When the mote turns in the light: A 10 STEP ‘Barthesian’ course on Street Photography

 

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When the mote turns in the light: A 10 STEP Barthesian course on Street Photography

 

Sub-title: 31 OF THE MOST IMPORTANT IDEAS ABOUT (STREET) PHOTOGRAPHY

DERIVED FROM ROLAND BARTHESā€™ BOOK CAMERA LUCIDA


inspired by the annotation by Kasia Houlihan (University of Chicago)

Roger Prentice Ph.D., MA (ACE), B. Ed. (Hons)

1st draft 4th Dec 2011

INTRODUCTION

Although my practice of photography is still at a beginning stage I want toĀ keep up an old habit – that of theorizing my practice and practicing my theory. On the theory side as a starting point I have gone for ‘the big one’ Roland Barthes’ Camera Lucida.

 

Barthesā€™ book Camera Lucida: reflections on photography is more like literature than an academic text. Ā Indeed its very purpose is to get us to function in a ā€˜heart-centredā€™ way, instead of via left-brain classification and logic-chopping. Ā It is even more like a Zen masterā€™s pointings or teachings. It is profoundly intuitive and insightful about photography in relation to the inner life of being human. It is not in any conventional sense subjective – it is about the very opposite the state of transcending the ego and ironically, given its arguments, it is about living transcendentally in the now.

Camera Lucida provides answers for an enormous range of problems, not just to understanding the true nature of photography. Ā In particular it is staggeringly insightful about what it is to be human, in the world with others (and the memories of them) and the exquisite place the art of photography can play in deepening our realization of our true selves.

I have taken as a starting point Kasia Houlihanā€™s excellent summary/annotation to be found HERE Ā Ā The four sections relate to the 4 paragraphs in Kasiaā€™s original summary/annotation. Ā To Kasia I will be eternally grateful because it enabled me to stop wandering around in a desert of unmanageable responses to Camera Lucida Ā – and it saved me from the temptation to dive in to the very large pools of academic writing about Camera Lucida – where I would probably have developed unbearable head-hurt and eventually drowned. Including the 10 Step course this is a framework for further development.

The area of photography that grips me currently is Street Photography. Ā I discovered the truth in Camera Lucida Ā two ways a) by doing street photography, however modest my achievements to date and b) through all the work that went into my doctorate – see HERE .

For serious students therefore I suggest the following 10 steps;

 

1) start taking photographs and keep up the practice between every one of the other steps listed here – & get as much feedback as possible.
2) look at photographs a lot – yours, your familyā€™s and those of great photographers,
3) read Camera Lucida, don’t worry about understanding
4) read Kasia Houlihanā€™s original summary/annotation to be found HERE and this piece (in development) which was inspired by it.
5) read or re-read this listing of 31 major ideas,
6) read articles about street photography – there are a range of starting points – HERE
7) read at least the summaries of my doctorate HERE or work out your own understanding of the human spirit
8) do even more photography
9) read every poem and other literature you can find about photos & photography, look at every painting & dance about light etc. Link photography to transcendent spirituality if you will – there’s a ‘course-on-a-page HERE
10) then and only then read the academic literature on Camera Lucida and Barthes!
Whatever is true here about photography is also true about street photography – in fact I would say it is especially true about street photography. Ā I intend to write other articles about how this incisive, manageable way into Camera Lucida relates to street photography, to art generally, to spirituality and so on.

SECTION 1

1 The book Camera Lucida sets out to determine a new way of looking at photography.

2 Camera Lucida is about a new consciousness – by way of photography.

3 Barthes seeks a new way of reading and valuing photographs – an altogether customized framework.

4 Barthesā€™ framework is to be distinct from all existing accounts of classifying photographs.

5 He wants to deal with photographs so as to get at the essence or noeme of photography.

6 Barthes says that he wants, ā€˜a History of Lookingā€™. Ā Ā (RP donā€™t know what is meant but 26e below might be the answer)

7a In his search Barthes attempts to account for the fundamental roles of emotion and subjectivity

7b in i) the experience of and ii) accounting for Photography.

8 Subjective experience of photography (I would say creating as well as reading) has an essential natureā€”or eidos

9 The essential nature of a photograph is as an index indicating, ā€˜that-has-been.ā€™

SECTION 2

10 Photography is set apart from all other forms of representation.

11 Previously established ways of classification etc are ā€˜disorderedā€™ (because they fail to work with the essential nature of photography.)

