Slides of the presentation I gave at the Philosophy for All Kant’s Cave (7th October 2009, London).
My aim was to introduce the concept of Heterotopia by Michel Foucault using the example of Walt Disney World. It allowed me to dig into Post-Modernist philosophy, involving philosophers such as Jean Baudrillard and Umberto Eco.
http://bruchansky.name/exhibitions/the-heterotopia-of-walt-disney-world-post-modernism-and-consumerism/
Being primarily a visual learner, I find that breaking information down and combining words with images helps me to learn and remember things more effectively. I made this ppt. to help me digest Foucault\'s \'Of Other Spaces\'. I hope it\'s of use to others.
Posthumanism: Lecture for FOAR 701: 'Research Paradigms'Greg Downey
Lecture slides for FOAR701: 'Research Paradigms' on 'Posthumanism,' based in readings in cultural studies for Masters of Research course. Topics including posthumanism, transhumanism, inter-species relations, cyborg theory, and relevance for social and cultural theory.
Being primarily a visual learner, I find that breaking information down and combining words with images helps me to learn and remember things more effectively. I made this ppt. to help me digest Foucault\'s \'Of Other Spaces\'. I hope it\'s of use to others.
Posthumanism: Lecture for FOAR 701: 'Research Paradigms'Greg Downey
Lecture slides for FOAR701: 'Research Paradigms' on 'Posthumanism,' based in readings in cultural studies for Masters of Research course. Topics including posthumanism, transhumanism, inter-species relations, cyborg theory, and relevance for social and cultural theory.
my report in Anthro 273: Seminar in Urban Anthropology at the Anthropology Department, College of Social Sciences and Philosophy, University of the Philippines Diliman - elective for the PhD Media Studies program at the College of Mass Communication
One of the revolutionary ideas put forward by Foucault is the various measures of surveillance, to ensure discipline in a society. Such a consented voyeurism always has a panopticon structure. Foucault talks about the age old prison, and how such surveillance structures are employed in other institutions from mental asylums to public schools to ensure discipline. The 184 idea of a big brother watching has gained prominence today with the internet, satellites giving rise to a virtual panopticon today.
my report in Anthro 273: Seminar in Urban Anthropology at the Anthropology Department, College of Social Sciences and Philosophy, University of the Philippines Diliman - elective for the PhD Media Studies program at the College of Mass Communication
One of the revolutionary ideas put forward by Foucault is the various measures of surveillance, to ensure discipline in a society. Such a consented voyeurism always has a panopticon structure. Foucault talks about the age old prison, and how such surveillance structures are employed in other institutions from mental asylums to public schools to ensure discipline. The 184 idea of a big brother watching has gained prominence today with the internet, satellites giving rise to a virtual panopticon today.
Meaningful Education in a Disturbed World: Transforming Utopia into Realityinventionjournals
Thomas More‟s utopia could be interpreted as „nowhere‟ or‟ somewhere good.‟ It has been thought of as, “dreams or stories which reflect an ideal world with no pretence to reality,” as „speculative myth‟ that is positioned as a counterpart to the myth of the Golden Age which can be easily seen in various cultures,” or as, “an ideal commonwealth in a work of fiction created with the aim of assessing, criticizing and satirizing existing society.” Whatever it may be, it presents modern day educators with a dilemma that strikes deep into the concept of a just and equitable „one world‟ understanding, where education is available to all without prejudice or contextual constraints. Considering this ideal, how can the educational revolution impact the lives of children, displaced by war, or living in the misery of Ebola/AIDS like epidemics, poverty and famine, religious or racial strife or in the crime ridden settlements in all countries (whether they be the ghettos, colonies or slums)? This paper makes the case for the creation of competent educational task forces comprising of paid and volunteer workers under the aegis of the United Nations through whom children would get the benefit of academic continuity that would enable them to restart and continue their education ASAP in a more settled environment. The aftermath of tragedies whether it be violence/war, natural calamities or epidemics or any debilitating event upsets the academic homeostasis and only a planned, consistent, supported program can deal with the resultant chaos and lacunae. This paper studies existing structures that deal with these tragedies and suggests methods to improve delivery such that educational justice becomes a reality rather than remaining a utopian dream
Middle Passage Essay. Share. Middle Passage Essay – Telegraph. Middle Passage Analysis.pdf - B Band Write a poem analysis on Robert .... The Middle Passage Essay | PPT. Middle Passage Study Resources. The middle passage Essay Example | StudyHippo.com. Essay on the slave conditiions during the middle passage. Slave trade middle passage essay.
to whom;I have discussion to do , just your opinion on the post, o.docxVannaSchrader3
to whom;
I have discussion to do , just your opinion on the post, ok. nothin long but maybe 200 or 250 words.
