September 7, 2010 § 1 Comment
This last part of the series will be about perception in relation to time. From the reversal of time in advertising to the reflections on time displacement through media, the structuring aspect of time seems primarily geared at perception. Gilles Deleuze talked about modern cinema as a way to “crystallize time” (Cinema 2: The Time Image). In Videofilosofia, Maurizio Lazzarato (1997) contended that visual media are “condensation machines of time” which impose their own indexicality. Following Bergson, Lazzarato finds as much truth and beauty in the moving image as an aesthetic form, as former generations could find in the written word.
That media change the perception of time is not a new claim, but digital media seem to flow in both the direction of acceleration and punctualization, the latter being equal to slowing down perception to a minuscule instance. The close-up, the long-distance shot, still life, slow-motion shots and similar optical forms have punctualized the flow of moving images. While hundreds of frames flicker by, the image remains the same and is presented to the spectator for inspection. It is literally the experience of the duration of time, which is then offered in the visual medium, independent of the narrative, aesthetic or material qualities the image will have in a sequence.
In the video by William Basinski of the 9/11 site the music and images double the impression of time passing. Especially in the 64-minute version of Disintegration Loop No. 1.1, video and audio track play against each other by contrasting two models of time. While the loop is cyclical, the passing of the smoke against the skyline dissolves linearly. Basinski created the loops while digitizing tape recordings. Surprisingly, the 20 year-old tape was gradually disintegrating as the coated plastic tape slid by the magnetic reader head. This gradual abrasion process of the material is documented in the audio loops.
“[T]he loops themselves are stunning, ethereal studies in sound so fluid that the listener scarcely registers the fact that it’s nothing but many hundreds of repetitions of a brief, simple loop that they’re hearing. I imagine that life within the womb might sound something akin to these slowly swelling, beauteous snatches of orchestral majesty and memory-haze synthesizer. The pieces are uniformly consonant, embellished with distant whalesong arpeggios and echoing percussion.” (Review by Joe Tangari, 2004)
Basinski ascribes a religious quality to these loops, which seem to develop their own reality by proceeding in time. In an interview from 2009 he describes his first experience of the time dimension and how it played out in the recording:
“I was just blown away by what had just happened and I was incredibly moved by the whole redemptive quality of what I’d just experienced, that each of these loops had disintegrated in its own way and its own time, yet the life and death of the melody was redeemed in another medium. I was a Catholic growing up, I thought, maybe there is hope after all! [laughs].”
Basinski’s music is built around the slowed down alteration of audio sequences. Each loop can be discerned by certain vague, repetitive elements, but the gradual linear variation creates a perception of time passing as such. Against the accelerative drive of electronic music in the 90’s, his pieces foreground the perception of details and gradual change. By puncturing a linear flow and reassembling it into discrete, cyclical units, Basinski reverses the drive of time to devour its own echo in the moment of passing. Time passing is presented on a golden tablet.
“All we can expect of time is its reversability”, said Jean Baudrillard in Cool Memories 1980-1985 (p.23). Linear and cyclical time do not necessarily relate to each other. But in digital media, both time dimensions play out simultaneously, which might explain our stupefaction with coming to terms with immediacy, where our brain is trained to reflect on perception only in retrospect. The beginning of reversal starts from the instances between each unit, from the void of silence.
November 29, 2009 § Leave a comment
who entered “Durkheim Science as a vacation” in an unknown search engine: Your query has been redirected: My article on the subject quotes Weber, Max – not Durkheim, Émile. Because the former is the author of a great essay on the subject of “Science as a Vocation” – a sort of death drive for recognition. The irony of Weber is that as soon as you are recognized as a substantial contributor to science, you will be most likely … retired.
From the viewpoint of many scholars in Germany it is understandable that students now protest against the implementation of the Bologna reforms. Cramming knowledge of centuries into a couple of semesters leaves little space for personal development or even … curiosity. But going on strike, c’mon, is it really going to revive 1968? We have deadlines, too.
The pleasure of the few is happiness for the many
Already Friedrich Nietzsche lamented the state of the German university back in 1872 (Über die Zukunft unserer Bildungsanstalten). In a conversation of a student and a philosopher-teacher, the student recalls:
“you used to say that no one would long for education if he knew how unbelievably small the number of truly educated people is and can be. And even this small number of truly educated is not really possible without the mass of others, who, against their nature, and determined only by a promising deception, get engaged in education.”
A double analogy at best. Many (the mass) adhere to an ideal of universal education. But for Nietzsche only a few (the truly educated) can attain that ideal. The mass follows an ideal brought down to a “national-economic” formula: “more knowledge and education, thus more production and in the end – more happiness.” If that is the rationale of education, personal development in a more liberal scheme will procure less happiness and less production. Dear reader, the path to less happiness will start with the right terms. And while some are quarreling with the terms, others are operating with factors.
Market accountability – where German and American universities differ
Nathan Rosenberg, professor emeritus of economics at Stanford, gave a lecture at the WZB in Berlin on the structural disparity of German and American universities. His basic assumption was that American higher education was “not a system” but rather an association of individual institutions. His three main points were: 1) research is heavily market oriented 2) graduate students are actively involved and recognized in research and 3) universities are a lot more “responsive” to demands from outside. He was bewildered by the ratio of students per professor in Germany and could not imagine how personal development of individual young researchers was possible under such conditions. A tacit voice from the audience replied: “It isn’t.” But above all he was making the claim that competition among universities for faculty, resources and students was the driving force behind innovation. American universities are after all “economic institutions” who can manage their day-to-day affairs only on the basis of their interests from accumulated assets.
A fellow doctoral student from the USC Annenberg School of Communication commented on a presentation he had seen on an eye-tracking software in Winterthur during a conference on Journalism Research in the Public Interest. The presenter was Sebastian Feuß from the University of Leipzig. While Feuss presented his findings on the behavior of young people and their online reading/viewing habits in the interest of pure science, my fellow from the USC commented: “If I had that kind of equipment, I’d be a millionaire.” I wouldn’t doubt him. Descending into market orientation – whatever your market may be – is not a bad way to keep your research aligned with public interest. If you want to know a secret about the business world, it will be simple: “Keep the deadline!” Happiness galore.
For more articles which met deadlines, consider reading these: