{"id":466,"date":"2019-04-23T01:44:16","date_gmt":"2019-04-23T01:44:16","guid":{"rendered":"https:\/\/stacycacciatore.com\/?p=466"},"modified":"2019-04-23T01:44:16","modified_gmt":"2019-04-23T01:44:16","slug":"teletheory-ulmer-notes","status":"publish","type":"post","link":"https:\/\/stacycacciatore.com\/index.php\/2019\/04\/23\/teletheory-ulmer-notes\/","title":{"rendered":"Teletheory &#8211; Ulmer &#8211; Notes"},"content":{"rendered":"<h1><strong>Teletheory by Greg Ulmer <\/strong><\/h1>\n<h3><strong>By Stacy Cacciatore\u00a0<\/strong><\/h3>\n<p><strong> <a href=\"https:\/\/stacycacciatore.com\/wp-content\/uploads\/2019\/04\/teletheory.jpeg\"><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-467\" src=\"https:\/\/stacycacciatore.com\/wp-content\/uploads\/2019\/04\/teletheory.jpeg\" alt=\"\" width=\"184\" height=\"273\" \/><\/a><\/strong><\/p>\n<p><strong>Questions for Stacy to bring up<\/strong><\/p>\n<ul>\n<li><strong>Technology \u2013 <\/strong>why do we always devalue the value new technology brings to society?<\/li>\n<li><strong>Memorization \u2013<\/strong>He brings up that this has changed, I wonder, will it go away? If we don\u2019t exercise this muscle, will it atrophy? Will that matter? (pp 19-20)<\/li>\n<li><strong>Mystory \u2013<\/strong>Freud \u2013 used personal experience to develop his theories\/writings. And <strong>Kekule \u2013 <\/strong>This story of Kekule is a<strong>mystory<\/strong>\u2013 the contribution of personal anecdotes to problem-solving in the field of specialized knowledge<strong>. <\/strong><\/li>\n<li>The question of \u2013 can innovation be taught?<\/li>\n<\/ul>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Gregory Leland Ulmer<\/strong>\u00a0(born December 23, 1944)<a href=\"https:\/\/en.wikipedia.org\/wiki\/Gregory_Ulmer#cite_note-1\"><sup>[1]<\/sup><\/a>\u00a0is a professor in the Department of English at the\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/University_of_Florida\">University of Florida<\/a>\u00a0(<a href=\"https:\/\/en.wikipedia.org\/wiki\/Gainesville,_Florida\">Gainesville<\/a>) and a professor of Electronic Languages and Cybermedia at the\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/European_Graduate_School\">European Graduate School<\/a>\u00a0in\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Saas-Fee\">Saas-Fee<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Switzerland\">Switzerland<\/a>.<a href=\"https:\/\/en.wikipedia.org\/wiki\/Gregory_Ulmer#cite_note-2\"><sup>[2]<\/sup><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Many of Ulmer&#8217;s theories grow out of his home-spun &#8220;puncepts&#8221; like textshop, choragraphy, applied\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Grammatology\">grammatology<\/a>, mystory, heuretics, and post(e)-pedagogy.<a href=\"https:\/\/en.wikipedia.org\/wiki\/Gregory_Ulmer#cite_note-Electronic_Monuments_by_Gregory_Ulmer-4\"><sup>[4]<\/sup><\/a>\u00a0His explorations into what he refers to as an &#8220;anticipatory consciousness&#8221; designed to utilize the force of intuition as a way to invent emergent forms of knowledge are methodologically remixed by Ulmerian disciples all over the world.<\/p>\n<p>&nbsp;<\/p>\n<p>Ulmer&#8217;s work focuses on\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Hypertext\">hypertext<\/a>,\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Electracy\">electracy<\/a>\u00a0and cyberlanguage and is frequently associated with &#8220;emerAgency,&#8221; &#8220;choragraphy,&#8221; &#8220;mystoriography,&#8221;\u00a0<a href=\"https:\/\/en.wikipedia.org\/w\/index.php?title=Heuretics&amp;action=edit&amp;redlink=1\">heuretics<\/a>, and concept avatar. Following his motto (from the Japanese poet\u00a0<a href=\"https:\/\/en.wikipedia.org\/wiki\/Matsuo_Bash%C5%8D\">Matsuo Bash\u014d<\/a>) &#8220;not to follow in the footsteps of the masters, but to seek what they sought,&#8221; Ulmer developed a mode for research and pedagogy that does for electracy what the argumentative essay (paper) does for literacy.