1. Browse through the facial/head diagrams from
Vaught's Practical Character Reader (1902)
. What do you think about the main idea Vaught is making? Place these ideas in the their historical context and comment on the implications of this view. Are some remnants of these ideas visible today? Give examples.
2. Nature and Nurture in Popular Culture
Collapse
We've all the heard about the so-called "Nature - Nurture" controversy and are familiar with such sayings as "The Apple Doesn't Fall Far From the Tree," or "Like Father, Like son," or he's "A Chip off the Old Block." In fact, the "apple" saying has been found in more than a dozen different cultures in (of course) different languages. Indeed, the notion that "human nature" largely affects what we choose to do and how we do it has been embraced by people who otherwise differ in fundamental ways. Eugenics, for example, has flourished in democratic, facist, communist countries, has been embraced by people of different races, ethnicities, religious backgrounds (even atheists), and social classes. For it to resonate with such different categories is testimony to the power and seductiveness of the ideas.
Historically, much in popular culture seemed to lean toward the "nature" side of the equation. Cartoons such as Dick Tracy (all the bad guys were biologically deformed), and Lil Abner (drawing on the "white trash studies of eugenicists), movies such as Frankenstein, Tobacco Road, and GATTICA, as well as countless television shows and science fiction short stories and novels emphasize this theme. What do you see in popular culture these days to support the "nature" argument. Do you find it persuasive? Why or why not?
.
81018, 1018 AMWhat Defines a Meme Arts & Culture Smith.docxsleeperharwell
8/10/18, 10'18 AMWhat Defines a Meme? | Arts & Culture | Smithsonian
Page 1 of 4https://www.smithsonianmag.com/arts-culture/what-defines-a-meme-1904778/
Smithsonian.com
What Defines a Meme?
Our world is a place where information can behave like human genes and ideas can replicate, mutate
and evolve
With the rise of information theory, ideas were seen as behaving like organisms, replicating by
leaping from brain to brain, interacting to form new ideas and evolving in what the scientist Roger
Sperry called “a burstwise advance.” (Illustration by Stuart Bradford)
By James Gleick
Smithsonian Magazine | Subscribe
May 2011
What lies at the heart of every living thing is not a fire, not warm breath, not a ‘spark of life.’ It is information, words, instructions,” Richard Dawkins declared in
1986. Already one of the world’s foremost evolutionary biologists, he had caught the spirit of a new age. The cells of an organism are nodes in a richly interwoven
communications network, transmitting and receiving, coding and decoding. Evolution itself embodies an ongoing exchange of information between organism and
environment. “If you want to understand life,” Dawkins wrote, “don’t think about vibrant, throbbing gels and oozes, think about information technology.”
We have become surrounded by information technology; our furniture includes iPods and plasma displays, and our skills include texting and Googling. But our
capacity to understand the role of information has been sorely taxed. “TMI,” we say. Stand back, however, and the past does come back into focus.
The rise of information theory aided and abetted a new view of life. The genetic code—no longer a mere metaphor—was being deciphered. Scientists spoke grandly
of the biosphere: an entity composed of all the earth’s life-forms, teeming with information, replicating and evolving. And biologists, having absorbed the methods
and vocabulary of communications science, went further to make their own contributions to the understanding of information itself.
Jacques Monod, the Parisian biologist who shared a Nobel Prize in 1965 for working out the role of messenger RNA in the transfer of genetic information, proposed
an analogy: just as the biosphere stands above the world of nonliving matter, so an “abstract kingdom” rises above the biosphere. The denizens of this kingdom?
Ideas.
“Ideas have retained some of the properties of organisms,” he wrote. “Like them, they tend to perpetuate their structure and to breed; they too can fuse, recombine,
segregate their content; indeed they too can evolve, and in this evolution selection must surely play an important role.”
Ideas have “spreading power,” he noted—“infectivity, as it were”—and some more than others. An example of an infectious idea might be a religious ideology that
gains sway over a large group of people. The American neurophysiologist Roger Sperry had put forward a similar notion several years earlier, arguing that ideas are
“just as real” as the .
