媒体与心灵:艺术、科学和作为造纸机的笔记本,1700-1830 年》,马修-丹尼尔-埃迪著(评论)

IF 0.8 3区 哲学 Q2 HISTORY & PHILOSOPHY OF SCIENCE
Manon C. Williams
{"title":"媒体与心灵:艺术、科学和作为造纸机的笔记本,1700-1830 年》,马修-丹尼尔-埃迪著(评论)","authors":"Manon C. Williams","doi":"10.1353/tech.2024.a933134","DOIUrl":null,"url":null,"abstract":"<p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830</em> by Matthew Daniel Eddy <!-- /html_title --></li> <li> Manon C. Williams (bio) </li> </ul> <em>Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830</em><br/> By Matthew Daniel Eddy. Chicago: University of Chicago Press, 2023. Pp. 423. <p>In <em>Media and the Mind</em>, Matthew Daniel Eddy provides an insightful and thorough exploration of student notebooks from Enlightenment Scotland, arguing that these notebooks operated as “paper machines” that facilitated cognitive processing and knowledge management. The study is based on extensive archival material collected from university, school, library, and family archives across Scotland. Eddy structures his argument around John Locke’s metaphor of the tabula rasa, the mind as a blank page, through which Eddy expands on this misinterpreted conceptualization of Enlightenment learning. Drawing on theories from disciplines as varied as anthropology, material culture, and cognitive science, he convincingly demonstrates that the notekeepers and their notekeeping practices are just as important to investigate as the contents on the page.</p> <p>This study is extremely detailed and quite lengthy, containing interwoven arguments too numerous to expand upon here. It would appeal to historians of science and the Enlightenment, historians of education and childhood, and scholars of material culture and media. The book is divided into three parts, each encompassing a different educational phase: primary schools, academies, and universities. Within each part, the chapters cover a different skill that students learned and engaged with to illustrate a dynamic learning process. A particular strength of the book is how Eddy situates these students within the broader social, intellectual, and cultural processes of the eighteenth century, contributing to our understanding of the popular Enlightenment. His exploration of the often-neglected topic of childhood education and literacy is especially interesting (ch. 2), as is his analysis of the commodification of intellectual rights with regards to the circulation of university lectures in student notebooks (ch. 10).</p> <p>Historians of technology will be especially interested in Eddy’s discussion of these notebooks as “paper machines,” a term drawn from media historian Markus Krajewski’s study of library index cards (<em>Paper Machines</em>, 2011). Eddy distinguishes student notebooks from a robust scholarship of “paper technologies,” employed by early modern cultural historians to describe the epistemic functions of paper records as material objects to organize and manage information. Summarizing Krajewski, Eddy writes: “As a material artifact, a ‘paper machine’ is a technology that consists of different paper components—slips, sheets, scraps—that are both crafted and set in motion by the human hand” (p. 6). The importance of movement and manipulability only becomes evident in chapter 3 on codexing, the practice of binding notebooks into a single informatic medium, which Eddy describes as “one <strong>[End Page 1054]</strong> of the most important paper machines that a student at the time could learn to create” (p. 85). Eddy argues that the manipulability of codices and the skills embedded within—from their assembly to their use as devices for information processing and retrieval—distinguishes them from other paper technologies. By the time students reached university, they had learned “to compress vast knowledge systems into paper machines,” allowing them to participate in the “knowledge economy” of the Enlightenment (p. 267).</p> <p>Regardless of whether scholars are convinced by the utility of labeling notebooks as machines rather than technologies, Eddy’s analysis offers valuable insight into how student notebooks aided a dynamic learning process between the student, the notebook, and notekeeping. To Eddy, notebooks were not passive objects, used as repositories of accumulated knowledge or tools of information management. As personal “media technologies,” these notebooks allowed students to “interface with information in a meaningful and purposeful way” (p. 4). The kinesthetic and mnemonic qualities of student notebooks and notekeeping represented the “malleability of knowledge” (p. 86) central to understanding Locke’s tabula rasa metaphor. Eddy provides a convincing argument to reframe student notebooks as interactive technologies that facilitated a dynamic process of learning, agency, and the development of reasoning. There is potential here for scholars to apply these ideas to other forms of note- and recordkeeping.</p> <p><em>Media and the Mind</em> provides a beautifully illustrated, if at times convoluted, addition to the scholarship on paper technologies and information management. As a...</p> </p>","PeriodicalId":49446,"journal":{"name":"Technology and Culture","volume":null,"pages":null},"PeriodicalIF":0.8000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830 by Matthew Daniel Eddy (review)\",\"authors\":\"Manon C. Williams\",\"doi\":\"10.1353/tech.2024.a933134\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p> <span>Reviewed by:</span> <ul> <li><!-- html_title --> <em>Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830</em> by Matthew Daniel Eddy <!