MDST 3703 F10 Seminar 7


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MDST 3703 F10 Seminar 7

  1. 1. Seminar 7 Worlds of Dante and Tibet<br />Introduction to the Digital Liberal Arts<br />MDST 3703 / 7703Fall 2010<br />
  2. 2. Business<br />Midterms are available on Collab<br />In the Resources tree<br />About Tuesday …<br />As a result, synthetic posts not due this week<br />You may write a post for extra credit<br />
  3. 3. Review<br />Text and Image<br />Contextual mass achieved through juxtaposition of text and image<br />Classification and the role of categories<br />Connecting<br />What else?<br />
  4. 4. Parker and Germano want their sites to evoke worlds.<br /> What do they mean by “world”?<br />
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  8. 8. Hermeneutics, the Study of Wor(l)ds<br />We’ve mentioned the hermeneutical circle<br />Grammatical vs. Psychological meanings<br />More generally: human beings inhabit worlds, not just environments<br />Worldview<br />Origins in interpreting the Bible and Roman Law<br />The “records left by man [sic]” bear the imprint of these worlds<br />Scholarship is about remembering these worlds to our contemporaries<br />Remembering them, rearticulating them<br />
  9. 9. “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”<br />
  10. 10. Texts “contain” worlds<br />Is this idea found in hypertext?<br />
  11. 11. Operationalizing the concept<br />Worlds consist of “symbols and meanings”<br />Symbols and meanings<br />Encode categories <br />Are expressed by both words and images<br />Are created and “owned” by communities and societies<br />We can represent these in the digital medium<br />
  12. 12. Sign<br />Symbol<br />
  13. 13. Let’s look at how worlds are represented for Dante and Tibet<br />
  14. 14. World of Dante<br />Third Generation IATH project<br />Deborah Parker, Italian<br />Focuses on putting the Divine Comedy in context—evoking the world<br />Dante is like Blake and Milton in this respect<br />How does the site accomplish this?<br />Visit site and begin reading …<br />Ask: who is Beatrice?<br />
  15. 15. Submenu<br />Core Content<br />Main Menu<br />Maps<br />SEARCH<br />Text, Category<br />LIST<br />Music<br />CANTO VIEWER<br />English, Italian, Categories<br />Timeline<br />Inferno | Purgatorio| Paradisio<br />Resources<br />IMAGE<br />RECORD<br />CATEGORY<br />RECORD<br />Gallery<br />Information Architecture of WOD<br />
  16. 16. World Views<br />Maps categories onto text<br />Maps images onto categories<br />
  17. 17. Tibetan & Himalayan Library<br />Third Generation IATH project<br />David Germano, Religious Studies<br />Builds on UVAs position in Tibetan Studies<br />Focuses on putting Tibet in context<br />Also takes advantage of context—how?<br />Built around the library metaphor (alas)<br />Projects, Collections, Places (Map room), Encyclopedias, Reference, Community, Tools<br />
  18. 18. Key Elements<br />Media<br />Images, video, etc.<br />Categories (Knowledge Maps)<br />Rituals, Economics, etc.<br />Maps<br />Interactive Maps, Place Dictionary<br />Literature<br />Encyclopedia, Dictionary, Translator, etc.<br />Community<br />Projects, How to Contribute, etc.<br />
  19. 19. Exercise <br />Group A: Compare the representations of Virgil and Beatrice in the text. Who are they and how many times does each appear in the text?<br />Group B: Compare image representations of Virgil and Beatrice<br />Group C: Locate the Tibetan city of Lhasa and learn about it place in Tibetan culture<br />Group D: use the Knowledge Maps to find out how many kinds of Tibetan rituals there are. Do any have images associated with them?<br />