{"product_id":"media-and-the-mind-9780226183862","title":"Media and the Mind","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e“This is a major study of a neglected and important topic, and it will be of interest to an array of scholars in fields as diverse as book history, manuscript culture, history of education, history of childhood, Scottish Enlightenment philosophy, and the Enlightenment broadly understood. Its central argument, that the student notebook should be considered as an artifact in which a variety of knowledge management skills were learned and deployed by its maker, is convincing, novel, and insightful, and the depth and range of scholarship here is remarkable.” * Michael Brown, University of Aberdeen *\u003cbr\u003e“This intriguing, engaging, and wonderfully illustrated book examines the culture of notetaking in the schools and universities of Scotland in the long eighteenth century. This is a genuinely original and interdisciplinary project; with its focus on practice, it’s also a fresh and exciting one.” -- Angus Vine, University of Stirling\u003cbr\u003e“In an age in which artificial intelligence is all the rage, Eddy shows that human learning comes from a long tradition of reading and taking notes. Knowledge is not simply innate but the product of centuries of human practices of reading, notetaking, and interpreting everything from feelings to scientific data to shapes. This book makes one think that computers might need to learn how to doodle to creatively solve problems. Anyone wanting to understand the practices of complex learning and how humans manage data will need to read Eddy’s brilliant, meticulous, and authoritative history of notetaking.” -- Jacob Soll, University of Southern California\u003cbr\u003e“This remarkable book turns the Enlightenment upside down. Based on pioneering research into hundreds of notebooks kept by eighteenth-century children and university students, Eddy brilliantly reveals how virtues of order, clarity, and accuracy were conveyed through practical processes of education. Thinking, he suggests, is a skill constructed over time, and the Age of Reason begins on the blank pages of paper notebooks.” -- James A. Secord, Cambridge University\u003cbr\u003e“This book will change fundamentally how we think about the Scottish Enlightenment. Drawing on a rich archive of notebooks, Eddy reveals a hidden world of experimentation and creativity in the learning process of eighteenth-century students. By refusing to take the fixed word on the page for granted, Eddy makes the familiar strange, showing us how embodied cognition operated with the help of paper machines and learning technologies. The famous image of the mind as a blank slate empowered students to experiment with the basic components of writing and thought. We will never think of Locke’s \u003ci\u003etabula rasa\u003c\/i\u003e the same way again!” -- Fredrik Albritton Jonsson, University of Chicago\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eBibliographic Note\u003cbr\u003e Prologue\u003cbr\u003e Introduction\u003cbr\u003e 1. Recrafting Notebooks\u003cbr\u003e    The \u003ci\u003eTabula Rasa\u003c\/i\u003e and Media Interface\u003cbr\u003e    Notebooks as Artifacts\u003cbr\u003e    Notekeeping as Artificing\u003cbr\u003e    Notekeepers as Artificers\u003cbr\u003e    Thought as a Realtime Activity\u003cbr\u003e    Science as a System\u003cbr\u003e    Book Outline\u003cbr\u003e\u003cbr\u003e Part I: Inside the \u003ci\u003eTabula Rasa\u003c\/i\u003e\u003cbr\u003e 2. Writing\u003cbr\u003e    Writing as a Knowledge-Creating Tool\u003cbr\u003e    The Place of Writing within Literacy\u003cbr\u003e    Script and Observational Learning\u003cbr\u003e    Grids and Verbal Pictures\u003cbr\u003e    Copies and the Exercise of Memory\u003cbr\u003e 3. Codexing\u003cbr\u003e    Paper Machines as Material Artifacts\u003cbr\u003e    Paper as an Informatic Medium\u003cbr\u003e    Quires and Knowledge Management\u003cbr\u003e    Books and Customized Packaging\u003cbr\u003e 4. Annotating\u003cbr\u003e    Revisibilia Made through Annotation\u003cbr\u003e    Marginalia as Scribal Interface\u003cbr\u003e    Paratexts and Editorial Training\u003cbr\u003e    Ciphers and the Acquisition of Numeracy\u003cbr\u003e\u003cbr\u003e Part II: Around the \u003ci\u003eTabula Rasa\u003c\/i\u003e\u003cbr\u003e 5. Categorizing\u003cbr\u003e    Headings as Realtime Categories\u003cbr\u003e    Headings as Mnemonic Labels\u003cbr\u003e    Headings as Visual Cues\u003cbr\u003e    Headings as Coordinates for Scanpaths and Sightlines\u003cbr\u003e 6. Drawing\u003cbr\u003e    Description and Movement across a Page\u003cbr\u003e    Learning to Draw a Picture\u003cbr\u003e    Figures as Developmental Tools\u003cbr\u003e    Scenes as Observational Training\u003cbr\u003e    Observation and the Utility of Perception\u003cbr\u003e 7. Mapping\u003cbr\u003e    Mapkeepers and Knowledge Systems on Paper\u003cbr\u003e    Map-Mindedness and Embodied Experience\u003cbr\u003e    Desk Maps as Crafted Constructions\u003cbr\u003e    Field-Mindedness in the Classroom\u003cbr\u003e    Field Maps and Visualized Data\u003cbr\u003e    Maps as Mnemonic Devices\u003cbr\u003e\u003cbr\u003e Part III: Beyond the \u003ci\u003eTabula Rasa\u003c\/i\u003e\u003cbr\u003e 8. Systemizing\u003cbr\u003e    The Syllabus as a System and a Machine\u003cbr\u003e    Lecture Notebooks and Knowledge Formation\u003cbr\u003e    The Syllabus and Its Organizational Technologies\u003cbr\u003e    Scroll Books and the Strategies of Realtime Learning\u003cbr\u003e    Transcripts and the Extension of Memory\u003cbr\u003e    Lines and the Media of the Mind\u003cbr\u003e 9. Diagramming\u003cbr\u003e    Paths and Diagrammatic Knowledge\u003cbr\u003e    Schemata as Useful Mnemonic Aids\u003cbr\u003e    Shapes as Repurposed Perceptual Devices\u003cbr\u003e    Pictograms and Visual Judgment\u003cbr\u003e    Tables as Kinesthetic Diagrams\u003cbr\u003e    Traces and Realtime Observation\u003cbr\u003e 10. Circulating\u003cbr\u003e    Local and Global Networks\u003cbr\u003e    Personal and Institutional Libraries\u003cbr\u003e    Commodities within Knowledge Economies\u003cbr\u003e    Courts of Law and Public Opinion\u003cbr\u003e\u003cbr\u003e Conclusion\u003cbr\u003e 11. Rethinking Manuscripts\u003cbr\u003e    The \u003ci\u003eTabula Rasa\u003c\/i\u003e and Manuscripts\u003cbr\u003e    Manuscripts as Dynamic Artifacts\u003cbr\u003e    Manuscript Skills as Artifice\u003cbr\u003e    Manuscript Keepers as Artificers\u003cbr\u003e Acknowledgments\u003cbr\u003e Bibliography\u003cbr\u003e    Abbreviations\u003cbr\u003e    Primary Sources\u003cbr\u003e       Manuscripts and Ephemera\u003cbr\u003e       Printed Primary Sources\u003cbr\u003e    Secondary Sources\u003cbr\u003e Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":49399961256279,"sku":"9780226183862","price":49.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226183862.jpg?v=1730469280","url":"https:\/\/bookcurl.com\/products\/media-and-the-mind-9780226183862","provider":"Book Curl","version":"1.0","type":"link"}