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Digitizing is questioning, or else Professor Willard McCarty King’s College London staff.cch.kcl.ac.uk/~wmccarty/ Long Room Hub Lecture Series, Trinity.

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Presentation on theme: "Digitizing is questioning, or else Professor Willard McCarty King’s College London staff.cch.kcl.ac.uk/~wmccarty/ Long Room Hub Lecture Series, Trinity."— Presentation transcript:

1 Digitizing is questioning, or else Professor Willard McCarty King’s College London staff.cch.kcl.ac.uk/~wmccarty/ Long Room Hub Lecture Series, Trinity College Dublin, 16/4/08

2 2

3 3 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

4 4 Herbert Simon, untitled lecture notes, Operations Research Society of America meeting, 14 November 1957

5 5 Times Literary Supplement, 27 April 1962 Not a “menial tool” but a telescope of the mind that may change our outlook.

6 6 Globe and Mail, 16 November 1965 Scientific American, May 2001

7 7

8 8 www.rand.org/pubs/papers/P3244/ www.nap.edu/catalog.php?record_id=9547

9 9 Computers and the Humanities 1 (1966: 3-6) Next step is to be “truly imaginative” Scholars’ primary involvement is with the creative act Reorganization of thinking for the new age

10 10 Computers and the Humanities 11 (1978): 211-15 the problem is our limited conceptual framework and the unexamined concept of text Our range of vision has not been enlarged

11 11

12 12 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

13 13 Computers and the Humanities 11 (1978): 211-15 In Companion to Digital Humanities, ed. Schreibman, Siemens and Unsworth (Blackwell’s, 2004)

14 14 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

15 15 Keyword-in-context concordancer

16 16 Literary concepts & their interrelations expressed in software Relational database diagram A typical ontology diagram

17 17 Commentary in an annotation tool

18 18 Traces of stylistic features from a statistical analyzer

19 19 On-screen output from a keyword-in- context concordancer Phrasal concordance to the Bible, 16C

20 20 9C glossed ms of Martianus Capella, De nuptiis Philologiae et Mercurii (Leiden 48) Annotated scholarly article using Pliny

21 21 Relational database diagram of entites, attributes and relationships Cosmological diagram showing the “Great Chain of Being”

22 22 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

23 23 modelling of modelling for Modelling relations Natural system/ artefact Formal/ abstract system internal logic Based on Rosen 2000: 159 and Geertz 1993/1973: 93. internal logic

24 24 Improvisational modelling Formal/ abstract system internal logic ? Various temporary construals

25 25 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

26 26 Computational analogy of mind: human brain cells grown in tissue culture on a Motorola 68000 chip Judy Trogadis, Toronto Western Hospital, 1985

27 27 1.The problem 2.Lessons of history, 1957-1989 3. The matchmaker’s tasks 4. What the tools say 5. Turning to confront the context 6. Bridging discourse 7. An improvisational companion to criticism?

28 28 IVANHOE Possible Ivanhoes Scott’s original text Various players

29 29 Vere, inquam, magistrum mirabilem mihi dedisti, qui a me factus me doceat, meque docens ipse nihil sapiat. Imo propter patientiam et obedientiam sui eum maxime amplector; cantabit enim mihi quando voluero, et numquam de mei sensus tarditate commotus verberibus vel iniuriis cruciabit. ? Indeed, I say, you gave me a wonderful master, who made by me teaches me, and teaching me himself knows nothing. Rather I embrace him in submission and obedience; truly he will play to me when I wish, and never will he torment, with floggings or blows, the thoughts that move slowly from me. Odo Cluniacensis, Dialogus de musica (late 10C), Synopsis 4 (Migne, 133, 759Dsq)


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