Den Stoff durch die Form vertilgen. Das res / verba-Problem in Friedrich Schillers Briefen über die ästhetische Erziehung des Menschen

Rhetorik ◽  
2014 ◽  
Vol 33 (1) ◽  
Author(s):  
Varun F. Ort
Keyword(s):  
Human Perception ◽  
Aesthetic Education ◽  
Classical Rhetoric ◽  
Written Communication ◽  
Semiotic Model ◽  
The Senses ◽  
Print Cultures

AbstractIn acknowledgement of both the intellectual aspirations and the poetical style of Friedrich Schiller’s Aesthetic Education, the following article will re-interpret a passage in the 22nd letter that can be designated as a ›Poetics in nuce‹. Initially, it will be pointed out that Schiller’s theory of human perception as well as his semiotic model focus on the problem of commerce between matter and mind or sign and meaning. Subsequently, it will be shown that the terms Form and Stoff establish a connection between anthropology and poetics by shaping both theories according to the model of metabolism, which is a common metaphor employed to describe the res / verba relation in classical rhetoric. Consequently, I will demonstrate that the epistemological discourse in the letters 24 to 27, in stressing the senses of sight and hearing, leads to a theory of aesthetic communication that integrates rhetorical techniques of creating appearance (»Schein«) by adapting these strategies to the requirements of written communication in print cultures.

Literature and the Senses

2021 ◽  
Author(s):  
Holly Dugan
Keyword(s):  
Cultural Study ◽  
Human Perception ◽  
Literary Representations ◽  
Interdisciplinary Field ◽  
The Senses ◽  
Historical Periods ◽  
Over Time ◽  
Culture And Language ◽  
Sensory Studies

Sensory studies is an interdisciplinary field connecting insights from history, anthropology, sociology, philosophy, religion, literature, and art to the scientific study of human perception. Though research in this field draws upon a wide variety of methodologies and focuses on different historical periods and geographical areas, it is unified through a core tenet: that the human sensorium is as much a cultural, historical, and aesthetic phenomenon as it is an environmental and a biological one. Social mores, geographies, religious beliefs, and individual abilities shape perception in uniquely cultural ways. Put more succinctly, sensory studies, as a field, argues for the cultural study of the senses and the sensuous study of culture. And language is squarely at the center of scholarly questions about perception; literary studies thus provides useful methodological tools for understanding not only how we represent visceral experiences (such as sensation) to others through language but also how these strategies have changed over time. The study of literature and the senses emphasizes the important role of language in representing visceral experience and the important role of aesthetics and history in shaping literary representations.

Babel of the senses

Terminology ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 89-112 ◽  
Author(s):  
Ernesto Suárez-Toste
Keyword(s):  
Figurative Language ◽  
Human Perception ◽  
Sensory Experience ◽  
Community Practice ◽  
Content Type ◽  
Scientific Terminology ◽  
Verbal Creativity ◽  
Quantitative Results ◽  
The Senses

Of all the varieties of sensory experience, wine appreciation seems to be one of the most rewarding yet also one of the most challenging to verbalize. This is largely due to a lack of scientific terminology capable of describing sensory impressions (in turn related to how little is known about human perception). Wine language is highly unspecific and figurative, depending on a weakly standardized community practice rather than a solid and comprehensive range of descriptors. In this paper I study figurative language and verbal creativity in a corpus of 12,000 English and Spanish wine reviews by focusing specifically on metaphor and synesthesia as the resources that best exemplify (and often manage to overcome) many of the genre’s shortcomings. In addition to the discussion of quantitative results, a case study in synesthesia is offered as illustration of the genre’s complexities, complemented by a contrastive discussion of how similar difficulties are handled in different ways in English and Spanish.

scholarly journals Deadly Barks: Acousmaticity and Post-Animality in Lucrecia Martel's La ciénaga

2020 ◽  
Vol 24 (2) ◽  
pp. 222-240
Author(s):  
Andrea Avidad
Keyword(s):  
Human Perception ◽  
Close Attention ◽  
Traditional Concept ◽  
Philosophical Discourse ◽  
Experimental Aesthetics ◽  
Nonhuman Animals ◽  
Cognitive Experience ◽  
The Senses

Acousmatic sound is often defined as a sound whose source is unseen, that is, in terms of a separation between the senses of hearing and seeing. Discussions about the acousmatic have generally focused on the ontological relation between the sonic effect and the visually unavailable source that produces it. This article examines the function of acousmatic sound in Argentine auteur Lucrecia Martel's La ciénaga ( The Swamp, 2001), arguing that the film's distinctive employment of acousmatic sound and acousmatic listening constitutes a strategy of disruption, challenging the traditional concept of the “animal” – an ideological and oppressive notion produced by dominant Western philosophical discourse. My reading gives close attention to what seems to be the barking of an unseen dog and its effects on human listeners, contending that, as the semiotic stability of the figure of the dog gradually erodes within Martel's cinematic territory, listening to the canine voice becomes an unsettling sensory-cognitive experience; the sound of the barks presents an irresolvable epistemic problem. I draw on Jacques Derrida's late writings on nonhuman animals, borrowing the term animot, to argue that Martel's film brings into audibility an animality irreducible plural: an alterity exceeding logocentric economies of knowledge. The film's experimental aesthetics and construction of narrative, I suggest, are concerned with perceiving and making perception itself perceptible, while exposing the limits of human perception – impassable limits marked by an animality which gradually withstands conceptual domestication. Through its use of acousmatic listening, La ciénaga expands our perception of ecological ontology.

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

Addressing the Content Vocabulary With Core: Theory and Practice for Nonliterate or Emerging Literate Students

2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker
Keyword(s):  
Communication Skills ◽  
High Performance ◽  
Theory And Practice ◽  
Written Communication ◽  
Academic Tasks ◽  
Meaningful Participation ◽  
Core Theory ◽  
Communication Needs ◽  
Core Vocabulary ◽  
Personal Success

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.

Piéron on the Senses

1956 ◽  
Vol 1 (6) ◽  
pp. 177-177
Author(s):  
LEO M. HURVICH
Keyword(s):  
The Senses
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