12 Consequently it is unclassifiable (I suppose compared to say genre classification in film).

13 We need to hold to the fact that ā€˜the Photograph mechanically repeats what could never be repeated existentiallyā€™.

14 The essence is the event,

15 The event is ā€˜that which is never transcended for the sake of something else.ā€™

16 In other words, the photograph is never distinguished from its referentā€”that which it represents;

17 ā€˜it simply is what it isā€™ (I, RP, wonder if this means, ā€œIt is what it is because it is indissolubly linked to that which it represents?)ā€

18 This is illustrated by the fact that one says ā€˜this is meā€™ when showing someone a photographic image of oneself, as opposed to ā€˜this is a picture of me.ā€™

19 When we look at a photograph, it is not the actual photo that we see, for the photograph itself is rendered invisible; (presumably because we see what the photo is a referent of – or see what we are)

20 Consequently the photograph is unclassifiable,

21 Why? – because it resists language, as it is without signs or marksā€”it simply is. (This is comparable to Lacanā€™s version of the Real.)

22 Furthermore, the subject that is photographed is rendered object, dispossessed of itself.

23 Consequently it becomes ā€˜Death in person.ā€™

SECTION 3

24 In his personalā€”subjectiveā€”examination of multiple photographs, Barthes proceeded to note a duality that was characteristic of certain photographs: a ā€˜co-presence of two discontinuous elementsā€™ā€”what he terms, the studium and the punctum.

25a The studium refers to the range of meanings available and obvious to everyone (RP because we are taught by the culture and society of which we are part).

25b The studium part of these photographs is unary and coded, – the former term implying that the image is a unified and self-contained whole

25c The unary meaning of the studium can be taken in at a glance (without effort, or ā€˜thinkingā€™).

25d The latter (THE CODING) implies that the pictorial space is ordered in a universal, comprehensible way.

25e The studium speaks of the interest which we show in a photograph,

25f Ā the desire to study and understand what the meanings are in a photograph,

25g to explore the relationship between the meanings and our own subjectivities.

26a The punctum (a Latin word derived from the Greek word for trauma) on the other hand inspires an intensely private meaning,

26b one that is suddenly, unexpectedly recognized and consequently remembered

26c It “shoots out of [the photograph] like an arrow and pierces meā€.

26d It ā€˜escapesā€™ language (like Lacanā€™s real); it is not easily communicable through/with language.

26e The punctum is ā€˜historicalā€™ as an experience of the irrefutable indexicality of the photograph (its contingency upon a referent).

26f The punctum is a detail or ā€œpartial objectā€ that attracts and holds the viewerā€™s (the Spectatorā€™s) gaze;

26g it pricks or wounds the observer.

SECTION 4


27a The ambiguity of the bookā€™s title lends itself to the many levels on which the text addresses media theory.

27b This ranges from the very materiality of the photographic medium itself

27c to its grander implications for human consciousness in the pursuit of truth.

28a In his efforts to divorce photography from realms of analysis that deny or obscure its essence, Barthes ultimately formulates a new science of photography

28b It is an original framework in which photography steps beyond the shackles of classification and such terms as ā€˜art,ā€™ ā€˜technique,ā€™ etc. and, thus,

29a It draws upon an ā€˜absolute subjectivityā€™

29b This absolute subjectivity exceeds the normal boundaries of the everyday by moving the activity of viewing from a transparent relationship of meaning and expression to a level in which meaning seems to be there without the presence of subjectivity.

29c It is as if the photograph brings out the unconscious;

29d it also represents the unconscious, while at the same time, it denies all of these relations of meaning.

29e The photograph allows for the sight of self,

29f not as a mirror but as an access point into a definition of identityā€”

29g but identity associated with consciousness,

29h thus housing a whole;

30a Ā it is in the photograph ā€˜where being coincides with self,ā€™ (109)

30b Ā It is ā€˜true being, not resemblance.ā€™

31a The photographer, (is) a mediator,

31b S/he is one who (RP potentially & for themselves) supplies the transparent soul its clear shadow,

31c S/he reveals the soulā€™s value and not its mere identity (110);

31d the photographer, ā€˜makes permanent the truth.ā€™

MY PERSONAL CONCLUSION

Camera Lucida is more like a revelation, a spiritual text, than a piece of academic writing. I have no no doubt that it’s a work of intuitive, soul-searching genius. Ā It tells us nothing about the mechanics and technique of photography. Ā It tells us everything about the nature of being human, in which photographs are a gateway to reading our soul.
We (should) read photographs as we are asked to read the text of the self – with the whole of our consciousness and with truth, beauty, goodness and justice.Ā 

