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Bevir describes the history of ideas as the study of historical relics and the assignment of meaning thereto. How to assign meaning? He defends intentionalism -- the view that the creators of certain objects, texts, etc., intended something by creating them, and that intention is what they mean.
He acknowledges ... objection to intentionalism: contextualism, conventionalism, occasionalism, and a stress upon the unconscious nature of much of human meaning.``
Abstract: "The earliest computer-aided hypertext systems were built in the 1960s, and (unlike some of the most popular later systems) fully integrated it with their hypertext functionality. Brown University's FRESS was the first hypertext system to run on commercial hardware and OS. It actually handled complex documents better than non-hypertext systems, and so was used as a publishing system as well as a collaborative hypertext environment for teaching, research, and development. FRESS had considerable support for document structuring and markup, affording separation of structure from formatting and hypertext semantics. It also provided a variety of coordinated views and a very powerful conditional-structure and view-specification mechanisms that suited it for many tasks still considered hard today: dynamic document assembly, structured information retrieval, and on-the-fly customization of even very large documents for the user, display device, and context. This paper gives an overview of FRESS's design approach especially with regard to its treatment of markup and structure; it discusses some ways that document structures differ from other familiar information structures; and argues that a sophisticated model of document structure is necessary to realize fully the potential of hypertext."
Summary: "Current hypertext (or synonymously 'hypermedia') systems have revolutionized our computing environment. Nevertheless some of the most widely used ones lack some effective capabilities provided in first generation systems such as Augment and FRESS, particularly with regard to document structure. In this article we have discussed the particulars of FRESS, and the markup, structure, and hyperlinking models it implemented, in hopes of showing how they can still benefit hypermedia systems today. . .These examples, we think, show that an effective hypertext system need not sacrifice display sophistication or support for document structure in exchange for linking, but can and should exceed the capabilities of non-hypertextual word processors. Systems that do not support large structured document nodes, and integrate that support fully with their linking models, cannot do this effectively."
"Current hypermedia system designers would do well to re-examine the insights of first-generation systems and take advantage of features that have proven useful (of course improving on them as well). Some of the innovations of the earliest hypertext systems remain available or are even standard now; among these are Undo and explainers, both introduced by FRESS. But others equally useful are now rare (at least in commercial as opposed to research systems). These may include bidirectionality, typed links, keyword-based content and link filtering, alternate views, links that control their destination context and formatting specifications, and virtual and structured documents and links. Only when hypertext systems address the full range of complexities of real-life documents and their structures, will it be practical to bring pre-existing literature into the hypertextual world, or to build fully effective hypertext systems even for information newly crafted for that world."
It is by no means obvious that all background knowledge ought to be excluded as extraneous to the appreciation of a poem. Nor is it obvious that reliable evaluations are to be expected in relation to a single sample poem of only a dozen or so lines. Nevertheless, Richards' version of practical criticism held out the promise of an objective assessment procedure requiring strenuous intellectual skills of the kind that had been previously lacking in English students. It was not long before Cambridge took the lead in introducing practical criticism into university examinations; and it was not long before the practical criticism orientation shed an influence over critical thinking in general. Soon it began to seem quite natural that literature should be appreciated only in 'pure' and decontextualised form, quite natural that it should be judged and justified only on the basis of very close inspection of very short passages of text.
But although Richards' version of practical criticism promoted close reading, he did not himself provide a replicable procedure for carrying out that activity. Such as the contribution of his pupil at Cambridge, William Empson. Using Empson's procedure, it became possible to show a great deal going on within a tiny compass for almost any sample of poetic language. In fact, Empson suggested that any small portion of a longer text carries within itself a miniature reflection of the whole, as microcosm to macrocosm. This belief continued to underpin almost all Anglo-American criticism over the following decades.
In his famous Seven Types of Ambiguity, Empson stretches 'ambiguity' to cover not merely the alternative dictionary senses of a word but 'any verbal nuance, however slight, which gives scope for alternative reactions to the same piece of language'.21 The discovery of ambiguities is the opening gambit in his procedure.
In Context and Content Robert Stalnaker develops a philosophical picture of the nature of speech and thought and the relations between them. Two themes in particular run through these collected essays: the role that the context in which speech takes place plays in accounting for the way language is used to express thought, and the role of the external environment in determining the contents of our thoughts. Stalnaker argues against the widespread assumption of the priority of linguistic over mental representation, which he suggests has had a distorting influence on our understanding.
Ross J. Todd, Rutgers University
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'00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
'10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |
Bevir describes the history of ideas as the study of historical relics and the assignment of meaning thereto. How to assign meaning? He defends intentionalism -- the view that the creators of certain objects, texts, etc., intended something by creating them, and that intention is what they mean.
