Showing posts with label Knowledge. Show all posts
Showing posts with label Knowledge. Show all posts

Friday, August 08, 2008

Google and the limits of knowledge

"Reports that say that something hasn't happened are always interesting to me, because as we know, there are known knowns; there are things we know we know. We also know there are known unknowns; that is to say we know there are some things we do not know. But there are also unknown unknowns -- the ones we don't know we don't know." Image: A young Donald Rumsfeld as (meta?)physicist. Image found here.

"Now if only we could google sites Tyler Cowen has not linked to."

--a comment in response to this post in which Cowen calls out, but does not name, "The Most Obnoxious Blogger in the World"

Those of you not terribly fond of deconstructionist thought may be pleased to realize that Google is its antithesis in two senses, at least. The first: No absence-is-presence shenanigans figured into its mysterious algorithms. Nope: No matter how tenuous the actual link between/among terms in your search, if a document contains them, Google will (or is supposed to) find it. Presence is presence. Dammit.

The other is that Google models, every time you use it, a firm rebuttal to Derrida's well-known declaration, "Il n'y a pas de hors-texte." "Nothing" is a pretty big claim, and Google slices and dices it whenever a search does not list a document (read: a text that Derrida alleges nothing is beyond). Ha! Wrong yet again, Frenchie-boy. One trillion pages on the Web, but this lists only 28 million hits.

All the above is foolishness, of course, but as I thought about the commenter's comment at Cowen's blog, it drove home to me (yet again) the idea that empirical knowledge, valuable as it is, can take us only so far when it comes to the question of knowing. To go beyond knowing a fact to knowing its ultimate value or worthlessness is not in the domain of empiricism. That is the domain of wonder, of the imagination. The hypothesis--the wondering--must come before the experiment(s) to test it.

Like the rest of us, Google can know only what it knows--in its case, the fact of the presence of a word or words in a document. Except. Google doesn't "know" anything, and it certainly doesn't wonder about anything. Google treats texts as the matrices within which it finds the crystals it seeks, context be damned. It only detects SiO2; it can't tell us whether what we have is quartz, or amethyst, or citrine. It is the ultimate word-processor--a term which, as I once said elsewhere, makes me think its job is to turn language into lunch meat.

None of the above is a criticism of Google--only a critique. It can do only so much, just as the imagination has to have something concrete to begin with before it can do what it does. The two are ultimately symbiotic rather than opposed to each other.

And all the while, the unknown unknowns recede? multiply? morph into some other form as we get closer to knowing them? Are these even close to the right questions to be wondering about them?

Read More...

Unknowing the world

Some comments inspired by chapter one of Mignolo's The Idea of Latin America, first mentioned here.

UPDATE: Now, a bit more readable (I hope).

A "T-in-O" map from a 1472 edition of the Etymologies of St. Isidore (7th cen., Seville), oriented to East. The "O" is the "mare oceanum" (more familiar to us as the phrase "Ocean Sea," which, recall, Columbus would be designated as Admiral of. The crossbar of the "T" is formed by the Don, the Black Sea, the Aegean Sea and the Nile. Older versions of this map would have located Jerusalem in the center of the map. The "T"'s vertical is the Mediterranean. Underneath "Asia," "Africa" and "Europe" are written, respectively, "Shem," "Ham" and "Japeth," the sons of Noah, consigned to those spaces by Augustine in his City of God. Image found here.

A map created by Muslim geographer Al-Idrisi from the 12th century. The map is oriented to South; Mecca is at its center. What we now call Africa dominates the upper half; "Europe" is in the lower-right; "Asia" is in the lower left. Image found here.

Maps are fascinating texts. We have become so accustomed to accepting their renderings of the earth's surface as truthful, if not Truth, that we forget that their makers determine their "narratives," which is to say, everything from their form (such as the various projection methods for depicting the planet's curved surface on a 2-dimensional surface) to their contents. When looking at maps, who among us has not felt some surprise at one time or another by what has been included in or excluded from one and wondered why that information is or is not there? Map-making is far from a value-neutral activity, therefore--or, as these ancient maps indicate, a culture-neutral one. The fact that modern maps are far more accurate in their renderings of the outlines of landmasses does not mean they have become any less value- or culture-neutral. That we here in the West rarely wonder about our maps' objectivity means only one thing: The West's way of framing the world, of thinking about it conceptually (which is what a map represents), won out over all those other culturally-specific ways.