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Chapter 1<\/strong><\/p>\n<ul>\n<li>Derrida at the little bighorn<\/li>\n<li>Television is a rival didactic institution<\/li>\n<li>Television = medium to manage and distribute video<\/li>\n<li>Effect of television on students was to raise their desire to make texts in video<\/li>\n<li>Teletheory is a response to this \u201ceffects research\u201d investigating the possibility of electronic thinking that is not dependent upon video equipment, that is not medium specific. (11)<\/li>\n<li>Part One \u2013 Theoretical rational<\/li>\n<li>Part Two \u2013 brings together a set of texts from several different arts and media to serve as an example for discourse. The assumption is that oral, literate, video\u2026discourse shouldn\u2019t be kept apart<\/li>\n<li>Part Three \u2013 example of mystory \u2013 an alternate way to represent research<\/li>\n<li>Heuretic \u2013 concerned with invention and making<\/li>\n<li>Neologisms \u2013 \u201cmystory\u201d, \u201cheuretics\u201d, and \u201coralysis\u201d<\/li>\n<li>\u201cone of the primary tasks of grammatology as a disciplinary field is not only to study, but to practice a cognitive style articulating these three orders of discourse<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Theory <\/strong><\/p>\n<ul>\n<li>\u201cDerrida at the Little Bighorn\u201d is not a book, it\u2019s a video\u201d<\/li>\n<li>\u201cI leave each time with a sack of books, but with the desire unsated. That is what makes it desire. If I can say that what I desire is a tape rather than a book, will that change my experience of making a text? No, because it\u2019s the desire, the love of knowledge that drives academic discourse, is not medium-specific\u201d<\/li>\n<li>Telethory \u2013 as the work of mourning<\/li>\n<li>What is the \u2018force\u2019 of theory?<\/li>\n<li>Could a theory be learned theoretically? Features of the approach that are distinctive enough to deserve a different name: telethory<\/li>\n<li>This book is an account of this pedagogy<\/li>\n<li>Neologism \u2013 \u201cmystory\u201d<\/li>\n<li>Derrida at the Little Big Horn is an example of a mystory<\/li>\n<li>In the age of television, academic discourse in the humanities will function mystorically<\/li>\n<li>\u201ctele\u201d \u2013 concern with how discourse might be affected by electronic technology<\/li>\n<li>Cognition switch to electronics<\/li>\n<li>Jack Goody\u2019s Domestication of the Savage Mind \u2013 a direct correlation between alphabetic writing and critical, analytical thinking<\/li>\n<li>Alphabetic literacy \u2013 made it possible to scrutinize discourse, giving oral communication a semi-permanent home<\/li>\n<li>Ulmer, against the \u2018critics\u2019 of new technology as \u2018uncritical\u2019 Ulmer says, \u201cteletheory offers this proposition: video can do the work of literacy, but no better than literacy can do the work of speech. It has its own features and capacities that are fully cognitive, whether or not they are critical\u201d (19).<\/li>\n<li>Teletheory to define those areas<\/li>\n<li>School is the institulationation of literacy as writing as an \u201congoing activity\u201d<\/li>\n<li>Television is the institutionalization of Video in our society<\/li>\n<li>Change of memory and storage<\/li>\n<li>Techniques of mnemonics or artificial memory were replaced with new ones \u201cbased on dialectical order\u201d as worked by Peter Ramus<\/li>\n<li>Walter Ong \u2013 noted in his book on Ramus \u2013 shift to print includes new attitude \u2013 young students to enter advanced and prestigious courses in scholastic logic<\/li>\n<li>Marshall McLuhan \u2013 earlier generation of grammatologist \u2013 theorist of apparatus approach our question in terms of the relationship between technology, ideology, and institutional practices<\/li>\n<li>Heidegger&#8217;s point \u2013 modern age essence of man has changed becoming subjectum<\/li>\n<li>Heuretics \u2013 the convergence of rhetorical inventio with the innovation of rhetorical and aesthetic invention with modes of discovery in all areas<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Chapter 1 Experiment<\/h3>\n<p>Historiography<\/p>\n<ul>\n<li>Heidegger\u2019s discussion of Historiography<\/li>\n<li>Tropics of Discourse<\/li>\n<li>Teletheory approaches the artistic text as models for representational practice adaptable to education<\/li>\n<li>Periodic table \u2013 arrange chemical elements into rows and columns \u2013 the natural order<\/li>\n<li>Heuristics do not interpret art it uses art for the making of theory (37)<\/li>\n<li>Freud: The New Instauration\n<ul>\n<li>Phaedrus<\/li>\n<li>Resemblance or patterning<\/li>\n<li>Analytico-referential mode is arbitrary \u2013 allowing concepts to be serialized into a grammar<\/li>\n<li>Insaturation \u2013 Francis Bacon\u2019s Renaissance Project<\/li>\n<\/ul>\n<\/li>\n<li>Feyerabend \u2013 Against Method (1975) \u2013 see the interrelationship between style and cognition and appropriate level of generalization focusing on the Ancient period<\/li>\n<li>Linde\u2019s study \u2013 important for teletheory:\n<ul>\n<li>Observation human identity is a function of a life story that people believe in and tell about to themselves. Myth not history. Oral not written.