Humanist Discussion Group, Vol. 32, No. 259.
            Department of Digital Humanities, King's College London
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        Date: 2018-12-08 07:29:45+00:00
        From: Willard McCarty 
        Subject: focus of the question

Max Kemman's preliminary findings in Humanist 32.257 are not surprising 
once they are so clearly presented, but they do draw attention to the 
training of the people involved, the perspectives they take, how clearly 
they see the subject in question and what they pay attention to -- 
and so to a refinement of the question with which this thread began. 

We notice that the first influence is from the disciplinary training to 
the significance attributed to the results of computation. Training of 
this sort conditions you to notice some things and not others, or to put 
more emphasis here rather than there. This in turn points to a problem 
of curriculum in teaching digital humanities prior to the students having 
done a significant amount of research in the humanities. How can they 
possibly understand what the subject offers them? From both sides of the 
house this raises the question of interdisciplinary training at too 
early a stage for the terms of engagement to have become deep and robust 
enough for a good result. Do we not want an energetic collision rather 
than a meaningless brushing by? How is this best achieved?

Yours,
WM
-- 
Willard McCarty (www.mccarty.org.uk/),
Professor emeritus, Department of Digital Humanities, King's College London;
Adjunct Professor, Western Sydney University; Editor, Interdisciplinary 
Science Reviews (www.tandfonline.com/loi/yisr20) and Humanist 
(www.dhhumanist.org)




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