Explorations in Media Ecology - Volume 11, Issue 2, 2012

The concept of a ‘Gutenberg Parenthesis’ is a reformulation and an update of the thesis that the technological advances now bringing to an end the age of print are nonetheless restoring significant features of the media systems obtaining prior to its inception. This article specifies what is entailed in this new variant of the restoration topos in deep media history, not least in relation to established formulations (McLuhan, Ong, Foley). The comparison also encompasses the ‘ecological’ perspective of how developments in media technology are related to the analogously parenthetical trajectory of change that can be perceived in ways of thinking, for which a new formulation is also offered.

Journalists and other observers claim that new social media brought about the wave of current popular uprisings in the Middle East. This article examines – with an historical perspective within the intellectual framework of media ecology – this idea of new media as the cause of revolution. It concludes that while new media are an important factor behind these recent revolts, they do not cause revolution. Shifts in communication technology have a major influence on the way we interrelate and organize our society. The very structure of the World Wide Web makes control of information extremely difficult for autocratic governments and is indeed a strong force for popular movements, democratic change and freedom.

Perceptions of the news most often lack critical awareness and are steered by technology away from a more self-reflective consciousness. Is technology the problem or has it exacerbated a general human tendency to seek out ideas that reinforce what we already believe? This analysis uses media ecology theories and recent cognitive, media and political science research to better understand why it is so hard to foster a collective dialogue despite the development of sophisticated communication technology. Most journalism is not effective in bridging the increasing polarization of the news and information environment, in part because most audiences are not challenged to question their existing beliefs in a safe, accessible and understandable way; instead, they use facts to confirm their already existing values and knowledge. Viewing news as an ecology, which is integral to this argument, places responsibility for the quality of news with consumers as well as producers (journalists) and recognizes that both are capable of manipulation. In addition to developing new forms of news, the author calls for a closer look at the perceptual processing of news and information and a more self-reflective, integral style of both the consumption and production of news – a true ecology.

The current study examined the impact of the medium and valence of feedback on student learning. Three textual media – handwritten, printed and computer-mediated – were employed as well as two forms of valence – positive and negative. Using a 3×2 factorial design a MANOVA was calculated to determine if there is a main effect for textual medium or valence, as well as if any interaction effect between the two variables existed. Such work parallels an earlier study by Edmund Carpenter and Marshall McLuhan. The results of this study are useful to better understand textual feedback and have pragmatic value.

My reasons for refusing to teach public speaking online include the following: First, the way I currently teach public speaking seems to work very well. Actually, from my understanding of the history of rhetoric it has worked well for thousands of years. The second reason concerns my vocational calling. My perception of effective teaching involves being with students in real physical space. In other words, I am called to the classroom, not the computer screen. My third reason – not unrelated to the first two – concerns the notion of embodiment. I am persuaded that embodied teaching, especially with a subject that centers on the use of the body and voice, is superior to disembodied teaching. My reason for not wanting to teach public speaking online would be identical to why I do not think sculpting or tennis should be taught online.