Journal articles on the topic 'Trans Europ Express (Express train)'

China Rail Express (CRE) is the international container train line that runs between China and Europe. Since the implementation of China’s Belt and Road initiative, CRE has developed rapidly. As most CRE trains travel directly from source to destination without load consolidation, CRE faces issues such as an insufficient cargo supply, a low load factor, and a low profit margin. To address these problems, we analyzed the selection of potential consolidation centers and the optimization of consolidation routes to these centers from the perspective of complex network evolution. First, we constructed rules for generation and evolution of the complex network. Next, we generated logistics connection topology networks for CRE from 2013 to 2017 using those rules. We then optimized the consolidation routes based on the network structures formed from those rules. Chongqing, Xi’an, Chengdu, Zhengzhou, Shenyang, Lanzhou, Urumqi, and Tianjin were selected as potential consolidation centers. We conclude with a sensitivity analyses and a discussion of management implications for CRE.

By installation of GC-02 Bluetooth module,inter-provincial express train TVM is relatively mature at present, so that passengers can, in accordance with the agreement, choose the available time, trains, departures and terminals and seats with their own Bluetooth-enabled phone. Hence, it will greatly reduce the time on the vending machine. In peak hours, passengers will experience “parallel virtual queuing”,and benefit from the less queuing time and fast tickets buying.

CR Express containerised rail transport between Europe and China is a flagship project of China’s “Belt and Road”. Yet operational and financial details of the project remain scarce. Due to poor governance and logistics transparency, the actual quantity of containers and goods transported is essentially unknowable. The authors doubt the efficacy of the CR Express intercontinental rail system and test its real and possible capacity throughputs. In the article they compare China public media statements with European Union statistics and reveal discrepancies between the number of trains supposedly departing China and the number of trains arriving in the European Union. This article provides numerous data sources and estimates on China–Europe rail freight traffic and demonstrates that the actual transported quantity of goods is probably lower than anticipated or reported. The article also analyses the political development of the CR Express rail freight system and China’s wider “Transport Power” policy. It concludes that while the political concept of the CR Express rail freight system is progressive, and the economic development of creating new cumulative causation systems is theoretically possible, that the evidence for actual economic use is underwhelming. This research helps European Union, Russian, and Central Asian policymakers better assess the viability of participating in the continued rollout of China’s CR Express intercontinental rail freight system. The authors warn that while the CR Express system has potential to be an economic good for Central Asian development it exposes the Eurasian economies to China's political and financial risk. For China the CR Express system fulfils only geopolitical and geoeconomic functions, and ultimately participation in the policy is of minimal utility to European Union economies.

Purpose. The most ambitious economic and geopolitical project at present is the New Silk Road initiative, which can radically modify transport and cash flows in Eurasia and around the world. It includes the Silk Road Economic Belt and 21st Century Maritime Silk Road projects and involves the creation of an extensive infrastructure network on the way from the western borders of China through the countries of Central Asia and Iran to Europe. Therefore, the purpose of this work is a detailed comprehensive study and analysis of the development of the Belarusian-Chinese cooperation on the Silk Road Economic Belt project, as well as determination of its further prospects. Methodology In the course of the study, we used statistical, territorial-sectoral and retrospective analysis with elements of economic and mathematical modeling of the functioning of economic systems. Findings. The Republic of Belarus has become the most important link in the creation of the Silk Road Economic Belt. It has a unique geographical advantage, extremely convenient economic and cultural conditions, being a key country in Eastern Europe, located at the junction of the European Union, and the Eurasian Economic Union. The country attracts with a developed transport infrastructure, a high level of education and professional resources. The New Silk Road project is focused primarily on railway communication. The main potential for the Republic of Belarus in transit traffic is associated with the use of containers. It is containerized cargo transportation that is actually the only way to transport goods in Eurasian transit. Originality. At this stage of project development, the construction of a full-scale functional, effective model that would allow predicting the results of the implementation of a specific subproject with the required accuracy is currently impossible. However, at the present stage, the originality is the so-called «problem statement» based on the obtained analytical data. They allow identifying existing problems during project implementation, formulating possible solutions and using them during economic analysis of the efficiency of other international projects of the analytical type (solving analytical economic problems). Practical value. The article discusses the prospects and difficulties of the development of transportations by express container trains of goods and cargo from the People's Republic of China (PRC) to the Republic of Belarus. To overcome the imbalance in foreign trade with China, measures were proposed to solve this problem; attention was paid to the project for the construction of Eurasia high-speed highway (HSR), which should connect China with Western Europe through Russia and Belarus.