19Th Century Essays. Webinar essays on 19th century indiaJennifer Castro
Late Nineteenth-Century American Realism: An Essay in Definition .... 19th Century Essay Mini Extract 2 | Teaching Resources. Philippines - The Making of a Nation: Essays on Nineteenth Century .... India’s Literary History (Essays on the Nineteenth Century). Webinar essays on 19th century india. Early 19th Century Terms, Concepts, Names, and Essay Questions. Empire Style, 1800–1815 | Essay | Heilbrunn Timeline of Art History .... 19th Century Short Stories Essay - GCSE English - Marked by Teachers.com. Edwardian Britain – the golden age Essay Example | StudyHippo.com. Reform Movements of the 19th Century Essays. (PDF) Masculinity and National Identity in the 19th century Philippines. Exploring the Key Characteristics of 19th Century Novels: A PDF Guide .... 19th Century Literature Essay Sample. The Making of a Nation: Essays on Nineteenth-Century Filipino .... Racial discrimination during the 19th century essay sample - 524 Words .... The 19th Century Novel - GCSE English - Marked by Teachers.com. The 19th Century. Essays social reform movement in 19th century. Critical Essays of the Early Nineteenth Century. Personal Essays of 19th Century - Easy English Notes. 19th Century Essay Mini Extract 1 | Teaching Resources. Preliminary Essay (Women in the 19th Century) - "Hedda Gabler is a .... Pre 19th century poetry essay - GCSE English - Marked by Teachers.com. Essays on 19th Century India. 19Th Century Essays. 19th century - Essay - The Filipinos in the 19th century had suffered .... Rizal IN THE Context OF THE 19TH Century - RIZAL IN THE CONTEXT OF THE .... The Literature of the Victorian Period - PHDessay.com. Pre 19th century essays about life 19Th Century Essays
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Azure Interview Questions and Answers PDF By ScholarHat
The Heterotopia of Walt Disney World
1. Utopia and Heterotopia
Post-modernism and Consumerism
The Heterotopia of Walt Disney
World
Bruchansky Christophe, October 2009
www.bruchansky.name
www.pfalondon.org
2. Walt Disney World
Quick facts:
Opened in 1971 - Orlando, Florida, USA.
It was the second Disney park built. The first was
Disneyland, California (1955).
Contains four theme parks, two water parks, 23
hotels.
17 million visitors in 2008, to compare with 5 million
visiting the British Museum, for example (source:
Forbes).
2008 revenues for all Disney theme parks around the
world: 11 billion USD.
2
3. My assessment
Walt Disney World is a post-modernist utopia of
happy consumerism, a pre-emptive heterotopia of
deviation, both of illusion and compensation.
3
4. References
4
Of Other Spaces,
Michel Foucault, 1967
Vinyl Leaves,
Stephen M. Fjellman
Westview Press, 1992
http://foucault.info/documents/heteroTopia/foucault.heteroTopia.en.html
http://books.google.ca/books/about/Vinyl_leaves.html?id=P1fwc7GupCUC
5. Agenda
Introduction to Utopia
Disney World and the concept of Heterotopia
1. Heterotopias are everywhere
2. Crisis heterotopias and heterotopias of deviation
3. Juxtaposition of incompatible places
4. The roles of heterotopia
5. Heterochronies
6. Opened and closed spaces
Conclusion and interrogations
Q&As
5
7. “Utopia” is taken
from the title of a
book written in
1516 by Sir
Thomas More. It
describes a
fictional, pagan,
and communist
city-state in which
the policies were
entirely governed
by reason.
7
9. Definition
Utopia is “an ideal commonwealth whose inhabitants
exist under seemingly perfect conditions”.
[Encyclopaedia Britannica]
Eu-topia derived from the Greek εὖ, “good” or
“well”, and ηόπος, “place”, is defined as region of ideal
happiness or good order.
Ou-topia derived from the Greek „ou‟ for “no” and „-
topos‟ for “place,” is a fictional, unrealistic place.
Dystopia (from the Greek δυζ- and ηόπος) is an
imaginary place or condition in which everything is as
bad as possible. [Oxford English Dictionary]
9
10. Roles of utopia
Revealing assumptions underlying a society by
providing an imaginary alternative.
Criticizing characteristics of a society without naming
them.
Escaping reality to better maintain the status quo.
Inspiring change by making people believe in an
ideal.
Providing a feasible alternative to a type of society.
10
11. Walt Disney World
Walt Disney World is a utopia:
It envisions a world of happiness.
It is a „magic‟ and unreal world.
It tells fairy tales.
But it is also a real place, in a real location.
=> need of a new concept
11
12. “Heterotopias are something like counter-sites, a
kind of effectively enacted utopia in which the
real sites, all the other real sites that can be
found within the culture, are simultaneously
represented, contested, and inverted.” [Michel
Foucault]
12
14. Context
Michel Foucault (1926 – 1984) was a French
philosopher, sociologist, and historian. Among his
work is his comparison between the Panocticon of
Jeremy Bentham and modern society.
Heterotopia was introduced by Michel Foucault in
1967, part of his lecture “The Other Spaces” (“Des
espaces et autres”) to a group of architecture
students.