<\/li>\n<li>The interdependence of diff levels of models. 1<sup>st<\/sup>step in development of new expert explanatory system \u2013 move from common sense and accepted theories<\/li>\n<\/ul>\n<\/li>\n<li>Sperber \u2013 how a student receives discipline. Problem is, with \u2018half-understood ideas\u201d the \u201cargument of authority\u201d carries full weight (55)<\/li>\n<li>Life story \u2013 research on science as an institution\n<ul>\n<li>Inmixing of three levels (private, public, disciplinary)<\/li>\n<li>Cultural literacy \u2013 lies above everyday knowledge<\/li>\n<li>Freudian slip \u2013 common sense<\/li>\n<\/ul>\n<\/li>\n<li>Telethory approaching pedagogy in terms of academic apparatus \u2013 must design with institutional frame in mind<\/li>\n<li>Half-understood concepts \u2013 like children don\u2019t fully understand death<\/li>\n<li>Schooling \u2013 student acquires knowledge of the discipline<\/li>\n<li>An image is wide when it functions as a schemea capabile of assimilating to itself a wide range of perceptions, actions, ideas (58)<\/li>\n<li>One purpose of teletheory is to make personal images accessible, receivable, by integrating the private and public dimensions of knowledge \u2013 invention and justification (58)<\/li>\n<li>In electronic age, the academic apparatus may stimulate the knowledge cycle that joins public, private, popular and disciplinary cultural models.<\/li>\n<li>Exploration of personal analogy is one strategy for mapping across domains needed in the pedagogy of teletheory (61)<\/li>\n<li>The story of mourning always comes up in the drama of men and their fathers (Kekule) P 62<\/li>\n<li><em><strong>**Very interesting \u2013 he tells the story of Kekule, who basically wants to be a chemist, and his father is pissed. So, one day he\u2019s staring into a fire, and comes up with \u2018benzene molecule\u2019. The was thinking of chemistry and his own personal circumstances. This example is used to say that invention can\u2019t be institutionalized. \u201cThis story is usually invoked in the philosophy of science to indicate the impossibility of institutionalizing the discovery or invention of process in formal schooling. My (Ulmer\u2019s) purpose is to prove the opposite conclusion is necessary \u2013 that we must learn how to include the dimension of invention if we are to have a complete education \u2013 and reasonable, now that we have a technology that does for the cognition of invention what the alphabetic literacy does for critical analysis,\u201d (62)<\/strong><\/em><\/li>\n<li><em><strong>\u201cVideo is the prothesis of inventive or heuristic thinking, just as literacy is the prothesis of hermeneutics. Such is the premise of teletheory (and one of my objects of expla<\/strong>nation)\u201d (p 62).<\/em><\/li>\n<li>This story of Kekule is a<strong>mystory<\/strong>\u2013 the contribution of personal anecdotes to problem-solving in the field of specialized knowledge<strong>. <\/strong><\/li>\n<li>Freud \u2013 significant as first innovator to propose a system of knowledge and an institution (psycnoanalysis) whose subject and object are one and the same: Freud\u2019s own story (62).<\/li>\n<li>Freud\u2019s invention: a generalization of his peculiar, personal, familia story, mediated through literary text (and myth) into an expert system of medical science.<\/li>\n<li>The death of Freud\u2019s father \u2013 motivated his self-analysis and the writing of The Interpretation of Dreams \u2013 cultural text and unsolved problem in a discipline of knowledge (sexual dysfunction, hysteria)<\/li>\n<li>\u201cMystory brings this process into academic discourse so that it may be artificially developed, democratized, extended into normal schooling for everyday use.