Notice bibliographique
Résumé
The Deepest Sense:An Interview with Constance Classen Donald A. Yerxa Sensory history is a rapidly emerging field unfolding in the broader context of multidisciplinary sensory studies. Past president of the Historical Society Mark M. Smith has been a pioneer of sensory history. He is editor of the University of Illinois Press series Studies in Sensory History. One of the early books in the series is Constance Classen's The Deepest Sense: A Cultural History of Touch (2012). In it Classen, a Canadian cultural historian who has written extensively on the senses, explores the lived experiences of embodiment from the Middle Ages to modernity and helps us appreciate the tactile foundations of Western culture. Senior editor Donald A. Yerxa interviewed Classen in May 2013. Donald A. Yerxa: Would you provide your readers with a brief summary of what you are doing in The Deepest Sense? Constance Classen: The Deepest Sense explores the tactile underpinnings of Western culture from the Middle Ages to modernity. It investigates people's corporeal experiences of past worlds—the feel of the medieval city, the healing touch of saints, the tactile appeal of art—and how these shifted with social and technological developments such as the Reformation and the Industrial Revolution. In the process it aims to encourage a more full-bodied understanding of historical events and to draw attention to the insights that can be gained by taking a sensory approach to the study of the past. Yerxa: You maintain that the history of touch is "often an inferred history." Why is that the case? Classen: The sense of touch has been taken for granted. It is also a very intimate sense. This means that people often didn't write about their tactile acts, even though these played a major role in shaping their lives. Historians of touch have to be detectives, scrutinizing paintings, examining material culture, and sifting through texts for clues to behaviors. For example, when I was investigating visitor behavior in early museums, I found that many people simply wrote that they had "seen" an exhibit. Then I discovered more detailed accounts in which visitors would say that they "saw" a museum but go on to describe handling the collection. So I realized that "seeing" could include touching. In fact, when they were unable to touch, museum visitors might complain that they hadn't had a satisfactory viewing. Tactile investigation was considered essential. Yerxa: How was touch related to medieval table manners? Classen: The tactile world of the Middle Ages is fascinating because it was such a close-knit, hands-on period. When people ate food with their hands out of a common dish, it wasn't because they didn't have any social graces, it was because it fostered a notion of all being part of one social body. The same occurred when people shared beds and baths, when they danced in circles holding hands, and when a vassal ritually placed his hands in the hands of his lord. Such tactile practices literally united people. However, conveying social rank was also important. Being physically elevated was key in this regard, not only because of the obvious symbolism of height, but also because the earth was thought to be the basest of the elements. Hence, the snake, which came into full bodily contact with the earth, was considered the lowliest of creatures, whereas the knight, riding above the ground on his horse, was a very superior being indeed. Sitting at a raised table during meals was another way in which elevation expressed social superiority. By contrast, one of the signs of the humility of Louis IX of France, or Saint Louis, was that he would sometimes sit on the ground to eat with the poor. The texture of clothing was another tactile mode of conveying social position; coarse cloth for peasants, fine for nobles, a scratchy hair shirt for the pious. Click for larger view View full resolution From a painting on the tomb of Henry IV, Canterbury Cathedral. From James Craigie Robertson, Becket, Archbishop of Canterbury: A Biography (London, 1859). Yerxa: How was touch related to everyday religious practices? Classen: We can also find an emphasis on tactile bonding in religious...
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».