Michel Foucault never published his notes on
heterotopia. They are sketchy and inconsistent but
became however central in theories such as post-
modern urbanism and sociology.
14
15. The analogy of the mirror
The image from a mirror is an utopia: it is an
unreal virtual space.
The mirror is an heterotopia: it exists.
“It makes the place that I occupy when I look at
myself in the glass at once absolutely real, and
absolutely unreal.” [Michel Foucault]
15
18. Disney theme parks are an international phenomenon.
18
Disneyland
Resort, California
Walt Disney
World Resort,
Florida
Tokyo Disney
Resort
Disneyland Paris
Hong Kong
Disneyland
Resort
20. 2 types of heterotopia:
Crisis heterotopias: privileged, sacred, or
forbidden places, reserved for individuals in a
state of crisis.
Heterotopias of deviation: those in which
individuals whose behaviour is deviant in relation
to the required mean or norm are placed.
20
22. Disney World is a pre-emptive heterotopia of deviation:
Disney World is a sacred place devoted to
consumerism.
It reinforces the idea that consumerism is the path to
happiness.
22
a. Disney
World
c. Visitors
(more generally any
customer)
b. USA
(more generally any
State)
d.
Culture
23. a. The Disney corporation
According to Stephen M. Fjellman:
Disney is a major corporation that has a vested
interest in promoting a consumerist society.
Disney World is not merely a collection of
fantasies for children, it is actively advocating the
utopia of happy consumerism.
In this context, here is how Disney World is
defined: “Walt Disney World produces, packages
and sells experiences and memories as
commodities.”
23
24. b. Utopian dictatorship of happiness
“A good way to make sure that people police
themselves is to get them to believe essentially
the same stories about what the world is and why
the way it is good, true and beautiful. The world
needs to be described, and it needs to be justified
by arguments about nature, philosophical
principle, history, or the gods. People will find their
place in such a world. They will learn what hopes
they might reasonably hold for themselves.”
[Stephen M. Fjellman]
cf. Brave New World by Aldous Huxley, 1932
24
25. c. Visitors
Visitors know that when entering Disney World, they
are entering a place where all their activities are
controlled and conditioned (e.g.
queues, soundtracks all over the parks, visual
magnets such as the Cinderella castle) .
They know that their experiences and souvenirs will
be manufactured and probably not so different
from the ones of another visitor. But they still buy
the package because they know they will get a
very enjoyable experience
25
26. d. Culture
“Our lives can only be well lived (or live at all)
through the purchase of commodities. As the
commodity form becomes a central part of culture,
so culture becomes available for use in the interest
of commodification, as a legitimation for the entire
system. We must be taught that it is good,
reasonable, just, and natural that the means
necessary for life are available only through the
market.” [Stephen M. Fjellman]
26
29. The heterotopia is capable of juxtaposing several
spaces and sites that are in themselves
incompatible, all in a single real place.
29
30. 30
Garden
All qualities of
nature in a
single place.
Zoo
All animals on
earth in a single
place.
Museum
All art and
history in a
single place.
31. The “Magic” of Walt Disney World
31
Magic
a. cognitive
overload
b. decontextualization
32. a. Cognitive overload
Someone is constantly overloaded by stimuli in
Disney World, “it is with the overriding of visitors‟
capacities for making discriminations that Disney
metathemes may take effect.” [Stephen M. Fjellman]
Disney World is a patchwork of enchanted medieval
castles, colonial history, future technologies,
Moroccan markets, zoos, characters from Disney
cartoons, American presidents, rides sponsored by
car manufacturers, Mount Everest, astronomy,
dinosaurs, and so on. It is the world summarized.
32
33. b. Decontextualization
“By pulling meanings out of their contexts and
repackaging them in bounded informational
packets, decontextualization makes it difficult for
people to maintain a coherent understanding
about how things work.” [Stephen M. Fjellman]
It is then easier to tell Disney‟s version of history:
“Idealized United States as heaven, history is
decoration. Colonialism was fun, the colonized
cute (but a little stupid). How nice if they could all
be like us – with kids, a dog, and GE appliances.”
33
34. “The Disney strategy is to juxtapose the real and
the fantastic (real birds mixed with fake sounds of
birds), surrounding us with the mix until it becomes
difficult to tell which is which. A kind of euphoric
disorientation is supposed to set in as we
progressively accept the Disney definition of things.
