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Record W102724645

Essays into the Imagetext: An Interview with W. J. T. Mitchell

2000· article· en· W102724645 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueMosaic (Winnipeg) · 2000
Typearticle
Languageen
FieldArts and Humanities
TopicVisual Culture and Art Theory
Canadian institutionsnot available
Fundersnot available
KeywordsComicsArt historyIconologyArtComic stripSociologyLiterature
DOInot available

Abstract

fetched live from OpenAlex

This is an edited transcript a two-hour interview with WI. T Mitchell, conducted by Christine Wiesenthal (CW) and Brad Bucknell (BB) on March 10,2000 at the Fort Carry Hotel, Winnipeg, Manitoba. Professor Mitchell delivered the University Manitoba Sidney Warhaft Memorial Lecture titled Offending Images: Sensation at the Brooklyn Museum on March 9,2000, at the Plug In Gallery, Winnipeg. CW You describe your recent book, Picture Theory, as basically [the] sequel and companion volume promised by Iconology back in 1986. I thought we might begin with the very obvious material fact the size differential between these two books. It occurred me that while Wittgenstein's Duck Rabbit pops up once as a hypericon in Iconology, in Picture Theory, it seems proliferate wildly as a meta-picture. These are Fliegende Blatter, if I ever saw them! [1] Could you talk a little bit about the structure and the organization Picture Theory as an exercise in applied iconology, and could you mention some the factors that were relevant in the way the book eventually took shape? WJTM Well, I've always been interested in book design, particularly, the design illustrated books. My doctoral dissertation (later my first book) was called, Blake's Composite Art, and it was about the relationship text design in Blake's illuminated poetry. So that was my first and formative scholarly problem, try think about a mixed representation, a mixed medium. I grew up in the golden age comic books as well--the era Mad, Astounding Science Fiction, and the Classic Comics. The idea image and text working in a collaborative form had always been fascinating me. So, when I wrote Iconology, I saw it as a kind askesis--that is, I was trying listen the problem the image-text relation rather than look at it. I said at the beginning Iconology I wanted write a book about pictures for the blind, a book rumors about pictures and how people talk about them behind their backs as it were--what you would imagine pictures were if you couldn't see them, but could just hear what people said about them. So Iconology is short partly because it doesn't give any space pictures except for a couple drawings. It's really focused on what people say each other about images, the invisible aural/oral aura fantasy and anxiety that hovers around them. I felt at the moment Iconology that it was an important theoretical gesture not be distracted by looking at visual images as if they were transparent or self-evident. In Picture Theory, then, I made exactly the opposite move. What I wanted in that book was be still, silence the theoretical chatter (at least momentarily) and let pictures talk and allow visual images attain some kind theoretical status. In art historical discourse the is so often treated as an object or target, and as we talk about it, the language pre-empts the picture, a pre-emption that I tried air out in Iconology. The commentary replaces the thing. In Picture Theory, I wanted treat the pictorial object as a subject capable self-reflection, so that pictures could become self-theorizing symbols or metapictures.' That is what motivates strange, awkward title, theory. It expresses an imperative to picture theory rather than construct a theory of pictures. The aim is let pictures do theory and give theory a physical, visible, figured body. The other difference between Iconology and Picture Theory is that the earlier book took theoretical texts as its object--Wittgenstein, Burke, Lessing, Gombrich, Nelson Goodman, Marx--theorists who have important things say about the relations between verbal and visual representation. The images Iconology are mainly verbal and figurative, pictures, as Wittgenstein puts it, that lay in our language. They are hypericons such as the cave, the camera obscura, and the tabula rasa, addressed the mind's eye, and designed explain the very process by which the mind produces and apprehends images. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: none
Teacher disagreement score0.881
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0250.002

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.023
GPT teacher head0.245
Teacher spread0.222 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it