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mid term review > mid ter rewview > Flashcards

mid ter rewview Flashcards

1
Q

Beliefs and Values

A

Form of power-knowledge that orients society toward a “good life.”

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2
Q

Moral Space

A

Defines society’s moral framework (Charles Taylor).

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3
Q

Habitus

A

Pierre Bourdieu’s idea of cultural beliefs being embodied in durable dispositions.

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4
Q

Ritual

A

Social performances that manifest cultural values.

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5
Q

Social Action & Practices

A

Uses symbols (words, gestures) to create shared understanding

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6
Q

Intersubjectivity

A

Communication forms society by producing a shared sense of social reality.

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7
Q

Agency of Communication:

A

Media conveys symbolic meaning (speech, print, broadcast, etc.).

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8
Q

Materiality

A

The form of media (e.g., smartphone, fiber optic cables) affects the message’s meaning (“The medium is the message”).

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9
Q

Institutionalization

A

Media organizes communication into ordered and durable practices.

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10
Q

Coercion

A

Forcing action against will.

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11
Q

Influence

A

Controlling parameters to use others’ goals for personal means.

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12
Q

Affordances

A

Media forms open or constrain actions and social practices.

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13
Q

Artifact/Object

A

Can be physical (e.g., computer) or immaterial (e.g., code).

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14
Q

Technique (“Know-how”)

A

Technical skills involved in using or making technology.

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15
Q

Techne

A

Heidegger’s idea of technology as a material and symbolic practice that frames the world.

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16
Q

Technological Determinism:

A

Technology changes society (e.g., social media affecting attention spans).

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17
Q

Social Construction of Technology (SCOT):

A

Social forces shape technology (e.g., telephone domesticated by women for social communication).

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18
Q

Social Shaping of Technology (SST):

A

Technologies offer affordances, and people’s usage of them evolves (e.g., SMS, hashtags on Twitter).

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19
Q

Domestication of Technology:

A

Technology becomes ordinary and embedded in life (e.g., electricity, Wi-Fi).

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20
Q

Articulation:

A

Focuses on relations among practices and representations that make up technology.

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21
Q

Assemblage

A

Looks at how these practices and representations form dynamic structures.

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22
Q

Characteristics of Media:

A

Different media (TV, radio, print) create different social-psychological environments.

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23
Q

Innis’s Medium Theory:

A

Communication technologies alter society by:
Changing symbols and material properties (what people think with).
Shaping society’s interests (what people think about).
Forming new communities (who people think with).

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24
Q

Monopolization of Knowledge (Innis)
Monopoly:

A

Control over communication by specific groups (e.g., literate priests in ancient Egypt, mass media corporations).

25
Q

Monopolization of Knowledge (Innis)
Consequence:

A

Blocks alternative viewpoints and enforces rigid hierarchies.

26
Q

R. David Sarnoff (RCA/NBC):
Time period:

A

Ran RCA from 1930-1970.

27
Q

R. David Sarnoff (RCA/NBC):
Contributions:

A

Pioneered phonography, radio, television.
RCA produced its own hardware and content.
Studios: RCA Building (part of “Radio City” in Rockefeller Center, NYC).

28
Q

Time-Biased vs. Space-Biased Media (Innis):
Time-Biased Media:

A

Durable (e.g., stone tablets).
Focus on history, tradition, permanence.
Examples: clay tablets, religious rituals.

29
Q

Time-Biased vs. Space-Biased Media (Innis):
Space-Biased Media:

A

Ephemeral (e.g., radio, television).
Focus on expansion, communication over distance.
Examples: paper, electronic signals, mass newspapers.

30
Q

Media Bias vs. Medium Bias (Heyer):
Media Bias:

A

Prejudice or judgment in content influenced by ideology (e.g., Fox News).

31
Q

Media Bias vs. Medium Bias (Heyer):
Medium Bias:

A

The form of communication affects content and the way people think (e.g., oral vs. written traditions).

32
Q

Two Dimensions of Media Forms (Innis):
Material Substance:

A

What the communication is made of (e.g., stone, papyrus).

33
Q

Two Dimensions of Media Forms (Innis):
Form of Communication:

A

How the message is expressed (e.g., oral language, writing).
The medium influences how societies frame their knowledge and “bias.”

34
Q

James Carey on Media Cultures:
Space-Binding Cultures:

A

Focus on land, movement, empire, expansion.
Use of navigation, mathematics for tax systems.

35
Q

James Carey on Media Cultures:
Time-Binding Cultures:

A

Focus on history, continuity, permanence.
Rooted in oral, religious, ritualistic symbols.

36
Q

McLuhan’s Typology of Media Ecologies:

A

Oral
Chirographic (Writing)
Typographic (Print)
Electronic
Digital (post-McLuhan)

37
Q

Walter Ong: Primary Orality vs. Secondary Orality:
Primary Orality:

A

Expression in societies without writing or print.