\u201d (63)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>Chapter 2 \u2013 Conduction<\/h3>\n<ul>\n<li>The voice of the code<\/li>\n<li>Historiography of learning called \u201cmystory\u201d<\/li>\n<li>Oralysis \u2013 writable in video, the same way analysis is writable in alphabetic literacy<\/li>\n<li>5 codes<\/li>\n<li>Code \u2013 oral form \u2013 parallel<\/li>\n<li>Barthes \u2013 identify the sentence-model of codes:\n<ul>\n<li>Code of action = anecdote<\/li>\n<li>Code of Enigma = riddle<\/li>\n<li>Code of Semes = figures (metaphor\/metonym)<\/li>\n<li>Code of Reference = proverb<\/li>\n<li>Code of Symbol = joke<\/li>\n<\/ul>\n<\/li>\n<li>Lacan\u2019s theory<\/li>\n<li>Psychoanalytic concepts of Oedipal stage<\/li>\n<li>Labov\u2019s analysis\n<ul>\n<li>Abstract: short summary of the story, encapsulating the point of the story and alerting the listener that a narrative is about to begin<\/li>\n<li>Orientation: identifies the time, place, persons and their activity or situation, occurring immediately before the first narrative clause<\/li>\n<li>Complicating action: a temporal sequencing between narrative clauses involving the core of the story<\/li>\n<li>Evaluation: interruptions in the story that reaffirm the tellability of the narrative or assess the situation, either in the form of an external commentary or by statements embedded in the story itself<\/li>\n<li>Resolution: the conclusion of the narrative:<\/li>\n<li>Coda: closes the sequences of complicating actions, completing the story such that everything has been accounted for<\/li>\n<\/ul>\n<\/li>\n<li>Juxtaposition of Barthes\u2019 code with elements of classical rhetoric extend this parallel<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"312\">Narrative<\/td>\n<td width=\"312\">Argument<\/td>\n<\/tr>\n<tr>\n<td width=\"312\"><strong>Action code<\/strong><\/td>\n<td width=\"312\">Reasoning<\/td>\n<\/tr>\n<tr>\n<td width=\"312\"><strong>Enigma<\/strong><\/td>\n<td width=\"312\">Problem<\/td>\n<\/tr>\n<tr>\n<td width=\"312\"><strong>Semes<\/strong><\/td>\n<td width=\"312\">Ethos<\/td>\n<\/tr>\n<tr>\n<td width=\"312\"><strong>Reference<\/strong><\/td>\n<td width=\"312\">Paths<\/td>\n<\/tr>\n<tr>\n<td width=\"312\"><strong>Symbolic<\/strong><\/td>\n<td width=\"312\">Logos<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Ordering by antithesis; narratives pose and resolve contractions or paradoxes (mythology_<\/td>\n<td width=\"312\">Contradiction: a principle resource of argument is to locate contradictions in a target text; enthymemes (suppressed premise_<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Ordering by exchange; contracts govern three levels of relationships among the characters: language, economics, kinship<\/td>\n<td width=\"312\">Address: direct or indirect commentary, evaluation, favoring exchange of values; position reader dependinet on expert<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"112\">&nbsp;<\/td>\n<td width=\"107\"><strong>Interrogative<\/strong><\/td>\n<td width=\"119\"><strong>Indicative<\/strong><\/td>\n<td width=\"104\"><strong>Silence<\/strong><\/td>\n<td width=\"91\"><strong>Imperative<\/strong><\/td>\n<td width=\"91\"><strong>Optative<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"112\"><strong>Realist<\/strong><\/td>\n<td width=\"107\">Case<\/td>\n<td width=\"119\">Saga<\/td>\n<td width=\"104\">Riddle<\/td>\n<td width=\"91\">Proverb<\/td>\n<td width=\"91\">Fable<\/td>\n<\/tr>\n<tr>\n<td width=\"112\"><strong>Idealist<\/strong><\/td>\n<td width=\"107\">Myth<\/td>\n<td width=\"119\">Anecdote<\/td>\n<td width=\"104\">Joke<\/td>\n<td width=\"91\">Legend<\/td>\n<td width=\"91\">Fairy Tale<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<ul>\n<li>Joke in same modality riddle but without the constraints of truth (simplist form)<\/li>\n<li>Joke as psychoanalysis<\/li>\n<li>Freud \u2013 Jokes<\/li>\n<li>Joke = logic, false reasoning<\/li>\n<li>Joke in teletheory isn\u2019t an embellishment, it\u2019s a textual structure<\/li>\n<li>Joke is false reasoning<\/li>\n<li>The cusp is the eidos \u2013 the shape of the joke (76)<\/li>\n<li>Analogy between psychoanalysis and television in teletheory \u2013 continuing from Freud\u2019s discovery\/ invention of logic of the unconscious for the purpose of describing