Abstract Background With the steady growth of trade between China and Europe, the number of trains in CHINA RAILWAY Express has steadily increased under the Belt and Road Initiative. By the end of 2019, more than 21,000 trains have been operated. However, in the development of CHINA RAILWAY Express, the cost of empty container transportation and leasing remains high. So, it is necessary to put forward the strategy of container sharing. Aim Through the optimization of empty container transfer and rent under container sharing, this study aim to reduce the operation cost and put forward the strategy of container sharing. Method Considering the dynamic characteristics of empty container transportation in reality, this paper constructs a multi-period empty container transportation optimization model with the lowest total cost and the stability of the network, combining with the container sharing strategy. Lyapunov optimization method is used to transform the complex problem into a single period optimization problem, and then genetic algorithm is used to solve the model. Result Based on the analysis of 13 existing regular train companies, the results show that the model can effectively improve the utilization rate of containers and reduce the cost in the decision-making period. Based on the results and parameters analysis, some suggestions are put forward to optimize the empty container sharing and effectively realize of container sharing.

Cut In 1964, William S. Burroughs' Nova Express is published. Part of the trilogy of books Burroughs wrote in the early 1960s (The Soft Cell and The Ticket That Exploded are the other two), Nova Express explores the problems that technology creates in the information age; and the ways in which language and thought have come under the influence of mass media. The book begins with a broad declaration against consumerism and corporate control: Listen all you boards syndicates and governments of the earth. And you powers behind what filth deals consummated in what lavatory to take what is not yours. To sell the ground from unborn feet forever - "For God's sake don't let that Coca-Cola thing out -" (Nova Express 3) Rather than opt for conventional narrative as a means of uncovering the problems ideology brings with media-driven mass consumption, in the early '60s, Burroughs develops a method of writing he calls "the cut-up". The cut-up method entails taking a page of writing (a newspaper, a poem, a novel, an advertisement, a speech) and cutting it down the middle twice so that four sections remain. One then rearranges the sections in random order to create a new page. Variations of the four section cut are permissible and can lead to further juxtapositions. The purpose of the cut-up is to disclose ideological positions within media, to recontextualise the language of media often taken for granted as natural and not as a socially and economically constructed act. Information has become addictive, Burroughs says, invoking the junkie as a metaphor for mass consumption. Its addictive state leads to hallucinations, distortions of what is real and what is illusion; what do we need to live, and what do we buy for mere consumption. The scanning pattern we accept as "reality" has been imposed by the controlling power on this planet, a power primarily oriented towards total control - In order to retain control they have moved to monopolize and deactivate the hallucinogen drugs by effecting noxious alternations on a molecular level. (Nova Express 53) The cut-up provides a means to combat the "junky" in us all by revealing the powers of technology. In the end, the cut-up leads to a collagist practice of juxtaposition. As Burroughs and collaborator Byron Gysin explained in a later work, The cut-up method brings to writers the collage, which has been used by painters for fifty years. And used by the moving and still camera. In fact all street shots from movie or still cameras are by the unpredictable factors of passersby and juxtaposition cut-ups (Burroughs and Gysin 29). Through its structure, Nova Express is a lesson in making cut-ups, a demonstration of how power might be undermined in the digital age. Paste In 1964, the Center for Contemporary Cultural Studies at Birmingham began. Influenced by Raymond Williams' 1958 Culture and Society, the Birmingham School legitimized the reading of popular culture as a means to uncovering dominant ideologies and power structures within institutional systems. In particular, the center proposed structuring scholasticism so that