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Record W102724645

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

2000· article· en· W102724645 on OpenAlexaboutno aff
Christine Wiesenthal, Brad Bucknell, William J. Mitchell

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.

How this classification was reachedexpand

Full frame machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.004
metaresearch head score (Gemma)0.015
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.028
Threshold uncertainty score0.056

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0040.015
Meta-epidemiology (narrow)0.0000.001
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0010.002
Science and technology studies0.0160.007
Scholarly communication0.0090.010
Open science0.0010.004
Research integrity0.0040.008
Insufficient payload (model declined to judge)0.0070.001

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

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreOther

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations14
Published2000
Admission routes1
Has abstractyes

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