-- /html_title --></li> <li> Manon C. Williams (bio) </li> </ul> <em>Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830</em><br/> By Matthew Daniel Eddy. Chicago: University of Chicago Press, 2023. Pp. 423. <p>In <em>Media and the Mind</em>, Matthew Daniel Eddy provides an insightful and thorough exploration of student notebooks from Enlightenment Scotland, arguing that these notebooks operated as “paper machines” that facilitated cognitive processing and knowledge management. The study is based on extensive archival material collected from university, school, library, and family archives across Scotland. Eddy structures his argument around John Locke’s metaphor of the tabula rasa, the mind as a blank page, through which Eddy expands on this misinterpreted conceptualization of Enlightenment learning. Drawing on theories from disciplines as varied as anthropology, material culture, and cognitive science, he convincingly demonstrates that the notekeepers and their notekeeping practices are just as important to investigate as the contents on the page.</p> <p>This study is extremely detailed and quite lengthy, containing interwoven arguments too numerous to expand upon here. It would appeal to historians of science and the Enlightenment, historians of education and childhood, and scholars of material culture and media. The book is divided into three parts, each encompassing a different educational phase: primary schools, academies, and universities. Within each part, the chapters cover a different skill that students learned and engaged with to illustrate a dynamic learning process. A particular strength of the book is how Eddy situates these students within the broader social, intellectual, and cultural processes of the eighteenth century, contributing to our understanding of the popular Enlightenment. His exploration of the often-neglected topic of childhood education and literacy is especially interesting (ch. 2), as is his analysis of the commodification of intellectual rights with regards to the circulation of university lectures in student notebooks (ch. 10).</p> <p>Historians of technology will be especially interested in Eddy’s discussion of these notebooks as “paper machines,” a term drawn from media historian Markus Krajewski’s study of library index cards (<em>Paper Machines</em>, 2011). Eddy distinguishes student notebooks from a robust scholarship of “paper technologies,” employed by early modern cultural historians to describe the epistemic functions of paper records as material objects to organize and manage information. Summarizing Krajewski, Eddy writes: “As a material artifact, a ‘paper machine’ is a technology that consists of different paper components—slips, sheets, scraps—that are both crafted and set in motion by the human hand” (p. 6). The importance of movement and manipulability only becomes evident in chapter 3 on codexing, the practice of binding notebooks into a single informatic medium, which Eddy describes as “one <strong>[End Page 1054]</strong> of the most important paper machines that a student at the time could learn to create” (p. 85). Eddy argues that the manipulability of codices and the skills embedded within—from their assembly to their use as devices for information processing and retrieval—distinguishes them from other paper technologies. By the time students reached university, they had learned “to compress vast knowledge systems into paper machines,” allowing them to participate in the “knowledge economy” of the Enlightenment (p. 267).</p> <p>Regardless of whether scholars are convinced by the utility of labeling notebooks as machines rather than technologies, Eddy’s analysis offers valuable insight into how student notebooks aided a dynamic learning process between the student, the notebook, and notekeeping. To Eddy, notebooks were not passive objects, used as repositories of accumulated knowledge or tools of information management. As personal “media technologies,” these notebooks allowed students to “interface with information in a meaningful and purposeful way” (p. 4). The kinesthetic and mnemonic qualities of student notebooks and notekeeping represented the “malleability of knowledge” (p. 86) central to understanding Locke’s tabula rasa metaphor. Eddy provides a convincing argument to reframe student notebooks as interactive technologies that facilitated a dynamic process of learning, agency, and the development of reasoning. There is potential here for scholars to apply these ideas to other forms of note- and recordkeeping.</p> <p><em>Media and the Mind</em> provides a beautifully illustrated, if at times convoluted, addition to the scholarship on paper technologies and information management. As a...</p> </p>\",\"PeriodicalId\":49446,\"journal\":{\"name\":\"Technology and Culture\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.8000,\"publicationDate\":\"2024-07-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Technology and Culture\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1353/tech.2024.a933134\",\"RegionNum\":3,\"RegionCategory\":\"哲学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"HISTORY & PHILOSOPHY OF SCIENCE\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Technology and Culture","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1353/tech.2024.a933134","RegionNum":3,"RegionCategory":"哲学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"HISTORY & PHILOSOPHY OF SCIENCE","Score":null,"Total":0}
引用次数: 0

