three ages of media
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7/25/2019 Three Ages of Media
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Three ages of Media
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IntelligibleAbstract General
Sensible Concrete Specifc
R e a d
s t
invention arrangement style delivery
SUN MON TUE WED THU FRI SAT SU
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Presence of the WordWalter Ong
Oral/AuralPrint/literacy
Electronic
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ORAL/AURAL
Sensorium— hich sense is used As far as one can hear/!ro"ect #oice
$nterior to interior %oice to ear
Time/s!ace &ound—sound is in timeLearning is an e#ent not transfer of
information'ommunal/tri&al
Entire community gathers to learn
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(no ledge—memory
storage/recollection(no ledge is memory
The one ho remem&ers most is isest
Rhetorical education de#oted to memoryLiterature) history)
(no ledge is connected to &ody) !ersonPlace to find *no ledge is !erson—+esus,
(no ledge is communicated inmemora&le forms
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S!ea*ers/teachers use forms
so hearers can store/recollect
Oral culture uses forms to remem&er
-arrati#e—drama) narrated story) !oems)sentences)images
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Limits of oral communication
'loc*—sound ta*es timeSound..inter!rets
S!ace—only as far as one can hear
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O!!ortunities in oral
communicationLearning is an e#ent in#ol#ing at least t o)usually a cro d
Where t o or three are gathered in my nameLearning includes the hole !erson—emotions) intellect) &ody
Learning in#ol#es o!en hand in the agora$ntellectuals—closed fist of logic
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Literary—t o eras
Pa!yrus) #ellumoo* is orth the life of !erson ho s!ent
time !utting it do n..'olum&aMo#ea&le ty!e
oo* is 0uic*ly !rinted) ReformationMemory aides annoying
Mo#e to ma*e learning !ure denotation
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PR$-T/L$TERA'1
SensoriumE2terior to e2terior—su&"ect/o&"ect
Eye to !ageTime
Time #anishes) if you ha#e &oo* andunderstand language) you can read it and &e
half. ays !resent to author—reading along$ndi#idual—solitary) communing ith the ages'ommunity—not in !resence) &ut o#er alltime and s!ace
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Al!ha&et ca!tures sound..
ideas-arrati#e ta*es !lace in time
reading does not in same ay
Page &rea*s time constraintsEric 3a#eloc*—Preface to Plato'ould tal* a&out courage ithout telling story of
Achilles A&stractions !ossi&le—structure as intellectual—outline) o&"ectify a thing or idea and teach a&out it
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(no ledgeOn the !ageSomething to &e found in li&raryMo#es from !erson to !age
4ets this info do n so that hen !ersondies) e ill ha#e stories
rea*s limits of time and s!ace
'reates indi#iduals ho learn in silence'ommunicate ith all ages..li&raryThought goes silent
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'ommunication
5iscourse is a&out something) not tosomeone—letters are different) e read
them o#er and o#er againSentences content ithout sha!e&ecause you can loo* &ac*
oo* re#erencedWriting—one !erson to hom,
Audience is diffuse in time and s!ace
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Limits6 7Presence8
Time/s!ace-o longer im!ortant
Writer is one ith !o er Plato says it al ays saysthe same things)
dialogue goneWe change so the &oo*changes
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Electronic
Sensorium increases3earing im!ortant again—seeing alsoTime &ac*/s!ace not
'an &e !resent any here) &ut can9t affecthat you see.. e&site
Shallo — e &ecome surface) only firstnames,
Multi.tas*ing,:ast changing—te2ting) aural) &logging)Lasts fore#er—so &e careful
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(no ledge
-o need to memori;e anythingSearcha&le data&ases
oo*s different) archi#al,'an find li*e minds around the orld
'an create communities of !eo!le from
around the orld) no longer solitary
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'ommunication
$mage—can9t "ust hear) also seeToday e ha#e to see
%ideos) you are there3a#e to hear—sound trac* createsmeaning) can9t re#erse
Electronic ta*es !recedence— T itter)SMS) more im!ortant than !ersonin front of you
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Electronic 'ommunication&oth oral and !rint
What is remem&ered,-arrati#e) $mage #ery im!ortant
Sho story of !erson affected &y ne la4etting the narrati#e laid do n
Anecdote—demonstrates hat the effectof la ill &e
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LimitsE0ui!ment to send out the info,
Anomie, $ lose sense of !hysical neigh&or (no ledge out there) not in here'an e &e human ithout memory
3er&ert 3oo#er/Edgar 3oo#er ecomes mythic—recedes in !ast
:irst World War (ennedy assassination, Mythic) 'amelot
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$m!lications for 'hurch ser#iceMostly oral—time and s!ace
4ather grou! to hear.te2ts) sermon) choir Music to hear
Music to sing—need &oo*sLiturgy—sing) most !eo!le *ne &y memory
PrintPlace of reading, What does it do to &ody of !eo!le
Reading lesson &rea*s communion) creates indi#idualsElectronic—see on screen—loo* u!) not in &oo*)some reading—more communal
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'hurch is an e#ent in time
The sermon is an e#entThe sermon mo#es and
informsLi*e a concert) it needsto &e heard incommunity
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