 

As Barthes shows himself, and us, the defining characteristic of photographs (at least the personally affecting ones) is that they show us ā€˜that which has beenā€™. Ā They are embodiments of memories. As such they elicit powerful emotions and as such they tell us who we are, which is why when that part of the brain which enables memories is damaged people no longer know who they are, or who people close to them are. In normal health however we can only have a healthy life-supporting relationship with memories, and photographs, if we live reasonably successfully in the now. Living in the now is the only way we can healthily experience ā€˜that which has beenā€™.

All photographs are self-portraits. In all creating of, and viewing of, photographs we are searching. Ā For ourselves, for our love, for that mysterious Whole of which we each are an infinitesimally small part. Ā 

We, and our photographs, are each the mote that the ray of light makes visible. Ā Through them we enter the lucidly lit room.

For me in our ā€˜plucking from the flowā€™ the photographs that come to us it is not so much the ā€˜collecting of soulsā€™, as Thomas Leuthard suggests, but is the embodiment of spirit caught when the mote turns in the light. Ā That for meĀ is my street, and its flow of (human) spirit, in that genre we call street photography.
 

Image

Photo: Roger Prentice

END

GLOSSARY
1 WikiPedia Indexicality
an indexical behaviour or utterance points to (or indicates) some state of affairs……..
Social indexicality in the human realm has been regarded as including any sign (clothing, speech variety, table manners) that points to, and helps create, social identity.

 

TAGS:

 

Photography, street photography, rogerprentice, roger prentice street photography, photography course, Henri Cartier-Bresson, p

On Holism and Holistic Health

A fascinating article by the The Natural and Holistic Study Group – Heidleberg tells us;


Ā 

Does Holistic Health Education Exist?

Tanya Zilberter, Ph.D. and Michelle Bannister

The Natural and Holistic Study Group-Heidelberg

Ā 

“Holistic philosophy is so diverse that practically every theorist can claim holistic credentials.”(Kolcaba R, 1997).Ā 

Ā 

Ā 

Holism

Before we try to answer to the above question — if holistic health education exists — four problems will call for definitions:1.Ā What is holism?
2.Ā What is holistic health?
3.Ā What is holistic education?
4.Ā What is holistic health education?

1. Holism

Holism is first of all a philosophy. As such it proclaims the wholeness, let it be a human body, education, civilization, or ecosystem, and doing this it opposes the reductionism (Pruessner HT, Hensel WA, Rasco TL , 1992; Gunderman RB, 1995) and dualism (Jorgensen J, 1993; Adler RH, 1996). In the case of medicine, dualism means an acute distinction between soma and psyche, structure and function, from which it is evident that the dualism in medicine is not based on human nature. Rather, it is the result of the development and training of the observer (Adler RH, 1996). The last remark leaves no doubts about the nesessity of discussing the character of modern health education.

2. Holistic health

General considerations

Being widely used in empirical sense of the word, the term ‘holism’ nevertheless is infrequently specified accurately. People who identify themselves, for example, with holistic health practitioners in most cases mean their belonging to one or another alternative healing modality (Table 1). The entity of holistic educators in it’s own turn occasionally includes holistic health practitioners (Fig. 2), especially those concerned with body-mind model of a human being and Arts Therapies (e.g., Holistic Education: an interdisciplinary focus based in the department of curriculum, OISE homepage, 1997).Ā Historically,Ā the adjective “holistic” in medicine is assimilated by the practice of comprehensive and humane nursing care. However, even in such well defined and particular a field, the meaning of at least three “holisms” can be isolated:

Ā 

  • As a practice-centered discipline, nursing gives a central role to whole-person holism. If mainstream medicine integrates the doctor-patient relationship and studies it scientifically, its model will change from a biomedical to a biopsychosocial one, thus satisfying many of the patient’s needs, which were so far neglected (Adler RH, 1995).
  • Ā 

  • In so far as nursing approximates medicine, it incorporates systemic holism emphasizing the importance of striking a balance between reductionist thinking (that dominates medical education) and whole-systems thinking (Pruessner HT, Hensel WA, Rasco TL 1992)
  • Ā 

  • From its basis in biology, nursing imports organismic holism (e.g., even “vascular holism”, Barnes RW, 1995).
  • Ā 

    The three holisms seem incompatible because of the contrasting concepts of a human being, a system per se, and organism’s internal (functional) systems. This contrast is based on the presumable incompatibility of metaphysical, scientific and ethical axioms (Kolcaba R, 1997)


    Holistic Education.