the logic most compatible with the format of video technology<\/li>\n<\/ul>\n<p>VITA\/TV\/AI<\/p>\n<ul>\n<li>Teletheory is concerned with discovering and inventing the kind of thinking and representation available for academic discourse in an electronic age<\/li>\n<li>Ground of teletheory is the research pun \u2013 bringing together two unrelated semantic fields on the basis of one or more shared words<\/li>\n<li>Research pun in teletheory is \u201cprogram\u201d concerning the change in memory that accompanies the hypomnemic capabilities of computer and video<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Left brain and right brain Roukes, 1984<\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td width=\"312\"><strong>Right Brain<\/strong><\/td>\n<td width=\"312\"><strong>Left Brain<\/strong><\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Intuitive<\/td>\n<td width=\"312\">Intellectual<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Perceptual<\/td>\n<td width=\"312\">Rational<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Creative<\/td>\n<td width=\"312\">Analytical<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Experimental<\/td>\n<td width=\"312\">Verbal<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Felt Thought<\/td>\n<td width=\"312\">Computation<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Spatial \/ Pattern Recognition<\/td>\n<td width=\"312\">Sequential \/ Linear<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Simultaneous Processing<\/td>\n<td width=\"312\">Routinzation<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Emotion<\/td>\n<td width=\"312\">Reason<\/td>\n<\/tr>\n<tr>\n<td width=\"312\">Active during dream state<\/td>\n<td width=\"312\">Quiet during dream state<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>The kind of cognition that is important is not taught in schools. The following have been shown in creative people regardless of profession<\/p>\n<p>&nbsp;<\/p>\n<p>Roukes<\/p>\n<ul>\n<li>The training and practice of activities that largely involve right-brain functions<\/li>\n<li>Suspension of judgement; making disconnected jumps in thinking<\/li>\n<li>Openness to new stimuli, new ideas, new attitudes, new approaches<\/li>\n<li>Willingness to take risks, making \u2018leaps of faith\u2019; lessening inhibitions<\/li>\n<li>Freedom in subjective thinking; expression of emotions and personal realities<\/li>\n<li>Intuitiveness, \u2018playing hunches\u2019 to generate spontaneous ideas<\/li>\n<li>Rejecting destructive criticism, prejudices, indiscriminate praise<\/li>\n<li>A childlike attitude of creative play, tinkering with ideas, materiasls, structures<\/li>\n<li>Freedom to fantasize, unconventional imagining<\/li>\n<li>Divergent thinking, simultaneous processing of ideas; fluency of ideas<\/li>\n<li>Acceptance of non-ordinary realities, contradictions; ability to tolerate and manipulate puzzles; ambiguities<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Central thesis of teletheory \u2013 brings together under one heading the description of three distinct processds \u2013 \u2018primal\u2019 thinking, creative invention and videography<\/p>\n<p>&nbsp;<\/p>\n<p>Thesis is that new electronic technologies relate to heuretis the way alphabetic literacy relates to analytic thinking. Just as the features of alphabetic writing notesd by Goody associated with the list, table and formula, provided the prothesis of analysis, so is the prothesis of invention available in videol<\/p>\n<p>&nbsp;<\/p>\n<p><strong>MyStory<\/strong><\/p>\n<ul>\n<li>Mystoriography<\/li>\n<li>Difference between history and mystory \u2013 history: words are important that I happened to unearth. One should not bank on the reliability of Pasteur\u2019s axxium in relation to oneself. Herstory-history to mystory \u2013 classic example of the growth of language, of word formation and certain mimesis.