I have spent a good part of my life,studying traditional "Hand Sign painting",..studying "logo's,a massive collection of company logos,trade marks I began back in the early 1980's, To me there was always some mystery hiding in them,I would wonder if this "Logo",,truly might represent.by it's own image which appeared before me on this page..How could it reproduce the "Idea of the thing it seemly was created for which to ," By placing it in this Magazine ",...and by me know seeing it, "How ,in what way does it form the
"Idea of ,for which it was created for".."Whom was the artist,writer-creators of this "form", "if the company this creator was working for,had much wealth,,say as "FORD", he must be good!,for them to hire. Was I being pre-conceived by a notion, "That if this creator was employed by FORD, whom I think has much wealth,..then the "form" that this person created has to be GOOD!
Yet, if I seeing a custom "Logo" or "form", created by a local sign painter,whom just painted what seems to me a "Work of Art ",yet this creator(sign painter)..has painted this "Logo " for a small business(wood shop) in town which ,I know is a great provider of custom and manufactured furniture,stair-parts and anything wood. To me the "Logo" created for the small wood shop,represents them well ,and through Direct Experince I see,..yet I only see the "Logo" for " FORD " in a magazine
How a simple - Bird- (b-I-r-d )word ,creates a pre-conceived Notion of a "Reproduction",of a
By seeing the word bird in your mind,if you have already been taught these 4 letter represent a bird,for the rest of your life,you will see the reproduction of a bird appear in your thoughts..we all have this form of "pre-conceived notion"
"Ways we can look at the World,and see it better as a child"
On your work surface or fridge turn pictures of your family, your desk clock, or an illustrated calendar upside down.
Your brain is quite literally of two minds when it comes to processing visual information. The analytical, “verbal” part of your brain (sometimes called the “left brain”) tries to label an object after just a brief glance: “table,” “chair,” “child.” The “right brain,” in contrast, perceives spatial relationships and uses nonverbal cues. When you look at a familiar picture right side up, your left brain quickly labels it and diverts your attention to other things. When the picture is upside down, the quick labeling strategy doesn’t work—and your right-brain networks kick in, trying to interpret the shapes, colors, and relationships of a puzzling picture. The strategy of looking at things upside down is a key component for awakening the latent artist in us, as described by Betty Edwards in Drawing on the Right Side of the Brain."Thus to over-come, the many pre-conceptions we know now! we hold in our minds!(let me point out again,don't think you don't hold preconceptions "if you do for a fact "You just might be a GOD" ),''....we quit/stop/avoid,...."Naming Game" ,giving everything a title, using letters put together to form things by Words prior to truthfully,factually ,with Direct Experince ,it stops us to "Pay Attention",,so just maybe,we might see much better what we see before Us!"
Links to terms I feel that are important to realize in regards to Words
Socrates, Plato and the spoken word
Innis begins by examining Greek civilization at its height in the 5th century BC. He points out that the philosopher Socrates (c. 470 BC–399 BC) "was the last great product and exponent of the oral tradition." Socrates taught using a question and answer technique that produced discussion and debate. His student, Plato (428/427 BC – 348/347 BC), elaborated on these Socratic conversations by writing dialogues in which Socrates was the central character. This dramatic device engaged readers in the debate while allowing Plato to search for truth using a dialectical method or one based on discussion. "The dialogues were developed," Innis writes "as a most effective instrument for preserving [the] power of the spoken word on the written page." He adds that Plato's pupil, Aristotle (384 BC – 322 BC), regarded the Platonic dialogues as "half-way between poetry and prose." Innis argues that Plato's use of the flexible oral tradition in his writing enabled him to escape the confines of a rigid philosophical system. "Continuous philosophical discussion aimed at truth. The life and movement of dialectic opposed the establishment of a finished system of dogma." This balance between speech and prose also contributed to the immortality of Plato's work.
I had been searching my memory as far back, as possible in search of my most memorable,I found I had two great teachers,one being my 2 grade teacher,the other my 3 grade teacher..what they had in common,They both where:
Great Story Tellers
Western civilization in peril
Harold Innis's analysis of the effects of communications on the rise and fall of empires led him, in the end, to warn grimly that Western civilization was now facing its own profound crisis. The development of "mechanized" communications media such as mass-circulation newspapers had shifted the balance decisively in favour of space and power, over time, continuity and knowledge. Industrial societies cut time into precise fragments suitable to engineers and accountants and Western civilization suffered from an "obsession with present-mindedness" that eliminated concerns about past or future. Communications media that transmit information quickly over long distances had upset the balance required for cultural survival. "The overwhelming pressure of mechanization evident in the newspaper and the magazine," Innis wrote, "has led to the creation of vast monopolies of communication. Their entrenched positions involve a continuous, systematic, ruthless destruction of elements of permanence essential to cultural activity. The emphasis on change is the only permanent characteristic."
The crisis facing the West was worsened, Innis argued, because communications monopolies that ran the media were largely immune from outside challenge. They literally spoke the language of the masses, effectively penetrating popular consciousness and shaping public opinion. American media, with their dependence on advertising and therefore mass appeal, were extremely effective at mobilizing large audiences. Not only were Americans exhorted to buy the newest "improved" products, they were also exposed to a barrage of propaganda from political elites. Theodore Roosevelt mastered the newspaper as a communications device, just as his fifth cousin, Franklin D. Roosevelt mastered radio. The news media were also influenced by a large public relations industry that shaped public opinion on behalf of powerful interests.
Innis believed that the overwhelming spatial bias of modern media was heightened in the United States by the development of powerful military technologies, including atomic weapons. The advent of the Cold War led to such an emphasis on military preparedness that the U.S. was placed on a permanent war footing, its economy increasingly dependent on the manufacture of weapons. As Canadian scholar Arthur Kroker writes, "Innis's political lesson was clear: the United States was now a fully 'space-oriented' society, with no inner coordinating principle and with no organic conception of 'lived tradition,' time, succession or duration which might act as an inner check against the politics of imperialism."
Biographer John Watson writes that "the United States represents to Innis something akin to cultural apocalypse." In an essay entitled, "Technology and Public Opinion in U.S.A," Innis concluded that the United States depended on a foreign policy shaped by military power. "Dependence on organized power and a traditional antipathy to coloured peoples weakens political sensitivity, and lack of experience with problems of continuity and empire threatens the Western world with uncertainty and war." Innis was among the first to suggest that the U.S. had lost the balance between power and knowledge essential to its long-term survival.
Western civilization could only be saved, Innis argued, by recovering the balance between space and time. For him, that meant reinvigorating the oral tradition within universities while freeing institutions of higher learning from political and commercial pressures. In his essay, A Plea for Time, he suggested that genuine dialogue within universities could produce the critical thinking necessary to restore the balance between power and knowledge. Then, universities could muster the courage to attack the monopolies that always imperil civilization.
Why did I write this?..it just happened!,,while contemplating Society
Now we have the Internet, which if used right,could be Societies Salvation.due to the Great Wealth of Knowledge
The Shallows (book)
The Shallows: What the Internet Is Doing to Our Brains, published in the United Kingdom as The Shallows: How the Internet Is Changing the Way We Think, Read and Remember, is a 2010 book by the American journalist Nicholas G. Carr. The book expands on the themes first raised in "Is Google Making Us Stupid?", Carr's 2008 essay in The Atlantic, and explores the effects of the Internet on the brain. The book claims research shows "online reading" yields lower comprehension than reading a printed page. The Shallows was a finalist for the 2011 Pulitzer Prize in General Nonfiction.