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2019, vol. 11, iss. 2, pp. 321-340
Collective thought-action: On lecture performances, transmedia knowledge and designing possible worlds
Cornell University, Ithaca, United States of America

emailjvm62@cornell.edu
Keywords: lecture performances; transmedia knowledge; discipline; mastery; aesthetics; experimentation; scholarly communication
Abstract
The election of Donald Trump has exposed a politics of resentment dividing rural and urban populations, as well as communities and colleges. This division stretches back to Plato's Academy. When Plato threw the poets out of the Republic, he banished practices such as poetry, music, and dance from the realm of true, epistemic knowledge, which he opposed to doxa or common knowledge. Centuries later, this opposition would shape European colonialism's approach to indigenous life worlds, whose "primitive" rituals, myths, and fetishes would confront the "civilized" methods, histories, and objects of Western knowledge. These same oppositions structure ideological critiques of popular culture. However, the emergence of lecture performances, theory rap, and info comics within twenty-first century research universities suggests that traditional knowledge production is under stress inside and outside the academy. Emerging is a transmedia knowledge that engages different audiences by mixing episteme and doxa. At stake here: the role of aesthetics in post-disciplinary societies of control and in resistant modes of collective thought-action. Across both the arts and sciences, scholars worldwide are turning to transmedia knowledge not simply for communication but also for co-creation of research. Here transmedia knowledge can function as civic discourse and as a conduit of a generalized aesthetics.
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About

article language: English
document type: Review Paper
DOI: 10.5937/SAJ1902321M
received: 01/03/2019
accepted: 01/07/2019
published in SCIndeks: 23/07/2021

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