Faces bring with them a certain amount of expression - and, in doing so, can also cast meaning onto the words being said. Without facial expression/interaction, it would make sense that words themselves would take on more meaning. There is a sense (whether illusory or not), on the other hand, that accountability decreases with the disappearance of facial interactivity. Given this physical disassociation and the diminished sense of accountability, words actually take on more or less meaning depending on the receiver - the reader, the "face" on the other side of the screen.
Richard Rushton, in "What Can a Face Do?" notes that it is intuition which rules the reading of facial expression, not interpretation of "certain preformed codes to the markings one sees expressed on a face . . ."
We could see this, in a way, through the way the first class played out on Tuesday. Although there was, through the projected screen, the "presence" of a professor, there was no physical presence. As such, we lost the ability to intuit what was wanted from us based on body language or facial expressions. We instead had to rely solely on our readings of the words on the screen. That what was taken from this depended on the receiver was immediately obvious - some may have left right away, content with finding out that class was cancelled, some may have waited nervously until the very end, anxious that it may all have been a trick and some would have taken the screen at it's word and followed it to the letter.
Wednesday, September 3, 2008
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4 comments:
It seems like it was very hard for people to take the screen at its word. Why? Also, why do you think that people didn't use this as an opportunity to discuss what they wanted from the class?
Simply put, the screen was a platform that the students were not ready for - or, in many cases, not accustomed to in the slightest. That it was an electronic presence diminished the amount of "authority" it carried.
I believe people didn't take advantage of this opportunity because they truly were looking for some kind of authority figure. Without the right questions being provided to them face to face, it seemed that the class was unable to even begin to think about what those "right" questions might be. Instead, an authority figure was created in Yanina, from whom vocal instructions and particular orders (it was prayed) would issue.
It's interesting: we are used to screens in movies and on television, the big ones at the conventions, screens at airports with gate information. Maybe it was the presence of a screen in an unexpected place.
My more pessimistic account: people are decreasingly likely to get meaning from texts, from getting a sense of authorization from what they read. You'll see Ong talking about similar issues of literacy and aurality.
Also, net enthusiasts have long emphasized that the democratic potential of rapid, global communication. I wonder if the change in meaning practices means that they are completely wrong.
A trick.
That would be a funny program to code. 15 minutes into the class, the screen lights up and blinks...
"GOTCHA!
...
All those who left failed.
C://DOS:RUN...
...
Thank You!"
Unrelated note:
Can you post the notes from Thursday's class on all of our decided topics?
Thanks
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