Or, to put it another way:

"But don't African people know they live in Africa, and Asian people in Asia?"

Well--now they do."

More below the fold.

Mignolo's task is that of swimming against 1500 years or so of culture to get his reader to see the cultural construct beneath our accustomed way of picturing the world. The T-in-O map above is his starting point. According to Mignolo, thinking about the world's landmasses in terms of continents was peculiar to Europeans; other peoples thought in terms of regions distinct from each other, both topographically and culturally. Moreover, Europeans saw the world much more overtly through the lens of the Bible--in the case of the T-in-O map, through the story of Noah's three sons and where each went to live. Shem's line settled in Asia; Jesus, a descendant of Shem, was born there (or, as Augustine puts it in City of God, was first revealed there). Japheth ("enlargement") and his descendants lived in what came to be called Europe--as Augustine notes, the home of Christ's church. Ham, though, "was included neither in the first fruits of Israel nor in the full harvest of the Gentiles. He could only stand for the hot breed of heretics" (Augustine, in Mignolo 28).

It is no blasphemy, nor is it politically-correct, to say that to read the world and its peoples through such a reductive lens as this was, to put it very charitably, problematic. Most of us would agree with that statement. It was because of this frame, after all, that for most of the 16th century there were actual debates regarding just how human were the indigenous peoples of this hemisphere were: they didn't fit this paradigm--Noah had three sons, yet these are clearly a fourth people. Mignolo's larger point, despite his at times hectoring tone, thus becomes clear: it is to recognize that thinking of the history of the past 500 years--in particular, re his book, the history of the Americas--not only has determined how the West thinks of that history but also how we in the Americas think of it: as having originated in/emanated from Europe. That is a legitimate narrative, to be sure, but it's not the only one or, for that matter, the one that most truly relates the Americas' full history, the one that begins prior to and is its own history--not a negation or rebuttal of European history's version of American history. That we now recognize the absurdity, not to say the offensiveness, of those debates regarding the Indians' humanity is a sign that that paradigm is no longer so in force; but what are 100 years in comparison to the 1400 before then?

By contrast, the Islamic map is quite literally Islamo-centric--its center is Mecca, after all, no more strange a thing to do for a Muslim mapmaker than for a Christian mapmaker to center his map on Jerusalem. But the Islamic has no names for the continents it depicts, much less some implicit categorizing of the peoples therein--even though Noah and his sons appear in the Qu'ran as well.

So, which map is truer? If your impulse is to say that it no longer matters, Mignolo would say that that is precisely his point in this chapter: that once upon a time, competing maps, competing ways of describing the world, did exist, and the fact that the Western depiction of space won out has not been necessarily all to the good. Except for Westerners, of course. The modern world's eventual acquiescence to that depiction is not like acknowledging that the earth orbits the sun; it's a genuflecting before the West's economic and cultural power.

So, on the one hand, we have become so accustomed to thinking of the history of this hemisphere in Eurocentric terms that it becomes hard for us to conceive of that history in some other manner. On the other, those familiar grand historical narratives--even the ones indigenous to a place--can also obscure other, just-as-valuable narratives. That second point reminded me of Edward P. Jones' masterful first novel, The Known World, which I posted about here. Though set in the antebellum world of northern Virginia, a place and a time we think we know, we realize fairly quickly that the story Jones is going to tell us--one based on fact--is one that we may never have heard before: in part, it's the story of a black man whose parents had worked to buy his freedom and who then buys slaves to work his land and who sees nothing wrong with doing that. What is the frame of that world, after all, but the preeminence of the Peculiar Institution? Everything, from law to social relations, exists to affirm and maintain that frame. So where, then, is the inconsistency if a newly-freed slave chooses to participate in the affirming and maintaining of that frame? The power of Jones's novel is in not telling us but showing us slavery's warping of human relationships in a way that the old, familiar, no-less-true narratives can never quite do on their own.

