Final Post: Community and Communication

This morning we gathered in small groups to discuss each unit covered in the course (folk knowledge, oral knowledge, written knowledge, print knowledge). I enjoyed getting some new perspectives on my thoughts on the connection between the mode of communication and the type of community formed. The last rotation, focused on print knowledge with Brianne and Montana, was particularly helpful. In my notes for the final, I mentioned my impression that studying different mechanisms of communicating knowledge affected how our group interacted; discussing with my classmates helped my expand that idea to the cultures that we studied in the course. The broader the reach of the a type of knowledge, the larger but less intimate community it forms. 

Practice makes Perfect

        Ignoring the argument that really only PERFECT practice makes perfect, I would like to apply this title phrase to our civilization class.  While striving to teach a class about four different knowledge institutions, our professors have put into practice these variant types of knowledge and created a perfect class.  But maybe only in the Greek sense of the word, how Christ used it in Matthew, meaning to be complete, finished and fully developed.  We received a complete class, combining all the types of knowledge together to create the ideal environment.  By bringing in guest speakers and lecturers, sending us off on field trips, putting us in familial groups to learn together, and giving atypical assignments we experienced the different types of knowledge, instead of just learning about them.

Wrap It Up, or Maybe Just Leave it Open- Ended?

According to Webster, the first known usage of "wrap up" to refer to summarizing or completing something was in 1568.  But I couldn't find much more why about that phrase became synonymous to finishing and summarizing something.  I know why with a film reel, but that early....  Just thought I would end on a self-directed-learning note.  :-)  

I am going to organize my notes based on the unit, a paragraph for each one.  And Alicia and Mike, I love your posts.  If you don't mind I would love to use them tomorrow in addition to my own reflections.  

See my other post for credit of this amazing picture - Eva Timothy

Thoughts on my Library Exhibit Exploration

It might be too late to get credit for my visit to the Bible exhibit, but I did go earlier, I just forgot to post on it, until I reviewed the posts I have made and it wasn't in there.  I even tried to go to the print museum, but that failed when I arrived 1 hour after it closed.  Who closes at 2 p.m.? So then I visited the HBLL exhibit instead. 

Anyway....

Learning is the Purpose... Or is it to Produce a Paper?

A master of comic rhyme in our time, I had to add him in. :-)

I have had a marvelous time learning all about Rhyming and its origins and development in the English language, but no matter how much I research, I can't seem to find the information I am looking for.  I can't find evidence to support the connections that I have hunches for, but I have found a lot of great information on the device of rhyme and its history throughout our society.  So I am afraid that I am going to write a thesis paper on what I have been learning about even though it doesn't necessarily correlate with the topic assigned to me. 

(I am building my argument... please keep reading...)

Akkadian Cuneiform - the Hardest Language I Have Ever Tried to Learn!

For my Rosetta Stone project, I was in the Mesopotamian group (Phoenicia is in that area) and we had some difficulties with our language and writing form.  I mostly worked with Catherine to create the first artifact, and so during the second part I took a back seat, and mostly worked as the liaison to the group that received our artifact.  But the first artifact itself was hard enough.

To start with, one of our other group members had talked to  a professor on campus that was fluent in Akkadian cuneiform, so he went and talked to him, and gave us a sheet of paper with the English phonetic syllables and the English translation of the Akkadian, but not the cuneiform.  For that, he told us to go down to the Museum of Peoples and Cultures and look at the actual clay nail that it was written on.  (Note: Akkadian is the language of the Babylonians around 2500 B.C., cuneiform is the script they used to write it down, and Babylonia was the civilization that Catherine studied.)

To Fold or Not to Fold? That is the Publisher's Question

If you have studied Shakespeare even a little bit, you should have been exposed to the idea of folios and quartos, not to mention octavos or thirty-twomo's.  If not you are about to be educated.

A thirty-twomo (its a book size :-)

Marginalia: Facinating or Defacing?

Marginalia: marginal notes or embellishments (as in a book).  Latin.            
Love,
Webster

Marginalia of The Lion, The Witch and The Wardrobe

Questions, With No Real Answers

So what does it mean to "write it down"? To save a piece of information by putting it in a book, on a sticky note, or in a planner? To write/(take) notes instead of just listening? To send a handwritten letter or card, as opposed to a store-bought one, or even an email? How does the significance of writing versus memorization compare in our time? How would it have compared in the time periods we are discussing?

I really didn't do much research for this post, but I am enjoying the thought experiment.  "Critically" thinking about what we have learned about writing so far, and how it has changed our perspective on the world, and how it must have changed the ancients' perspectives.  So I am basically answering the previous questions with my personal, educated opinions, and I want this post to open the blog to yours too.

A Roman Alphabet and Arabic Numerals

Sorry to break the trend, but I am going to step away from the idea of mediums ... and into the realm of numbers.

The Evolution of Numbers

I don't know if I have said this previously, but I love the etymology of words, and knowing the origins of things and what that can teach us about the thing itself, whether it is whole words or letters or numerical symbols.  That's partly why I was so happy I got the Phoenician civilization, because it had the first alphabet (basically).  But as I have continued to study the alphabet and where ours came from (if you can't find "Letter Perfect" at the library, it is because I have it :-),  the thought occurred to me: if we use the Roman alphabet, why don't we use Roman numerals too?  Where did the Arabic ones come from?

Etruscan Knowledge Institutions

During our unit on oral knowledge, I discussed knowledge institutions within the Etruscan civilization here. Last week, I talked about Etruscan writing and language here. This week, my assignment is to talk about knowledge institutions within the Etruscan civilization, as a part of our unit on written knowledge.