    Ā 


    Who is who in holistic education.

    Both social science and medicine share, in differing ways, the uncertainty produced by the complexity of human characteristics. Within those whoĀ identified themselvesĀ as holistic educators or concerned with holistic philosophy in education, vast majority belonged to professional teachers and educators including holistic educators:


  • artists & art therapists 5%

  • computer scientists 5%

  • dancers 3%

  • ecologists 3%

  • educators 11%

  • holistic educators 7%

  • musicians 7%

  • philosophers 5%

  • physicians 4%

  • poets & writers 5%

  • psychologis 4%

  • psychotherapists 5%

  • researchers 5%

  • social workers & activists 3%

  • teachers 22%

  • What does holistic education do?

    Jack Miller, a recognized leader in holistic eduction and holistic curriculum (Miller J 1998, 1993) recently defined holistic education as rooted in holism, or the concept of an interconnected reality (Miller J 1997)

    Ā 

    To read the full article go HERE

    What stems from ‘Holism and Evolution’ the remarkable book by J C Smuts?

    Ā 

    Source WikiPedia
    Source WikiPedia

    Although the ideas of holism have roots that go back to ancient times the term along with ‘holistic’ stems only from its use inĀ Field Marshal Jan Christiaan Smuts’Ā book published in 1926; Ā 

    holisticĀ Look up holistic at Dictionary.comĀ –Ā 
    holistic – 1926, coined, along withĀ holism,Ā by Gen. J.C. Smuts (1870-1950), from Gk.Ā holosĀ “whole” (seeĀ safeĀ (adj.)). In reference to the theory that regards nature as consisting of wholes.Ā Holistic medicineĀ is first attested 1960.
    Online Etymology Dictionary

    Note that,Ā Holistic medicineĀ is first attested 1960‘ Here are some quotations from the book Holism and Evolution Ā 

    “Life has divided into millions of species, the fundamental units, each playing a unique role in relation to the whole” (Wilson, 1992) (p33).

    “Holism is an attempt at synthesis, an attempt at bringing together many currents of thought and development such as we have seen in our day. It is not a system of philosophy” (Smuts, 1952) (p289). “This (Smuts’ Holism and Evolution) is not a treatise on philosophy; not even on the philosophy of Nature; not even on the philosophy of Evolution. It is an exploration of one idea, an attempt to sketch in large and mostly vague, tentative outline of the meaning and consequences of one particular idea” (Smuts, 1926) (p319).Ā 

    “All great truths are in their essence simple; and the absence of simplicity of statement only shows that the ultimate form has not yet been reached.” (Smuts, 1926). Holism simplifies life and causes a peaceful order.

    I suspect that a lot of scientists would challenge Ā the idea of univsersal simplicity – surely that simplicity is part of a world-view, closer to the mystical than the scientific – neverthelessĀ J.C. Smuts was well ahead of his time in writing his book “Holism and Evolution“.Ā  We have lost our sense of the whole. We focus only on ‘geo’ in geology, and have forgotten the whole to which ‘geo’ belongs i.e ‘ology’, the Whole. Ā (The same with all of the other ‘ologies’). Holism tries to maintain the harmony between parts and whole.

    SOURCE

    I take in that ‘ology’ has common root with ‘logos’ which means word, reasoning and much else see HEREĀ Ā From this complex etymology we can see that logos means word, reason and much else. Ā I take it to mean The Whole – the reality of oneness that makes of all particulars the Whole. Ā For some it would be the Holy Spirit or the Breath of God.

    The Whole and the Parts – a personal view updated

    I updated the short version of the ‘Whole’ to which all of my posts relate. Please share your own version.

    The Whole and the Parts

    SunWALK model of being human & the expression of the human spirit
    SunWALK model of being human & the expression of the human spirit

    We all go through each day doing particular things but what’s our view of ‘the Whole’ to which all the parts relate? From these two, our sense of the Whole and our myriad thoughts, feelings & action comes the meaning and purpose of our lives.

    The Whole for me I see this way;

    Humanization is everything. De-humanization is hell. We are human in our caring our creativity & our criticality – acting individually and in community. Through these 4 ways we experience, grow and heal, through them we come to know who we are, our identity, and what it is that we all called to do, our purpose.