In a similar way, Mignolo has to make his reader see the Eurocentricity of the history of the Americas before he can begin to show what alternate histories of this part of the world would look like. The familiar has to be made to look strange before we can see and come to accept the familiarity of the strange.

Read More...

Friday, February 08, 2008

Elizabeth Bishop

Today is Elizabeth Bishop's birthday. I don't have time this morning for a lengthy post giving you all sorts of reasons why, if you don't know this marvelous poet's work, you should, so instead I'll provide here the concluding lines of the last "movement" of her poem "At the Fishhouses" (go here to see the proper layout of the text--except for the double-spacing). Be sure to read it out loud:

Cold dark deep and absolutely clear,
the clear gray icy water . . . Back, behind us,
the dignified tall firs begin.
Bluish, associating with their shadows,
a million Christmas trees stand
waiting for Christmas. The water seems suspended
above the rounded gray and blue-gray stones.
I have seen it over and over, the same sea, the same,
slightly, indifferently swinging above the stones,
icily free above the stones,
above the stones and then the world.
If you should dip your hand in,
your wrist would ache immediately,
your bones would begin to ache and your hand would burn
as if the water were a transmutation of fire
that feeds on stones and burns with a dark gray flame.
If you tasted it, it would first taste bitter,
then briny, then surely burn your tongue.
It is like what we imagine knowledge to be:
dark, salt, clear, moving, utterly free,
drawn from the cold hard mouth
of the world, derived from the rocky breasts
forever, flowing and drawn, and since
our knowledge is historical, flowing, and flown.

Read More...

Friday, December 28, 2007

". . . though of real knowledge there be little, of blog posts there be a plenty . . . "

Once upon a time, a blogger strayed into waters he shouldn't have . . .
(Image originally found here)


This was going to be a silly little post about Melvil (born "Melville") Dewey and the fact that he was born on December 10, 1851, one month after the American publication of Herman Melville's Moby-Dick. I was going to make a little hay of what I'd hope would be an entertaining if not humorous sort, imagining that his father, enamored of the writer if not of Moby-Dick, pre-destined his son to peruse Chapter 32 ("Cetology"), there note that Ishmael has categorized whales by size, just as books once were in many libraries, and set him on the course to devise the book-cataloguing system that now bears his name.

(For the record, I can't determine whether Dewey was named for the writer--all the more reason to make up something, right?)

But then I read this:

From childhood, Dewey was fascinated with books. In 1868, when his school caught fire, he rescued as many books as he could from the school library; but inhaled a great deal of smoke in the process and consequently had a cough that lasted for months. Told by his doctor that he would be dead within a year or so, he tried to make the most of what he thought would be limited time, according to the recent and fascinating biography by Wayne Wiegand. (emphasis mine)(from here)

Compare to the opening lines of Melville's novel:
"Etymology"

(Supplied by a Late Consumptive Usher to a Grammar School)

"Consumption," for those who may not know, is an old term for lung-wasting diseases such as tuberculosis, often marked by heavy coughing.

I don't know why learning this suddenly took the humor out of this little post for me, why Melvil Dewey suddenly, in my mind, took on more of Ishmael's doomed nature than I had anticipated. But he is also, curiously, Ishmael's social opposite: the Straight Dope site linked to above notes, "We feel obliged to note that Dewey was no saint. He was racist, antisemitic, anti-black, anti- everything not white male Anglo-Saxon Christian." Anyone who has read Moby-Dick knows this doesn't at all describe Ishmael, at least as regards his friendship with Queequeg.

Did Ishmael's novel-length meditation on The White Whale--and Ahab's obsession with him--become for Dewey the quest for an efficient way of organizing and cataloguing knowledge stored in books? So far as I can determine, no. But I do wonder, now, whether Melvil read Melville and in some way, shape or form saw looming out of those pages some inkling, some version of the life ahead of him . . . or, perhaps, the life he found himself in the midst of living out.

UPDATE: The curious may enjoy looking at this map of the voyage of the Pequod. Click on the image to enlarge and move about. Gorgeous in its mid-19th-century feel and in its attention to detail.