38
Q

Walter Ong: Primary Orality vs. Secondary Orality:
Secondary Orality:

A

Oral culture influenced by written/printed words (e.g., radio, telephony).

39
Q

The Resonant World of Primary Oral Cultures (McLuhan/Ong):

A

Sound connects people emotionally and spiritually.
Collective memory shared through storytelling.
Creates a communal connection to a “sacred” reality beyond the individual.

40
Q

Consequences of Writing and Scribal Media Ecology (Innis):
Extra-Somatic Memory:

A

Knowledge stored outside the human mind (in objects like books, tablets).

41
Q

Consequences of Writing and Scribal Media Ecology (Innis):
Objectification of Knowledge:

A

Knowledge becomes permanent and separate from the speaker.

42
Q

Consequences of Writing and Scribal Media Ecology (Innis):
Impacts of Writing:

A

History: Writing enables historical records.
Enumeration & Commerce: Writing allowed bookkeeping and accounting (e.g., Sumerian cuneiform).
Law: Written codes (e.g., Code of Hammurabi) and monotheism developed with scribal media.

43
Q

Socrates on Writing (Phaedrus Dialogue):

A

Writing is like painting—seems alive but cannot respond.
Written words are static, while true knowledge is dynamic and lives in the learner’s mind.

44
Q

Print Culture and the Emergence of Literate Societies:
Printing Press:

A

Revolutionized knowledge production (Mumford).

45
Q

Print Culture and the Emergence of Literate Societies:
Reading Publics:

A

Print culture led to widespread literacy and collective public discourse.

46
Q

Print Culture and the Emergence of Literate Societies:
Impact on Power:

A

Literacy shifted power dynamics, challenging authorities (e.g., the Reformation).

47
Q

James Burke: How Knowledge Becomes “Fact” (BBC Documentary):

A

The emergence of “fact” as a category of knowledge is linked to literacy and print culture.
Medieval oral culture relied on direct experience or hearsay—facts as independent entities didn’t exist.

48
Q

Scribal Culture and Power in Pre-Reformation Europe:
Before Printing Press:

A

Knowledge controlled by ecclesiastical and civil authorities.

49
Q

Scribal Culture and Power in Pre-Reformation Europe:
Hearings:

A

Truth determined through oral testimony rather than written facts.

50
Q

Church as Source of Knowledge:

A

Illiterate peasants relied on stained glass and church paintings to learn stories from the Bible.
Priests and monks held a monopoly on knowledge, which gave them cultural and ideological power over lay Christians.

51
Q

Scribal Culture (Eisenstein):

A

Monasteries were centers of literacy, with monks copying texts in scriptoriums.
Copying books was a collaborative effort; one monk copied, another illustrated, and another read aloud.
Transcription was a spiritual exercise—copying sacred texts was an act of meditation.
Scribal literacy was “thin” and subordinate to oral practices.

52
Q

De Laude Scriptorum (Trithemius, 1492):

A

Monastic copying was central to education, enabling monks to deeply understand texts.
Trithemius praised scribes, emphasizing the spiritual value of their work over other manual labor.
He warned that printed books were ephemeral compared to handwritten texts on parchment, which lasted longer.

53
Q

Books in the Middle Ages:

A

Books were inaccessible, mostly confined to monasteries.
Few monks had access to the full library; only the master and librarian could enter freely.
Wealthy elites sometimes owned books, but even then, access to knowledge was limited.
Knowledge was shared orally, even among the literate. Eisenstein refers to this as a “half oral, half literate” culture.

54
Q

The Printing Press (Mumford):

A

The Gutenberg Printing Press (1400s) revolutionized book production in Europe.
Printing led to mass production of books—by 1500, there were millions of books in Europe compared to less than 30,000 before the press.
The press broke the monopoly of the scribes and democratized access to knowledge.

55
Q

Consequences of Printing (Eisenstein):

A

Printing expanded knowledge across time and space, connecting people from different places and eras.
Books became commodities for sale, rather than free, monastic resources.
This new print culture fostered mass literacy and led to individualized reading, an important aspect of modern individualism.
The rise of “reading publics” and “imagined communities” (Benedict Anderson) emerged as people who read the same texts formed shared cultural worlds.

56
Q

Impact on the Catholic Church:

A

The printing press challenged the Catholic Church’s monopoly on religious interpretation.
Before, only priests interpreted the Bible; printed religious texts allowed laypeople to read and interpret the Bible themselves.

57
Q

Martin Luther and Print:

A

Luther’s pamphlets spread rapidly, with 300,000 copies distributed between 1518-1520.
His writings fueled the Protestant Reformation, challenging the power of the Catholic Church and advocating for the vernacular Bible.

58
Q

Rise of Lay Bible Reading:

A

The vernacular Bible allowed the laity to read scripture themselves, weakening the Church’s exclusive control over religious knowledge.
The Council of Trent (1546) tried to halt this by restricting the printing of vernacular Bibles, but this effort failed.

mid term review (12 decks)

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