<\/li>\n<li>Feminism \u2013 makes mystory possible<\/li>\n<li>Feminist critique of film narrative addresses patriarchal ideology at work in the philospheme of theory as seeing<\/li>\n<li>Derrida \u2013 attempted to articulate the middle voice as a new condition of enunciation (110)<\/li>\n<li>Derrida\u2019s difference \u2013 the mode of oralysis seeks a notion of representation capable of electronic cognition<\/li>\n<li>Mystory works in the middle voice \u2013 the voice of pedagogy foregrounded in the new instauration<\/li>\n<li>Conjectural thinking is not learned from books \u2013 based on experience &#8211; listening\n<ul>\n<li>Inference<\/li>\n<\/ul>\n<\/li>\n<li>Frued\u2019s borrowing of Oedipus story from Sophocles<\/li>\n<li>The envois \u2013 concerns the invention of a theory and its insitutalization<\/li>\n<li>Freud sends off a mystory couched as a contract and it comes back to him<\/li>\n<li>Teletheory seeks a pedagogy that positions the student and teacher in the relationship to knowledge that Freud had to psychoanalyze<\/li>\n<li>Mystory intervenes on the side of discovery<\/li>\n<li>In principle, every object is available, capable of being separated from its original justification<\/li>\n<li>Film or camera makes it possible for anyone to be an Arcimboldo \u2013 to write the objects of the world<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Theory Dieges<\/strong><\/p>\n<p>&nbsp;<\/p>\n<ul>\n<li>Mystory does not impose narrative on theory, but simply expands or elaborates on the narrative codes and their simple forms already available within theoretical discourse<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p>Review of Teletheory<\/p>\n<ul>\n<li>Ulmer\u2019s aim was to explore, thorugh Derrida\u2019s writings, the \u201cnondiscursive levels\u201d images and puns or models and homophones as an alternate mode of composition and thought applicable to academic work<\/li>\n<li>Applied grammatology \u2013 surprising emphasis on the development of grammatological pedagogy<\/li>\n<li>Interesting that literary theorists spend a great deal of time teaching, but how seldom they make pedagogical experience the focus<\/li>\n<li>Teletheory emphasizes pedagogy<\/li>\n<li>Teletheory is a persuasive, erudite attempt to implement a new pedagogy that is responsive to what Ulmer sees as a fundamental paradigm shfift in the way that knowledge is constructed<\/li>\n<li>He argues (convincingly) that the privledge of the essay\/treatise in school is ideological<\/li>\n<li>Distinguishes between science as discovery process and science as methodology<\/li>\n<li>Ulmer wants to counter \u201cpathological melancholoy\u201d with humor and jokes as a way of reinscribing emotion into significance\n<ul>\n<li>The desire to know, the love of learning and stories at the level of memory is experienced emotionally<\/li>\n<\/ul>\n<\/li>\n<li>Two things are fundamental to the development of this new pedagogy:\n<ul>\n<li>Audio visual media<\/li>\n<li>Psychoanalysis<\/li>\n<\/ul>\n<\/li>\n<li>Throughout his book, Ulmer emphasizes the special role of psychoanalysis in the advent of electronic cognition or what he calls teletheory<\/li>\n<li>Alphabetic mining of a filmic mode<\/li>\n<li>He combines persona\/memoir with<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Teletheory by Greg Ulmer By Stacy Cacciatore\u00a0 Questions for Stacy to bring up Technology \u2013 why do we always devalue the value new technology brings to society? Memorization \u2013He brings up that this has changed, I wonder, will it go away? If we don\u2019t exercise this muscle, will it atrophy? Will that matter? (pp 19-20)&#8230;<\/p>\n","protected":false},"author":1,"featured_media":467,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[56,3,81],"tags":[88,87,86,82],"class_list":["post-466","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-notes","category-ph-d-digital-portfolio","category-ulmer","tag-electracy","tag-mystory","tag-teletheory","tag-ulmer"],"_links":{"self":[{"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/posts\/466","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/comments?post=466"}],"version-history":[{"count":1,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/posts\/466\/revisions"}],"predecessor-version":[{"id":468,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/posts\/466\/revisions\/468"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/media\/467"}],"wp:attachment":[{"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/media?parent=466"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/categories?post=466"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/stacycacciatore.com\/index.php\/wp-json\/wp\/v2\/tags?post=466"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}