Vizualizace vědění od osvícenství k postmoderně

• Authors: Barbara Maria Stafford

Title variants

EN

THE VISUALIZATION OF KNOWLEDGE FROM THE ENLIGHTENMENT TO POSTMODERNISM

• Languages of publication: CS

Abstracts

EN

In her article, Barbara M. Stafford argues for the conception of literacy that would encompass visual skills besides the traditional emphasis on verbal competence. Image itself is important, not merely the information it may convey. Moreover, a more extensive notion of education is necessitated by the process of radical perceptual and conceptual changes that have been occurring since the Enlightenment and are all-pervasive in Postmodernism. The new-found power and ubiquity of images needs to be recognized in order to surpass the limitative, yet enduring Platonic distrust in visual culture. Medical,environmental, physical, legal, and other practices have nonetheless profoundly benefited from the technologies of visualization.Examples from the 18th century visual endeavors such as preserving fragmented cultures, exhibition of diversity, and the externalization of somatic experience show, how images challenge the restrictions of human comprehension. With the advent of visual and electronically generated culture, the time is ripe to edify images from their low status.Visual cognition as the crucial element of knowledge should be reflected in a hybrid art-science, public policy, as well as pedagogy.

Keywords

EN

knowledge; visualization; Enlightenment; education

Discipline

• PHILOSOPHY: PHILOSOPHY

• Publisher: Institute of Philosophy, Czech Academy of Sciences
• Journal: Teorie vědy (Theory of Science)
• Year: 2008
• Volume: 17/30
• Issue: 2
• Pages: 5-32

Contributors

author

Barbara Maria Stafford

• Center Department of Art History, Cochrane-Woods Art Center, 5540 S. Greenwood Avenue, Chicago, IL 60637, USA