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The Iconic Turn in Education


Edited By András Benedek and Kristof Nyiri

Some twenty years after the term iconic turn has been coined, and with a deluge of digital images, videos and animations surrounding, indeed invading, the learning environment, it appears that educational science, and the everyday practice of education, still very much labour under the impact of the past dominance of alphabetic literacy. But while educators clearly need to retain a measure of conservatism, maintain an acute sense for the logic of the written text and preserve the ability to handle extended hardcopy documents, they have to rise to the task, also, of exploiting the potentials of online networked communication, the constant presence of images, both static and moving, and the continuous interplay of words and images.


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Connections of Image and Text in Digital and Handwritten Documents: Ágnes Veszelszki


Connections of Image and Text in Digital and Handwritten Documents Ágnes Veszelszki 0. Introduction The paper brings examples of the connections between image and text from three different aspects in the area of digital communications. The first empha- sizes the priority of images over words; the second claims that images – in them- selves – are not unambiguous; and the third aspect, as a “mixed” solution, holds that images and words are in interaction and have the same level of importance. More specifically, this paper deals particularly with the interaction between images and words, and empirically examines the way emoticons (which are pri- marily used in digital communications in their present form) appear in handwrit- ten texts, such as classroom notes or private letters. The main questions examined were the following: 1. What are the most fre- quently used emoticons and why are they so popular? 2. Do emoticons have any general(izable) or even conventional meaning based on the examined corpus? 3. What types of texts permit and what types of texts prohibit the use of emo- ticons? 1. Pictorial Turn, Linguistic Turn According to Richard Rorty, the history of philosophy is a series of turns.1 Quot- ing Rorty, Mitchell claims that “a new set of problems emerges and the old ones begin to fade away”2. According to Rorty’s observations, while classical and me- dieval philosophy dealt with things, and the philosophy of the 17–19th century focused on ideas, 20th-century philosophy moved over to examine words. This is traditionally...

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