Heidi and others
Sorry if I have offended by using the term Feminine. I had clarified
this in the mail written on 12th Feb in response to the mail by Keith
'Caring and the Scene of Learning'
Please see what I had posted then which is pasted below.
"If you don't mind I would like to suggest the term HOLISTIC and
FRAGMENTED instead of masculine and feminine and re-read the post.
That may shift the attention to what I think as the real problem.
My understanding is that masculine and feminine are qualities that
both men and women have. Other words that are being used instead of
masculine and feminine are yin and yang or in the Indian context, Ida
and Pingala, which represent the basic duality in the existence or it
can be the logical and intuitive aspect. Masculine and feminine not in
terms of sex – about being male or female – but in terms of certain
qualities in nature."
Jinan
On 18/02/2019, Heidi Overhill <[log in to unmask]> wrote:
> Dear Jinan,
> I fear you don't understand that, as far as I (and others) are concerned,
> all gibbering about "femininity" is not just intellectual nonsense, but also
> deeply offensive to deeply-held spiritual values. If you are able to respect
> cultures in which people don't eat pork, or cover their heads in public,
> then when you speak to me you must also respect my Western feminist culture
> on this point. Not all culture is good culture, and it is fair to note that
> women's rights are a growing issue in India, also, as shown this past New
> Year's Day by the long line of women holding hands in Kerala to support
> gender equality. That line was 620-km long — a huge number of women
> demonstrating that they really care about what they perceive as harmful
> discrimination in their culture.
> You might, of course, argue that by the word "femininity" you aim to
> describe a characteristic that is not specific to women alone. If that is
> the case, then all you have to do is find a different word; one that
> describes your characteristic directly, rather than by using a misleading
> and offensive sexual metaphor. There are many other words that are normally
> avoided in scholarly debate: add this one to the list.
> Back to the more interesting discussion of literacy, I don't think it is
> possible to argue that literacy is the ground behind the living person; and
> I don't think you have grasped the point of the truism "the medium is the
> message." In the truism, a "medium" is anything meaningful in the world,
> including writing, but also clothes and cars. McLuhan defines "media" as
> "the extensions of man[kind]" which accurately captures the ways in which
> human technologies extend innate human abilities. A cup extends cupped
> hands; a telephone extends the voice and ears; writing extends memory and
> calculation. "Meaning" in the truism describes a medium's impact rather than
> its content. The content of a TV show may be dolphins; its impact is that
> the family sits in a row facing the TV, rather than gathered to face each
> other.
> The essential books here are "Understanding Media" (1964) and "The Gutenberg
> Galaxy" (1962). However, McLuhan's writing is often hard to follow, and I
> would recommend instead the "The Laws of Media" (1988), which was
> co-authored by his better-organized son Eric, as well as "City as Classroom"
> (1977), which includes some interesting student exercises.
>
> Even better for your work might be the wonderful book: "Oh What A Blow That
> Phantom Gave Me!" (1974) by anthropologist Edmund Carpenter (an early
> collaborator with McLuhan). Carpenter spent time in New Guinea with tribes
> who had never seen a mirror or a photograph before, let alone a book, and
> describes the impact of these media when they are seen for the first time.
> The title is a quote from the novel "Don Quixote" (1605 & 1615). After the
> hero is knocked off his horse by what he thought was a giant (it was
> actually a windmill), people tell him that the giant was only a phantom that
> didn't exist except in his mind. Quixote exclaims that even if it was just a
> phantom, it still gave him a mighty blow — just like media do.
> To avoid boring the pants off everyone else, we can continue a discussion of
> McLuhan privately, if you wish.
> As ever,Heidi
>
>
> On Sunday, February 17, 2019, 11:17:53 a.m. EST, Jinan K B
> <[log in to unmask]> wrote:
>
> Dear Heidi
>
> Thank you for the link Robert K. Logan (2011). Figure/Ground: Cracking
> the McLuhan Code.
> www.e-compos.org.br/e-compos/article/download/709/548/0
>
> Figure-ground clarifies my own process. I am also a person who focuses
> on the ground or the condition or the context that enable things to
> happen.
> The fragmentation is caused by the dependence on literacy. So literacy
> is the ground and fragmented humans are the figure. So also
> masculinity is the figure and printed text is the ground.
>
> If you look closely you will understand that the rise of feminism
> coincides with images coming into the book and so also the movies, and
> television. The image begins to reactivate seeing. It is the
> reactivation of the sense that awakens the feminine qualities. But due
> to the dominance of the printed text even in this situation, the
> feminine is still within the masculine.
> But digitality is turning all this upside down. The feminine seems to
> be dominating in this context. It seems to be feminizing the males
> also. the present digital world is predominantly feminine
> (fragmented). The generation that is brought up in the digital
> environment is going to be feminine.
>
> Medium is not the only just the message but also our formative source.
>
> We are formed or shaped by what we engage with. The content not only
> dictates the process but also instills its qualities in us in order
> for us to make sense of it. In order for us to 'understand' the
> innocence of a child, we have to have the quality of innocence. This
> is true for everything we engage with. So in order to understand the
> printed word the whole attributes/ properties/ structure/ organization
> by which the printed word is made will have to be developed in each of
> us to engage with it.
>
> The eye has to change from its normal way of seeing. In fact, it
> learns to stop seeing and start thinking. From unfocused attention and
> peripheral vision, it learns to be focussed and bounded by the size of
> the source. Slowly the ability to SEE gets numbed and we become
> physically absent and mentally present.
>
> Somewhere McLuhan mentions that the root meaning of the word reading
> is 'rapid guessing'. So in fact by reading we are just making our own
> convenient stories! (I call this appropriation)
>
> The most crucial thing to be revisited is about childhood. what kind
> of environment needs to be provided so that their integrity is
> retained, they are autonomous, biocentric and life-sustaining.
>
> But I doubt whether 'modernity' will be able to do this with its
> strange biases and beliefs.
> --
> Jinan,
> TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS
> http://jinankb.in/
> http://existentialknowledgefoundation.org/
> http://rethinkingfoundation.weebly.com/
> http://sadhanavillageschool.org/
> https://www.youtube.com/user/sadhanavillagepune
> https://www.youtube.com/user/jinansvideos
> www.re-cognition.org
> https://independent.academia.edu/JinanKodapully
> 09447121544
>
>
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--
Jinan,
TEXT DISTORTS, DIGITAL DESTROYS, WORLD AWAKENS
http://jinankb.in/
http://existentialknowledgefoundation.org/
http://rethinkingfoundation.weebly.com/
http://sadhanavillageschool.org/
https://www.youtube.com/user/sadhanavillagepune
https://www.youtube.com/user/jinansvideos
www.re-cognition.org
https://independent.academia.edu/JinanKodapully
09447121544
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