摘要

评论者: 媒体与思想:媒体与心灵:作为造纸机的艺术、科学和笔记本,1700-1830 年 作者:Matthew Daniel Eddy Manon C. Williams (bio) 媒体与心灵:作为造纸机的艺术、科学和笔记本,1700-1830 年 作者:Matthew Daniel Eddy:艺术、科学和作为造纸机的笔记本,1700-1830 年 作者:Matthew Daniel Eddy。芝加哥:芝加哥大学出版社,2023 年。Pp.423.在《媒体与心灵》一书中,马修-丹尼尔-埃迪对启蒙运动时期苏格兰的学生笔记本进行了深入透彻的探讨,认为这些笔记本作为 "造纸机",促进了认知处理和知识管理。这项研究基于从苏格兰各地的大学、学校、图书馆和家庭档案中收集到的大量档案资料。埃迪围绕约翰-洛克(John Locke)的 "白纸"(tabula rasa)隐喻展开论述,通过这一隐喻,埃迪对启蒙学习的这一被误读的概念进行了阐释。他借鉴了人类学、物质文化和认知科学等不同学科的理论,令人信服地证明了记笔记者及其记笔记的方法与书页上的内容同样重要。这项研究极为详尽,篇幅也相当长,其中包含的论点相互交织,不胜枚举,在此不一一赘述。它将吸引科学和启蒙运动史学家、教育和童年史学家以及物质文化和媒体学者。本书分为三个部分,每个部分涵盖不同的教育阶段:小学、学院和大学。在每一部分中,各章都涉及学生学习和参与的不同技能,以说明一个动态的学习过程。本书的一个特别之处在于,艾迪将这些学生置于十八世纪更广泛的社会、知识和文化进程中,有助于我们理解大众启蒙运动。他对经常被忽视的儿童教育和扫盲问题的探讨尤其有趣(第2章),他对学生笔记本中大学讲义的流通所涉及的知识产权商品化问题的分析也很有趣(第10章)。技术史学家会对艾迪将这些笔记本视为 "造纸机 "的论述特别感兴趣,这个术语来自媒体史学家马库斯-克拉耶夫斯基(Markus Krajewski)对图书馆索引卡的研究(Paper Machines, 2011)。Eddy 将学生笔记本与 "纸张技术 "这一有力的学术研究区分开来,"纸张技术 "被早期现代文化史学家用来描述纸张记录作为组织和管理信息的物质对象的认识功能。在总结 Krajewski 的观点时,Eddy 写道:"作为一种物质人工制品,'造纸机'是一种技术,它由不同的纸张组件--纸片、纸张、纸屑--组成,这些组件既是手工制作的,也是由人手移动的"(第 6 页)。运动和可操作性的重要性在第 3 章 "编纂"(将笔记本装订成单一信息媒介的做法)中才得以体现,Eddy 将其描述为 "当时学生可以学习创造的最重要的纸机之一"(第 85 页)。埃迪认为,编纂工具的可操作性以及其中蕴含的技能--从组装到作为信息处理和检索设备的使用--使其有别于其他纸质技术。当学生们进入大学时,他们已经学会了 "将庞大的知识系统压缩到纸张机器中",从而能够参与启蒙运动的 "知识经济"(第 267 页)。无论学者们是否相信将笔记本标注为机器而非技术的实用性,埃迪的分析都为我们提供了宝贵的见解,让我们了解学生笔记本是如何帮助学生、笔记本和笔记之间的动态学习过程的。在埃迪看来,笔记本不是被动的物品,不是积累知识的宝库,也不是信息管理的工具。作为个人的 "媒体技术",笔记本允许学生 "以一种有意义、有目的的方式与信息打交道"(第 4 页)。学生笔记本和笔记的动觉性和记忆性代表了 "知识的可塑性"(第86页),是理解洛克的 "白板 "隐喻的核心。埃迪提出了一个令人信服的论点,将学生笔记本重新定义为一种互动技术,它促进了学习、代理和推理发展的动态过程。学者们有可能将这些观点应用到其他形式的笔记和记录中。媒体与心智》为纸质技术和信息管理方面的学术研究提供了一个图文并茂的补充,尽管有时会显得错综复杂。作为一...
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830 by Matthew Daniel Eddy (review)

Reviewed by:

  • Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830 by Matthew Daniel Eddy
  • Manon C. Williams (bio)
Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700–1830
By Matthew Daniel Eddy. Chicago: University of Chicago Press, 2023. Pp. 423.