Read More...

Tuesday, January 09, 2007

"Collage Students," Part V: Two models, and a solicitation

(Those interested can find links to all the previous "collage student" posts here.)

First things first: I am duty-bound to make note of the contributors whose own posts and their ideas served to spark and then spur on this series of posts: Randall (and the EMBLOS), with an assist from Walter J. Ong; Winston; a collective thanks to the good people of Clusterflock (in particular Daryl Scroggins and Sheila Ryan), where earlier posts in this series found homes and excellent comments; Conrad, whose post provides a model for what I'm after; Hank, whose post provides the attitude for what I'm after; Raminagrobis, whose oh-by-the-way mention of the meaning of a-leitheia is the reason behind what I'm after; and, finally, an interview with Brian Eno, the source of the term "curator" below.
The orchestra has begun playing, so I'd better get on with things:

Here's what I'm toying with as a priori assumptions regarding the sorts of students I see today and which I'll be using as a guide for shaping class discussions and assignments in my Comp I classes this spring:

1) My students--we all--are "collage students": that is, we are assemblages of experiences and knowledge, some of it commonly held, some not, the commonly-held things not understood or thought of in the same way from person to person to person.

2) We can divide "collage students"--specifically, their relationship to the things they know--into two basic types:
a) "collectors": the subject is meaningful to the student at a personal level, but that interest, for whatever reason, doesn't extend beyond the personal. That is, the student feels no compunction (or, perhaps, lacks the ability, or just flat hasn't tried) to explain its meaning to someone else. This student, if asked why s/he likes or is interested in something, is likely to say little more than, "I just do/am."
b) "curators": the subject interests the student at both a personal and an intellectual level. The latter means that the student is able to speak about the subject in such a way that s/he can convey to an audience why the subject should matter to others. This is the realm of comparison, the establishing of context, analysis, synthesis, etc.
3) The goal, I hope would be obvious to them, is for them to begin to think like "curators." I want them to think about that goal in relation to two things:
a)the definition of Truth as a-leitheia: "the absence of forgetting," along with Heidegger's further gloss on that word as "the uncovering of that which is hidden."
b) Neil Postman's distinction between "news" and "information" and how the finding and hanging onto of Truth--"the uncovering of that which is hidden"--these days has become both harder to do and never more important to do.
Okay: Those are the pedagogical assumptions and my first-day mapping out of those assumptions. Below the fold comes the solicitation.

Psst . . . c'mere, buddy . . .

Given all the above, do any ideas for writing assignments suggest themselves to you? I have some, of course; and, this week being my college's Faculty Development Week, I have occasion to ask my colleagues about all this as well, but I'd like to cast the net as widely as possible. The one framing requirement I have to keep in mind is that we have six writing assignments, five of which employ some of the rhetorical modes (example or definition, narrative or process, division/classification, cause/effect, compare-contrast) and the last must be persuasive. I've toyed with the idea of asking them to choose one "subject" (just about as broadly defined as possible)--something they are passionate about and think others wouldn't care about but should--and make it the focus, or at least the starting point, as the spirit moves them, of the various assignments. My fear is that students might find that limiting, but if I make it clear that they choose something that they are truly and deeply passionate about, my hope is that they will, with a bit (or a lot) of thought they should find plenty of things to say, and ways to write, about their subject.

The idea of audience will be especially crucial this semester, too: curators are teachers, after all.

Oh, yeah: if you think all this is just nuts, please say so, because I need to hear that, too. But please tell me why it's nut I will just say preemptively that what they'll be doing in this class--to not just regurgitate information but really think about getting at why this matters to them and should matter to someone else--will be by far the most challenging thing I've asked any freshman comp class to do. I've tried to design assignments before that (I thought) would yield papers of the sort that I want these to do this spring, but to no avail. Thinking about things in this way, though, just might do the trick. The other preemptive remark: I know my students are in a community college. All the more reason to push them.

Thanks for reading this far, and thanks in advance for whatever thoughts you care to share.

Technorati tags:
, , , , ,

Read More...