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Netologie : 1, 2, 3

The habits of reading and the (net) habits of being on-line (1)

banernetologiee.gif (2220 bytes) Any kind of Logos, as the inevitable paradigm of an organized and rational knowledge, with its own postulates, demonstrations and concepts, has to start constructing not only by the fascination of the absolute new and of the innovation, but rather as a result of a careful reorganization and by permanent comparison with the present that grew into past, into history. The roots must never be forgotten; the netology, as a possible "science" of the net, cannot appear as an invention in itself, without well-established and ascertained origins.

Only after the consummation of the on-line reality’s ascertainable dimension in the contemporary culture and only when the "ecstasy of communication" (Baudrillard) is exceeded at the purely contemplative level of the web’s immense resources, one may speak about a real performance and about a virtual mutation within the comprehension and thinking. It is not so much an "impact" of the new media on us but a real turn of perspectives in the phenomenology of one’s own cultural habits. In the introduction at his study, "Qu’est-ce que le virtuel?" (March 1998, Editions Decouvertes, Paris), the French hypermediologist, Pierre Levi, is attacking the idea of the so called "impact" - valid ad literam -, as he considers that such a contact is supposed and possible only between two immobile bodies that are influencing each other while colliding and not between the individual and the cybernetic space of another kind of access to the information.

Reading on-line implies a series of changes in the field of knowledge and interaction between the receptor-consumer of information and the written text. I am referring strictly to the written text as multimedia already indicates a far greater simulation of the complex information on the individual, who may transform, accordingly to Baudrillard’s thinking, into a simulacrum of knowledge, sustained by the mirage and the illusion of "seeing", "hearing" and "learning" just by clicking the mouse. Multimedia may become a huge false of the knowledge, an illusion maintained by the natural laziness of the human being, who would like to know everything with a minimum effort. We will analyze multimedia later on; it would premature to do it now, without an absolutely necessary previous reference to the information’s primary module: the written text.




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