the study of media texts would allow for the questioning of social and political practices. The Birmingham school advised that curriculae supplement their agendas with the question of class; the complex relationships between power, which is an easier term to establish in the discourses of culture than exploitation, and exploitation; the question of a general theory which could, in a critical way, connect together in a critical reflection different domains of life, politics, and theory, theory and practice, economic, political ideological questions, and so on; the notion of critical knowledge itself and the production of critical knowledge as a practice. (Hall 279) One of the Birmingham School's first works was Stuart Hall and Paddy Whannel's Popular Arts, which searched out ways to teach media. In particular, Hall and Whannel viewed popular culture as a place to teach the power of ideology. There is, in fact, a growing recognition that the media of mass communication play such a significant role in society, and especially in the lives of young people, that the school must embrace the study of their organization, content, and impact. But there is little agreement about how such studies should be carried out. Just what shall be studied? With what precise purpose? In what relationship to the established subjects? Ultimately the answer will depend upon our attitude towards these media, our social thinking about the kind of society in which they wield their influence and, in particular, our response to the things the media offer - individual films, television programmes, popular songs, etc. (Hall and Whannel 21) Today, the Birmingham School is recognised as the beginning of contemporary cultural studies. It answers Hall and Whannel by using texts from popular culture to uncover the semiotic cultural codes that make up popular discourse. These methods shed light on how supposedly naturally constructed messages contain deeper meanings and purposes. Mix In 1964, DJ Alan Freed was convicted of tax evasion as a result of his involvement in the payola record business scandal of 1962. Considered one of the first rock and roll DJs, Freed is often credited for breaking ‘50s racial barriers by playing African-American music on the airwaves and hosting largely attended African-American dances and concerts. Even though Freed didn't invent the phrase "rock and roll," he credited himself with the term's introduction into music vocabulary, a myth-making act with far reaching implications. As critic Nick Tosch writes: "Though he was certainly not the first who had done so; he was only the most influential of those who had - Freed [had] rinsed the Dixie Peach from its image, rendering it more agreeable to the palate of a greater public" (Tosch 9). In the same year of Freed's conviction, another legendary DJ, Murray the K, found fame again by following the Beatles around on their 1964 North American tour. Murray the K had been popular in the late '50s for "his wild stammering of syllables, fragments of words, black slang, and meaningless, rhythmical burbling" to make transitions between songs (Poschardt 75). Mass copying of Murray the K's DJ stylings led to his redundancy. When New Journalist Tom Wolfe rediscovered the DJ tagging along with the Beatles, he became intrigued, describing him as "the original hysterical disk jockey": Murray the K doesn't operate on Aristotelian logic. He operates on symbolic logic. He builds up an atmosphere of breathless jollification, comic hysteria, and turns it up to a pitch so high it can hypnotize kids and keep them frozen. (Wolfe 34) While Freed introduced African-American culture to mainstream music, Murray the K's DJing worked from a symbolic logic of appropriation: sampled sounds, bits and pieces of eccentric outtakes used as vehicles to move from song to song. Both Freed and Murray the K, however, conceived the idea of the DJ as more than a spinner of records. They envisioned the DJ as a form of media, a myth maker, a composer of ideas through sounds and politics. In a sense, they saw their work as disseminating social commentary on '60s racial politics and ideology, working from a fairly new innovation: the rock and roll record. Their DJ work became the model for contemporary hip hop artists. Instead of considering isolated train whistles or glass crashing (the technique of Murray the K) as sources for sampling, contemporary DJs and digital samplers cut and paste fragments from the history of popular music in order to compose new works, compositions which function