Humanist Discussion Group, Vol. 32, No. 259. Department of Digital Humanities, King's College London Hosted by King's Digital Lab www.dhhumanist.org Submit to: email@example.com Date: 2018-12-08 07:29:45+00:00 From: Willard McCarty
Subject: focus of the question Max Kemman's preliminary findings in Humanist 32.257 are not surprising once they are so clearly presented, but they do draw attention to the training of the people involved, the perspectives they take, how clearly they see the subject in question and what they pay attention to -- and so to a refinement of the question with which this thread began. We notice that the first influence is from the disciplinary training to the significance attributed to the results of computation. Training of this sort conditions you to notice some things and not others, or to put more emphasis here rather than there. This in turn points to a problem of curriculum in teaching digital humanities prior to the students having done a significant amount of research in the humanities. How can they possibly understand what the subject offers them? From both sides of the house this raises the question of interdisciplinary training at too early a stage for the terms of engagement to have become deep and robust enough for a good result. Do we not want an energetic collision rather than a meaningless brushing by? How is this best achieved? Yours, WM -- Willard McCarty (www.mccarty.org.uk/), Professor emeritus, Department of Digital Humanities, King's College London; Adjunct Professor, Western Sydney University; Editor, Interdisciplinary Science Reviews (www.tandfonline.com/loi/yisr20) and Humanist (www.dhhumanist.org) _______________________________________________ Unsubscribe at: http://dhhumanist.org/Restricted List posts to: firstname.lastname@example.org List info and archives at at: http://dhhumanist.org Listmember interface at: http://dhhumanist.org/Restricted/ Subscribe at: http://dhhumanist.org/membership_form.php
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