Online research in philosophy

At the beginnings of Western philosophy, Plato meditated on understanding media. He was so lucky to live before the "great division" between humanities and natural science and to witness the first media revolution, the transition from orality to literacy. The age of print and of books manufactures made us to forget that communication concerns above all authors. Now, however, the internet makes it possible to publish our writings without giving them away: humanities scholars could emerge from nonage and take back all what they delegated to the publishers and their market concern, from which they usually earn very little. Why should they do it? To answer to such a question, this text introduces an ancient platonic argument from the Phaedrus to propose a modern, and political, suggestion.

It is obvious that technology is rapidly changing the world around us. Nowhere is that change more evident than in the revolution occurring for those with physical and mental limitations-their portrayal in the media, their use of the media to achieve group aims and their use of the new on-line media to communicate with others who have limitations and the non-disabled world. In a very real way the growing sense of community among those with disabilities has been linked to the media.

American media, in the face of the Grenada invasion ?lockout?; and the Westmoreland/Sharon libel actions, seem to be running scared. No longer are there accusations of ?imperial media,?; as newspapers, radio, and television news consumption decline. Media response is to look to ethics. Media should learn that corporate consciousness is less important in guiding the medium than is service to public or audience.

A recent issue of Report from the Institute for Philosophy and Public Affairs identifies four ethical issues for the 21st century. By not including media ethics, the Report overlooks a crucial logical priority. That oversight is reflected in greater academe where media ethics (unlike, say, biomedical ethics) is scarcely acknowledged. This article argues that communication ethics, as an integral part of the wider enterprise of media literacy, deserves greater prominence in our town-and-gown communities.

Orality, literacy, and an epistemic approach tovisual narrative -- Excavating the oral characteristics of visual narrative -- Mapping the literate characteristics of visual narrative -- Between the oral and literate epistemes -- The future of the orality-literacy paradigm, cinematically speaking -- The politics of (re)presentation -- Digital technology and beyond -- Concluding remarks.

The association between media literacy and media ethics is discussed in this essay, and data gathered from a media literacy study with 93 public school 6th-grade students are presented. The study details the introduction and evaluation of a media literacy program that was intended to encourage learning and critical thinking about media violence, using a selection of "high-risk" portrayal factors as a foundation. Statistical comparisons between preprogram and postprogram responses and between those participating and those in a control group show some increases in the comprehension of key concepts used in the study of media violence and critical thinking about the topic. Open-ended responses also demonstrate enhanced sophistication in analyzing media violence after participating in the program.

Preface: The dog's bollocks-- at the media dinner party -- Introduction: "The Marx brothers", "The Elvis of cultural theory", and other media clichés -- The mediated imp of the perverse -- Žižek's tickling shtick -- Big (Br)other : psychoanalysing the media -- Understanding the media : the sublime objectification of ideology -- The media's violence -- The joker's little shop of ideological horrors -- Conclusion: Don't just do it : negative dialectics in the age of Nike.