In Media and the Mind, Matthew Daniel Eddy provides an insightful and thorough exploration of student notebooks from Enlightenment Scotland, arguing that these notebooks operated as “paper machines” that facilitated cognitive processing and knowledge management. The study is based on extensive archival material collected from university, school, library, and family archives across Scotland. Eddy structures his argument around John Locke’s metaphor of the tabula rasa, the mind as a blank page, through which Eddy expands on this misinterpreted conceptualization of Enlightenment learning. Drawing on theories from disciplines as varied as anthropology, material culture, and cognitive science, he convincingly demonstrates that the notekeepers and their notekeeping practices are just as important to investigate as the contents on the page.

This study is extremely detailed and quite lengthy, containing interwoven arguments too numerous to expand upon here. It would appeal to historians of science and the Enlightenment, historians of education and childhood, and scholars of material culture and media. The book is divided into three parts, each encompassing a different educational phase: primary schools, academies, and universities. Within each part, the chapters cover a different skill that students learned and engaged with to illustrate a dynamic learning process. A particular strength of the book is how Eddy situates these students within the broader social, intellectual, and cultural processes of the eighteenth century, contributing to our understanding of the popular Enlightenment. His exploration of the often-neglected topic of childhood education and literacy is especially interesting (ch. 2), as is his analysis of the commodification of intellectual rights with regards to the circulation of university lectures in student notebooks (ch. 10).

Historians of technology will be especially interested in Eddy’s discussion of these notebooks as “paper machines,” a term drawn from media historian Markus Krajewski’s study of library index cards (Paper Machines, 2011). Eddy distinguishes student notebooks from a robust scholarship of “paper technologies,” employed by early modern cultural historians to describe the epistemic functions of paper records as material objects to organize and manage information. Summarizing Krajewski, Eddy writes: “As a material artifact, a ‘paper machine’ is a technology that consists of different paper components—slips, sheets, scraps—that are both crafted and set in motion by the human hand” (p. 6). The importance of movement and manipulability only becomes evident in chapter 3 on codexing, the practice of binding notebooks into a single informatic medium, which Eddy describes as “one [End Page 1054] of the most important paper machines that a student at the time could learn to create” (p. 85). Eddy argues that the manipulability of codices and the skills embedded within—from their assembly to their use as devices for information processing and retrieval—distinguishes them from other paper technologies. By the time students reached university, they had learned “to compress vast knowledge systems into paper machines,” allowing them to participate in the “knowledge economy” of the Enlightenment (p. 267).

Regardless of whether scholars are convinced by the utility of labeling notebooks as machines rather than technologies, Eddy’s analysis offers valuable insight into how student notebooks aided a dynamic learning process between the student, the notebook, and notekeeping. To Eddy, notebooks were not passive objects, used as repositories of accumulated knowledge or tools of information management. As personal “media technologies,” these notebooks allowed students to “interface with information in a meaningful and purposeful way” (p. 4). The kinesthetic and mnemonic qualities of student notebooks and notekeeping represented the “malleability of knowledge” (p. 86) central to understanding Locke’s tabula rasa metaphor. Eddy provides a convincing argument to reframe student notebooks as interactive technologies that facilitated a dynamic process of learning, agency, and the development of reasoning. There is potential here for scholars to apply these ideas to other forms of note- and recordkeeping.

Media and the Mind provides a beautifully illustrated, if at times convoluted, addition to the scholarship on paper technologies and information management. As a...

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Technology and Culture
Technology and Culture 社会科学-科学史与科学哲学
CiteScore
0.60
自引率
14.30%
发文量
225
审稿时长
>12 weeks
期刊介绍: Technology and Culture, the preeminent journal of the history of technology, draws on scholarship in diverse disciplines to publish insightful pieces intended for general readers as well as specialists. Subscribers include scientists, engineers, anthropologists, sociologists, economists, museum curators, archivists, scholars, librarians, educators, historians, and many others. In addition to scholarly essays, each issue features 30-40 book reviews and reviews of new museum exhibitions. To illuminate important debates and draw attention to specific topics, the journal occasionally publishes thematic issues. Technology and Culture is the official journal of the Society for the History of Technology (SHOT).
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信