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The Power of the Image

Emotion, Expression, Explanation


Edited By András Benedek and Kristof Nyiri

We think primarily in images, and only secondarily in words, while both the image and the word are preceded by the bodily, the visceral, the muscular. This holds even for mathematical thinking. It is the entire motor system, including facial expressions and bodily gestures, that underlies not just emotions but also abstract thought. Communication, too, is a primordially visual task, spoken and written language only gradually supplementing and even supplanting the pictorial. Writing liberates, but also enslaves; after centuries of a dominantly verbal culture, today the ease of producing and accessing digital images amounts to a homecoming of the visual, with the almost limitless online availability of our textual heritage completing the educational revolution of the 21st century.
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Visual Education: Old and New Dilemmas


András Benedek

In the 21st century, modern people have found themselves in a new work environment, with social and economic networks surrounding them becoming more complicated than ever. Learning-theory analysis typically examines the characteristics of social learning where new learning methods and state-of-the-art techniques meet1 as a result of current changes, with special regard to ICT development. In such an increasingly rich learning space, learning how to apply new learning methods consciously and efficiently/successfully may prove to be an investment with a good return on the long run.

A new, visually rich virtual dimension is now attached to learning. In this respect we should note that multi-level human connections are now much less restricted in time and space than previously. In the developed world in particular, we are now able to contact anybody, anywhere, exchanging information and organizing our lives, supposing the technical background is available (a smart-phone or a broadband internet connection will suffice).

In our modern age, the concept of knowledge and its theoretical and practical interpretation have undergone significant changes. For people in the Middle Ages, knowledge was perceived as something not subject to changes, where information on natural and social phenomena remained the same for generations. However, by the 20th century, knowledge was practically redefined from generation to generation. In the complex, multi-layer structure of knowledge, new items were added to permanent elements all the time and in great richness, sometimes even giving rise to brand-new disciplines (like biotechnology,...

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