as vehicles of cultural critique. Groups like Public Enemy and The Roots utilise their record collections to make political statements on drug usage, economic problems within the African-American community, and racism. For Tricia Rose, these artists are the cultural studies writers of the digital age. "Rappers are constantly taking dominant discursive fragments and throwing them into relief, destabilizing hegemonic discourses and attempting to legitimate counterhegemonic interpretations." (Rose 102) Remix The juxtaposition of these three events in 1964 marks an interesting place to consider the potential for new media and cultural studies. Such a juxtaposition answers the calls of Lawrence Grossberg, Cary Nelson, and Paula Treichler in their introduction to Cultural Studies, a collection of essays from the 1970s and 1980s. The editors suggest that cultural studies can be thought of, in some ways, as a collagist practice. The methodology of cultural studies provides an equally uneasy marker, for cultural studies in fact has no distinct methodology, no unique statistical, ethnomethodological, or textual analysis to call its own. Its methodology, ambiguous from the beginning, could best be seen as a bricolage. (2) For these editors, "Cultural studies needs to remain open to unexpected, unimagined, even uninvited possibilities" (3). To consider cultural studies from the perspective of 1964 is to evoke the unexpected, the unimagined, and the uninvited. It is to resituate the demands of cultural study within the context of new media - the legacy of Burroughs' cut-up reborn in the digital sampler. In response to the editors of Cultural Studies, I propose the practice of temporal juxtaposition as a way of critical writing. My initial juxtaposition of 1964 asserts that to teach such a practice, one must teach cutting and mixing. The Break The break, as a DJ method, is "any short captured sound whatsoever" (Eshun 14). The break motivates digital sampling; it provides the points from which samplers appropriate past works into their own: "Break beats are points of rupture in their former contexts, points at which the thematic elements of a musical piece are suspended and the underlying rhythms brought center stage. In the early stages of rap, these break beats formed the core of rap DJs' mixing strategies" (Rose 73-74). Breaks are determined by how DJs produce cuts in previously recorded music. "The cut is a command, a technical and conceptual operation which cuts the lines of association" (Eshun 16). For William Burroughs, cuts create shock in readers; they are tools for destroying ideology. "Once machine lines are cut, the enemy is helpless" (Ticket That Exploded 111). In Nova Express, Burroughs issues the command, "Cut word lines" (62). And in Naked Lunch, the cut provides a set of reading instructions, a way for readers to uncover Burroughs' own ideological positions. You can cut into Naked Lunch at any intersection point . . . I have written many prefaces. . . Naked Lunch is a blueprint, a How-To Book. (Naked Lunch 224 For Roland Barthes, a major influence on the founding of the Birmingham School, the How-To functioned as a place for cultural critique. Barthes felt that semiotic analysis could break ideological positions constructed in popular culture. Barthes used the How-To as one example of what he called mythologies, items of popular culture assumed to be natural but latent with ideological meanings. He treated the how-to tourist guide (how to enjoy yourself on vacation) as one such place for further analysis. The good natured image of "the writer on holiday" is therefore no more than one of these cunning mystifications which the Establishment practices the better to enslave its writers. (Barthes 30) Mythologies has inspired contemporary cultural studies. Dick Hebdige states that through Barthes' work, "It was hoped that the invisible temporary seam between language, experience and reality could be located and prised open through a semiotic analysis" (Hebdige 10). My juxtapositions of 1964, however, tell me that the How-To for cultural studies is cutting and pasting, not hermeneutical or semiotic analysis (i.e. What does this mean? What do these codes reveal?), which have long been cultural studies' focus. 1964 updates cultural studies practices by reinventing its methods of inquiry. 