We are asked to submit to a wilful suspension of
disbelieve in the ostensible interest of a complete
entertainment experience.” [Stephen M. Fjellman]
34
35. Application 1: Disneyfication
The term is generally used in a negative way, and
implies homogenization
of consumption, merchandising, and emotional
labour. It can be used more broadly to describe the
processes of stripping a real place or event of its
original character and repackaging it in
a sanitized format. References to anything negative
are removed, and the facts are watered down with the
intent of making the subject more pleasant and easily
grasped.
In the case of places, this typically means replacing
what has grown organically over time with an
idealized and tourist-friendly veneer reminiscent of
the "Main Street, U.S.A." attractions at Disney theme
parks.
[Wikipedia]
35
36. Application 2: cute animals in Disney
Animal characters are, for the audience, at the same
time inferior (often victims of human activities) and at
the same time anthropomorphic.
The Disney movies and rides often alternate scaring
or frightening scenes with cute and happy
ones. Bruno Bettelheim made the point that this
technique used in fairy tales is useful for kids‟
education, that it is a “symbolic presentation of
difficult and dangerous psychosocial contradictions”.
But the goal of Disney is not to educate kids, it is to
make money. Scaring children to then make them
happier is a good way to sell more cinema tickets and
merchandising.
36
37. Politically correct?
One of the most intriguing characteristic of the
Disney “magic” is to be perceived as politically
correct.
Why is a rather dull white princess recovering her
prerogative because of her sex appeal politically
correct?
Why is alcoholism in the Pirates of Caribbean
politically correct?
37
39. Two types of heterotopia:
Heterotopia of illusion: their role is to create a
space of illusion that exposes every real space, all
the sites inside of which human life is partitioned,
as still more illusory.
Heterotopia of compensation: their role is to create
a space that is “other”, another real space - as
perfect, meticulous, and well-arranged as ours is
messy, ill-constructed, and jumbled.
39
40. Disney World is a heterotopia of
both illusion and compensation.
40
Compensation
Mickey house and the
perfect American way
of life.
Illusion
In the world of
EPCOT, all cultures
are illusory compared
to the logic of
commerce.
41. French philosopher Jean Baudrillard:
"Disneyland is presented as imaginary in order to
make us believe that the rest is real, when in fact
all of Los Angeles and the America surrounding it
are no longer real, but of the order of the hyper-
real and of simulation.”
41
43. Two types of heterochronies:
Museums and libraries have become heterotopias
in which time never stops building up and topping
its own summit.
Carnivals and festivals are linked, on the
contrary, to time in its most
flowing, transitory, precarious aspect. These
heterotopias are not oriented toward the
eternal, they are rather absolutely temporal.
43
44. 44
Often at Disney World, rides about the future are
actually about the past future: the future as it
was imagined few decades ago (e.g. Space
Mountain, Spaceship Earth). This paradox is
tolerated by the otherwise perfectionism of the
Disney imagineers because it achieves one
goal: providing reasonable credibility to the
statement that corporate technology is good for
humanity.
Real future technologies are too controversial,
old ones are better suited.
46. Heterotopias always presuppose a system of
opening and closing that both isolates them and
makes them penetrable.
Umberto Eco:
“When entering Disneyland, consumers form into
lines to gain access to each attraction. Then they
are ordered by people with special uniforms to
follow the rules, such as where to stand or where
to sit. If the consumer follows each rule
correctly, they can enjoy "the real thing" and see
things that are not available to them outside of
Disneyland's doors.”
46
47. Visual magnets force the visitors‟ behaviours and
still give the illusion of freedom.
Everyone is happy in Disney World, but there is an
entrance fee.
47
49. “The ship is the heterotopia par excellence. In
civilizations without boats, dreams dry
up, espionage takes the place of adventure, and
the police take the place of pirates.” [Michel
Foucault]
But what about the Disney Cruise Line?
49
50. Michel Foucault advocates a world with many
heterotopias, many “other places” of juxtaposition and
transgression, escapes from authoritarianism. But do
they not instead reinforce the coherence of society?
Walt Disney World is a legitimate heterotopia, reflecting
some of the ideals of our time. However, it should not
be the only one. The real danger is the disneyfication
of all places.
“Are we heading for the „all-in-heterotopia‟ where the
museum is becoming a theme park, and the theme
park a museum, the mall encapsulating both theme
park and cultural centre?” [Hilda Heynen, KULeuven]
50
51. Interrogations
Are there any differences between the tales of Disney
World and History? Are they not both illusory?
What is the connection between space, history,
knowledge, and power?
How much of this cultural construct is conscious in
the head of Disney imagineers? Is it important to
know?
Are utopias and heterotopias „good‟? Or only some of
them?
Is a society without utopias and heterotopias
possible?
Is Disney World „real‟? Is it hyperrealist? And is it
different from the rest of the world?
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