If you separate the discipline of discourse into essence and ornament, into
\nphilosophy and rhetoric, and make each a separate discipline, it makes them
\neasier to think about" (159).<\/p>\n

"If you are trying to revolutionize a bureaucracy, even an educational one,
\nyou cannot afford to write like a bureaucrat" (217).<\/p>\n

"Intelligenda longa, vita brevis<\/i> should be the motto of the
\ninformation age–life is short, but long indeed the list of things to be known
\nin it" (227).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Technology, democracy (explicit in the subtitle), rhetoric education and curricular reform recur as themes in Lanham’s The Electronic Word.  The book sets out with an overarching consideration of the material, instrumental and ideological transitions in the interfacial revolution from book to screen.  The screen has rattled the "reign of textual truth" (x), opened up the…<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[167],"tags":[497,498,183,500,496,318,499,185,359,328,187,443],"class_list":["post-6441","post","type-post","status-publish","format-standard","hentry","category-reading_notes","tag-at-through","tag-bistable","tag-curriculum","tag-humanities","tag-lanham","tag-new-media","tag-oscillation","tag-rhetoric","tag-scale","tag-screen","tag-technology","tag-text"],"yoast_head":"\nLanham - 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Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 34-48. Considering then-formidable digital avenues, such as home pages and listservs, Hesse issues a preservationist argument for the essay. The provisional, self-reflective, scrap-collecting models\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6489,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/01\/19\/a-typewriter\/","url_meta":{"origin":6441,"position":1},"title":"A Typewriter?","author":"Derek Mueller","date":"January 19, 2006","format":false,"excerpt":"In \"Technology & Ethos\" (1971), Amiri Baraka writes A typewriter?--why shd it only make use of the tips of the fingers as contact points of flowing multidirectional creativity. If I invented a word placing machine, an '\"expression-scriber,\" if you will, then I would have a kind of instrument into which\u2026","rel":"","context":"In "Technologies"","block_context":{"text":"Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/technologies\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7031,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/03\/moran-computers\/","url_meta":{"origin":6441,"position":2},"title":"Moran, “Computers and Composition 1983-2002”","author":"Derek Mueller","date":"September 3, 2006","format":false,"excerpt":"Moran, Charles. \"Computers and Composition 1983-2002: What We Have Hoped For.'\" Computers and Composition. 20 (2003): 343-358. Charlie Moran, writing from the perspective of an insider, synthesizes twenty years of Computers and Composition (1983-2002) scholarship by identifying trends in what was hoped for. Addressing participant's in Barton's discourses of technology\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7001,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/costanzo-readin\/","url_meta":{"origin":6441,"position":3},"title":"Costanzo, “Reading, Writing and Thinking in an Age of Electronic Literacy”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Costanzo, William. \"Reading, Writing and Thinking in an Age of Electronic Literacy.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 11-21. In this overview, Costanzo provides a snapshot of C&W concerns\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7205,"url":"https:\/\/www.earthwidemoth.com\/blog\/2009\/04\/23\/twitter-totter\/","url_meta":{"origin":6441,"position":4},"title":"Twitter Totter","author":"Derek Mueller","date":"April 23, 2009","format":false,"excerpt":"I sure hope Maureen Dowd's optometrist didn't read what she wrote at the end of her Tuesday newspaper column, \"To Tweet or Not to Tweet\": I would rather be tied up to stakes in the Kalahari Desert, have honey poured over me and red ants eat out my eyes than\u2026","rel":"","context":"In "Style"","block_context":{"text":"Style","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/style\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6443,"url":"https:\/\/www.earthwidemoth.com\/blog\/2005\/10\/31\/bolter-and-grus\/","url_meta":{"origin":6441,"position":5},"title":"Bolter and Grusin – Remediation (1999) I","author":"Derek Mueller","date":"October 31, 2005","format":false,"excerpt":"The remediation project depends on a double-logic.\u00a0 Tangled around and around one another, bread-tie like, hypermediacy (opacity) and immediacy (transparency) stand as the two poles between which all remediation oscillates (again, oscillations, as from Lanham).\u00a0 Hypermediacy is the \"frenetic design\" that comes with exciting and blending mediaforms into one another.\u00a0\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6441","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=6441"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/6441\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=6441"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=6441"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=6441"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}