1964 forces academic study to ask: How would a contemporary cultural critic cut into cultural texts and paste selections into a new media work? The Sample Cuts and breaks become samples, authorial chosen selections. My sample comes from Walter Benjamin, an early DJ of media culture who discovered in 19th century Paris a source for a new compositional practice. Benjamin's unfinished Arcades project proposed that the task of the writer in the age of mechanical reproduction is to become a collector. "The collector was the true inhabitant of the interior" (Benjamin 168). Benjamin felt that the "poets find their refuse on the street" (79) preempting William Gibson's now often cited remark, "the street finds its own use for things" (Gibson 186) and modern DJs who build record collections by rummaging bargain street sales. I find in Benjamin's work a place to sample, a break for cutting into Burroughs' nova method. "The basic nova mechanism is very simple: Always create as many insoluble conflicts as possible and always aggravate existing conflict - This is done by dumping life forms with incompatible conditions of existence on the same planet" (Nova Express 53). Like Burroughs, Benjamin expressed interest in the ideological conflicts created through juxtaposition. His collections of the Parisian Arcades led to a cultural history different from that of the Frankfurt School. The Arcades' juxtapositions of consumer goods and artifacts opposed the Frankfurt School's understandings of Marxism and methods of critique. The conflict I create is that of incorporating the concerns of cultural studies into media study as an alternative practice. This practice is a system of sampling, cutting, breaking, and pasting. What might initially seem incompatible to cultural studies, I propose as a method of critique. My initial juxtaposition of 1964 becomes the first step towards doing so: I critique current cultural studies' methods of semiotic and hermeneutical analysis by way of the cut and mix I create. This Benjamin sample is pasted onto the Networked Writing Environment (NWE) at the University of Florida where I teach media classes in one of several computer networked classrooms. Working from a sampled Benjamin and the juxtaposition of the previously described temporal events of 1964, I see a place to rethink new media and cultural studies. The NWE's graphical user interface completes the cut. Our Unix operating system uses X Windows for desktop display. The metaphor of the X, the slash, the cut, becomes a place to rethink what cultural studies admits to be a cut-up, or a non-unified practice (as stated by Grossberg et al). The X also recalls the crossroads, the iconic marker of the place of decision. Standing at the crossroads, I envision the blues song of the same name, which in 1964 was cut from its Robert Johnson origins and remixed as a new recording by the Yardbirds. This decision shifts the focus of media study to cultural collections, their juxtapositions, and the alternative understandings that surface. The tools of technology (like those we use in the NWE: the Web, MOO, and e-mail) cut the structural dominance of critique and encourage us to make new pedagogical decisions, like juxtaposing a William Burroughs novel with the founding of the Birmingham School with the rise of the DJ. Putting these practices into the mix, we redefine cultural critique. 1964, then, is the place where cultural mixing begins. References Barthes, Roland. Mythologies. New York: Hill and Wang, 1957. Benjamin, Walter. Charles Baudelaire: A Lyric Poet in the Era of High Capitalism. Harry Zohn trans. London: NLB, 1973. Burroughs, William S. Naked Lunch. New York: Grove, 1982 (1959). _________________. Nova Express. New York: Grove, 1992 (1964). _________________. The Ticket That Exploded. New York: Grove, 1987 (1962). Burroughs, William S. and Byron Gysin. The Third Mind. New York: Viking Press, 1978. Eshun, Kodwo. More Brilliant Than the Sun. London: Quartet, 1999. Gibson, William. "Burning Chrome." Burning Chrome. New York: Ace Books, 1981. Grossberg, Lawrence, Cary Nelson, and Paula Treichler, eds. Cultural Studies. London: Routledge, 1992. Hall, Stuart. "Theoretical Legacies." Cultural Studies. Hall, Stuart and Paddy Whannel. The Popular Arts. New York: Pantheon, 1964. Hebdige, Dick. Subculture: The Meaning of Style. London and New York: Routledge, 1979. Poschardt, Ulf. DJ Culture. London: Quartet, 1998. Rose, Tricia. Black Noise: Black Music and Black Culture in Contemporary America.Hanover: Wesleyan University Press, 1994. Tosch, Nick. Unsung Heroes of Rock and Roll. New York: Da Capo Press, 1999. Wolfe, Tom. "The Fifth Beatle." The Kandy Kolored Tangerine Flake Streamlined Baby. New York: Pocket Books, 1965.

