Beyond Words
Pictures, Parables, Paradoxes
Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Aims & Objectives, Philosophy & Social Aspects, Language Arts
| Author: | ISBN: | 9783653965766 | |
| Publisher: | Peter Lang | Publication: | July 31, 2015 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften | Language: | English |
| Author: | |
| ISBN: | 9783653965766 |
| Publisher: | Peter Lang |
| Publication: | July 31, 2015 |
| Imprint: | Peter Lang GmbH, Internationaler Verlag der Wissenschaften |
| Language: | English |
Human thinking depends not only on words but also on visual imagery. Visual argumentation directly exploits the logic of the pictorial, while verbal arguments, too, draw on figurative language, and thus ultimately on images. In the centuries of handwritten documents and the printed book, our educational culture has been a predominantly verbal one. Today the challenge of the pictorial is explicit and conspicuous. In the digital world, we are experiencing an unprecedented wealth of images, animations and videos. But how should visual content be combined with traditional texts? This volume strives to present a broad humanities background showing how going beyond the word was always an issue in, and by now has become an inevitable challenge to, pedagogy and philosophy.
Human thinking depends not only on words but also on visual imagery. Visual argumentation directly exploits the logic of the pictorial, while verbal arguments, too, draw on figurative language, and thus ultimately on images. In the centuries of handwritten documents and the printed book, our educational culture has been a predominantly verbal one. Today the challenge of the pictorial is explicit and conspicuous. In the digital world, we are experiencing an unprecedented wealth of images, animations and videos. But how should visual content be combined with traditional texts? This volume strives to present a broad humanities background showing how going beyond the word was always an issue in, and by now has become an inevitable challenge to, pedagogy and philosophy.
