[1] From: aimeefreak <ahm@gpu.srv.ualberta.ca> (15)
Subject: Re: 13.0083 curricula? disappearance?
[2] From: Francois Lachance <lachance@chass.utoronto.ca> (38)
Subject: compliment via the complementary
--[1]------------------------------------------------------------------
Date: Mon, 19 Jul 1999 21:32:05 +0100
From: aimeefreak <ahm@gpu.srv.ualberta.ca>
Subject: Re: 13.0083 curricula? disappearance?
i follow the discussion regarding the teaching, learning, and
administration of humanities computing with great interest.
at the recent conference of COCH-COSH in Sherbrooke, a panel was devoted to
to the topic of 'teaching humanities computing'; i presented a paper on
this panel, from the point of view of a student who has been on the
receiving as well as producing end of hc experiments. i've just put the
paper online, if anyone is interested in reading it -- it's the most
well-thought out contribution i can make to this discussion.
http://www.humanities.ualberta.ca/amorrison/otherwork/cosh-coch99.htm
i look forward to any responses, and to further discussion on this topic
thanks!
aimeefreak
--------------------------
aimee morrison
phd program, dept of english
university of alberta
--[2]------------------------------------------------------------------
Date: Mon, 19 Jul 1999 21:38:56 +0100
From: Francois Lachance <lachance@chass.utoronto.ca>
Subject: compliment via the complementary
Willard,
With echoes of the recent discussions via Humanist of the status and
future of the field of Humanities Computing, I came across a copy of
a 1993 Report to the American Comparative Literature Association entitled
"Comparative Literature at the Turn of the Century".
Allow me to quote a bit selectively to indicate that the related
concerns of "what we do" and "with whom do we communicate" are threads
in other parallel discussions.
In the section on the graduate program, the authors write
Our recommendation to broaden the field of inquiry -- already
implemented by some programs and departments -- does not mean that
comparative study should abandon the close analysis of rhetorical,
prosodic, and other formal features, but that textually precise
readings should take account as well of the ideological, cultural,
and institutional contexts in which their meanings are produced.
Likewise, the more traditional forms of interdisciplinary work,
such as comparisons between the sister arts, should occur in a
context of reflection on the privileged strategies of
meaning-making in each discipline, including its internal
theoretical debates and the materiality of the medium it addresses.
They continue :
The knowledge of foreign languages remains fundamental to our
raison d'etre. [... Students] should be encouraged to broaden
their linguistic horizons to encompass at least one non-European
language.
It seems to me that _Humanist_ is one of those fora in which both
learnedness of philology and wisdom of philosophy are not only valued but
also cultivated. I hope that others also see that it is a fine moderator
such as yourself who helps the weavers produce a magic carpet because,
Willard, you are not only attuned to the big conceptual questions but also
very much alive to the locatedness of the interlocutors.
Many thanks for your attention to the long view and to the day to day
details,
Francois
Francois Lachance
*If pastry making is to chemistry
**and if bread baking is to biology
Then gardening is to physics ***
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