He acknowledges ... objection to intentionalism: contextualism, conventionalism, occasionalism, and a stress upon the unconscious nature of much of human meaning.``
Abstract: "The earliest computer-aided hypertext systems were built in the 1960s, and (unlike some of the most popular later systems) fully integrated it with their hypertext functionality. Brown University's FRESS was the first hypertext system to run on commercial hardware and OS. It actually handled complex documents better than non-hypertext systems, and so was used as a publishing system as well as a collaborative hypertext environment for teaching, research, and development. FRESS had considerable support for document structuring and markup, affording separation of structure from formatting and hypertext semantics. It also provided a variety of coordinated views and a very powerful conditional-structure and view-specification mechanisms that suited it for many tasks still considered hard today: dynamic document assembly, structured information retrieval, and on-the-fly customization of even very large documents for the user, display device, and context. This paper gives an overview of FRESS's design approach especially with regard to its treatment of markup and structure; it discusses some ways that document structures differ from other familiar information structures; and argues that a sophisticated model of document structure is necessary to realize fully the potential of hypertext."
Summary: "Current hypertext (or synonymously 'hypermedia') systems have revolutionized our computing environment. Nevertheless some of the most widely used ones lack some effective capabilities provided in first generation systems such as Augment and FRESS, particularly with regard to document structure. In this article we have discussed the particulars of FRESS, and the markup, structure, and hyperlinking models it implemented, in hopes of showing how they can still benefit hypermedia systems today. . .These examples, we think, show that an effective hypertext system need not sacrifice display sophistication or support for document structure in exchange for linking, but can and should exceed the capabilities of non-hypertextual word processors. Systems that do not support large structured document nodes, and integrate that support fully with their linking models, cannot do this effectively."
"Current hypermedia system designers would do well to re-examine the insights of first-generation systems and take advantage of features that have proven useful (of course improving on them as well). Some of the innovations of the earliest hypertext systems remain available or are even standard now; among these are Undo and explainers, both introduced by FRESS. But others equally useful are now rare (at least in commercial as opposed to research systems). These may include bidirectionality, typed links, keyword-based content and link filtering, alternate views, links that control their destination context and formatting specifications, and virtual and structured documents and links. Only when hypertext systems address the full range of complexities of real-life documents and their structures, will it be practical to bring pre-existing literature into the hypertextual world, or to build fully effective hypertext systems even for information newly crafted for that world."
It is by no means obvious that all background knowledge ought to be excluded as extraneous to the appreciation of a poem. Nor is it obvious that reliable evaluations are to be expected in relation to a single sample poem of only a dozen or so lines. Nevertheless, Richards' version of practical criticism held out the promise of an objective assessment procedure requiring strenuous intellectual skills of the kind that had been previously lacking in English students. It was not long before Cambridge took the lead in introducing practical criticism into university examinations; and it was not long before the practical criticism orientation shed an influence over critical thinking in general. Soon it began to seem quite natural that literature should be appreciated only in 'pure' and decontextualised form, quite natural that it should be judged and justified only on the basis of very close inspection of very short passages of text.
But although Richards' version of practical criticism promoted close reading, he did not himself provide a replicable procedure for carrying out that activity. Such as the contribution of his pupil at Cambridge, William Empson. Using Empson's procedure, it became possible to show a great deal going on within a tiny compass for almost any sample of poetic language. In fact, Empson suggested that any small portion of a longer text carries within itself a miniature reflection of the whole, as microcosm to macrocosm. This belief continued to underpin almost all Anglo-American criticism over the following decades.
In his famous Seven Types of Ambiguity, Empson stretches 'ambiguity' to cover not merely the alternative dictionary senses of a word but 'any verbal nuance, however slight, which gives scope for alternative reactions to the same piece of language'.21 The discovery of ambiguities is the opening gambit in his procedure.
In Context and Content Robert Stalnaker develops a philosophical picture of the nature of speech and thought and the relations between them. Two themes in particular run through these collected essays: the role that the context in which speech takes place plays in accounting for the way language is used to express thought, and the role of the external environment in determining the contents of our thoughts. Stalnaker argues against the widespread assumption of the priority of linguistic over mental representation, which he suggests has had a distorting influence on our understanding.
Ross J. Todd, Rutgers University
Navigate 1900's | |||||||||
---|---|---|---|---|---|---|---|---|---|
'00 | '01 | '02 | '03 | '04 | '05 | '06 | '07 | '08 | '09 |
'10 | '11 | '12 | '13 | '14 | '15 | '16 | '17 | '18 | '19 |
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