    However, even when being scientific the ultimate context in which we operate is always mystery. Consequently we are also more or less human in how we relate to mystery and to how others relate to mystery.

    From such a model of being human we can create personal, professional & community systems for holistic learning & healing.

    Q. What is it to be professionally or personally holistic? My answer: It is to develop that consciousness that enables us to proceed, in all particular acts, with a sacred sense of the Whole, and vice versa. ā€“ just as the Zen saying says; ā€œBefore enlightenment, chop wood, carry water. After enlightenment, chop wood, carry waterā€. Q. What’s this universalist approach called? Ans: Perennial Philosophy ā€“ the identical core you can find in all of the great wisdom traditions.

    Q. What is your ‘Whole’ or world-view to which the particular actions of your life relate?

    New book – Holistic Education: Learning from Schumacher College by Anne Phillips

    learning from Schumacher College
    Holistic Education: learning from Schumacher College

    Holistic Education: Learning from Schumacher College by Anne Phillips

    Schumacher College, set up as an international centre for ecological and spiritual studies, has developed a worldwide reputation for the quality of the unique learning experience it offers. This book explains the policies and practices adopted to ensure that the learning processes were consistent with – and reinforced – the topics being studied.

    About the Book:
    Schumacher College, set up as an international centre for ecological and spiritual studies, has developed a worldwide reputation for the quality of the unique learning experience it offers. Individuals and groups come from across the world to learn about subjects relating to environmental and social sustainability. Students are often so inspired that many express a wish to set up similar organisations elsewhere in the world. Educators and trainers ask how the College was set up, what the magic ingredients were, and what students have done after having been there. This book is an attempt to answer those questions, and describes how the College came to be set up by The Dartington Hall Trust in Devon, England. It explains the policies and practices adopted to ensure that the learning processes were consistent with – and reinforced – the topics being studied.It includes examples of what former students have gone on to do, and reflections on the College by visiting teachers including Fritjof Capra, Vandana Shiva, Wolfgang Sachs and David Orr.”Holistic Education: Learning from Schumacher College” could be used as a guide to design a place of holistic learning: the key is to remember the ecological principle of context, and to apply liberal doses of local wisdom.

    Author Biography
    Anne Phillips, Director of Schumacher College from 1993 to 2006, was project manager of the group that planned the College. Her interest in how people learn developed while she was at university, and since then she has been involved in educational design with educators and trainers. She worked as a teacher in Uganda with VSO, taught at Dartington Hall School, and was involved over twenty-five years in academic and vocational curriculum development with The Dartington Hall Trust.

    Table of contents
    The Dartington context

    The ecological and spiritual world-view

    Early planning for the College

    The hidden curriculumThe evolution of policy

    The early review of the College

    Programme development

    What students experience

    Paradoxes and challenges in running the College

    The emergence of creativity:A conversation between FritjofCapra and Satish Kumar

    Only Connect: Reflections by Vandana Shiva

    Building a non-conformist elite:Reflections by Wolfgang Sachs

    The Deep Ecology Platform

    Publisher: Green Books
    Date: 2008-10-09
    Binding: Paperback

    ISBN: 1900322366

    Price in the UK Ā£9.95

    THE BENEFITS OF STORY-ING our experience – both children and adults

    “Let me tell you a story…………………………”

    To story = ‘to make a story of’.

    Storying = the looking at,Ā  one, several or all aspects of your life as a story.Ā  Storying acts among other things as a ‘glue’ that makes of the parts a whole.Ā  This is both a matter of creation and re-creation.Ā  Stories as films, radio plays, novels, films re-create us.

    This storying and re-storying seems to be natural to us as human beings.Ā  “What was your day like dear?” elicits a story, at least a bare narrative.

    In Personal & Professional Development the issue is this, ‘How can we use, in Personal & Professional Development, storying, and re-storying, to enable the learner/client to get from where they’re at to where they want to be?’

    In teaching & parenting & home-schooling my SunWALK model when applied to education suggests that storying is one, or perhaps, the way to create holistic connections between subjects, between people etc.

    The curriculum can be seen as a nesting of stories: each child’s story, their family story, the class story, the school story, the community story etc.

    This great-looking series of books for children – click HERE lend themselves to the idea of creating story contexts for all subjects and sets of relationships,Ā  including one that seems to work directly with this idea.Ā  The challenge is how to keep storying going on up through the whole of education.