This article will look at the use of personal photographs that attempt to convey a sense of social activism as a reaction against global terrorism. Moreover, I argue that the photographs uploaded to the site “We’re Not Afraid”, which began after the London bombings in 2005, presents a forum to promote the pleasures of western cultural values as a defence against the anxiety of terror. What is compelling are the ways in which the Website promotes, seemingly, everyday modalities through what may be deemed as the domestic snapshot. Nevertheless, the aura from the context of these images operates to arouse the collective memory of terrorism and violence. It promotes photography’s spectacular power. To begin it is worthwhile considering the ways in which the spectacle of terrorism is mediated. For example, the bombs activated on the London Underground and at Tavistock Square on the 7th of July 2005 marked the day that London became a victim of ‘global’ terrorism, re-instilling the fear projected by the media to be alarmed and to be suspicious. In the shadow of the terrorist events of September 11, as well as the Madrid Bombings in 2004, the incidents once again drew attention to the point that in the Western world ‘we’ again can be under attack. Furthermore, the news media plays a vital role in mediating the reality and the spectacle of terrorist attacks in the display of visual ‘proof’. After the London bombings of 7 July 2005, the BBC Website encouraged photo submissions of the incidents, under the heading “London Explosions: Your Photos”, thus promoting citizen journalism. Within six hours the BBC site received more that 1000 photographs. According to Richard Sambrook, director of the BBC’s World Service and Global News division, “people were participating in our coverage in way we had never seen before” (13). Other news Websites, such as Reuters and MSNBC also set up a similar call and display of the incidents. The images taken by everyday people and survivors‚ suggest a visceral response to the trauma of terrorism in which they became active participants in the reportage. Leading British newspapers further evoked the sensational terror of the incidents through the captioning of horrific images of destruction. It contextualised them within the realm of fascination and fear with headlines such as “London’s Day of Terror” from the Guardian, “Terror Comes to London” from the Independent and “Al-Qa’eda Brings Terror to the Heart of London” from the Daily Telegraph (“What the Papers Say”). Roland Barthes notes that “even from the perspective of a purely immanent analysis, the structure of the photograph is not an isolated structure; it is in communication with at least one other structure, namely the text – title, caption or article – accompanying every press photograph” (16). He suggested that, with the rise to prominence of ‘the press photograph’ as a mode of visual communication, the traditional relationship between image and text was inverted: “it is not the image which comes to elucidate or ‘realize’ the text, but the latter which comes to sublimate, patheticize or rationalize the image” (25). Frederic Jameson raises a very important point in regards to the role the media plays in terror. He suggests that the Western media is not only affected by a permanent condition of amnesia, but that this has become its primary ‘informational function’ (20). Hence, terror images are constantly repeated for their affect. “When combined with the media, terrorism’s reality-making power is astounding: its capacity to blend the media’s sensational stories, old mythical stereotypes, and a burning sense of moral wrath” (Zulaika and Douglass ix). Susan Sontag, in her 2003 book Regarding the Pain of Others, also discusses the assault of images (116). She argues that “the iconography of suffering has a long pedigree. The sufferings most often deemed worthy of representation are those understood to be the product of wrath, divine or human” (40). Furthermore, globalisation has profoundly changed the rhetoric of terrorism in which the uses of photographs for political means are ubiquitous. Sontag argues that “it seems as if there is a greater quantity of such news than before” (116). Nevertheless, she stresses, “it seems normal to turn away from images that simply make us feel bad” (116). Rather, than the focus on images of despair, the “We’re Not Afraid” Website provides a reaction against visual assaults. The images suggest a turning away from the iconography of terror and suffering to a focus on everyday western middle-class modalities. The images on the site consist of domestic ritual photographic practices, such as family snapshots. The images were disseminated following what has been referred to as the ‘incidents’ by the British press of the attacks on 7 July on the London transport system. Significantly, rather than being described as an event, such as the September 11 terrorist assaults were, the term ‘incidents’ suggests that everyday modalities, the everyday ways of being, may not be affected despite the terror of the attacks. It is, perhaps, a very British approach to the idea of ‘moving on’ despite adversity, which the Website advocates. The Website invites the general public to upload personal photographs captioned with the phrase “We’re not afraid” to “show that terrorists would not change the way people lived their lives” (Clarke).The Website began on 7 July 2005 and during the first week the site received, at times, up to 15 images a minute from across the world (Nikkah). Notably, within days of the Website’s launch it received over 3500 images and 11 million hits (Clarke).The images taken by everyday people and survivors‚ suggest a visceral response to the incidents. These images seem to support Susan Sontag’s argument from On Photography, in which she argues that photography is mainly a social rite, a defence against anxiety, and a tool of power (8). The images present a social activism for the predominantly white middle-class online participants and, as such, is subversive in its move away from the contextualised sensational images of violence that abound in the mainstream press. According to the site’s creator, London Web designer, Alfie Dennen “the idea for this site came from a picture of one of the bombed trains sent from a mobile phone to Dennen’s own weblog. Someone else added the words ‘We’re Not Afraid’ alongside the image” (“‘Not Afraid’ Website Overwhelmed”). Hence, in Dennen’s Weblog the terror and trauma of the train images of the London underground, that were circulated in the main stream press, have been recontextualised by the caption to present defiance and survival. The images uploaded onto the Website range from personal snapshots to manipulated photographs which all bear the declaration: ‘We are not afraid’. Currently, there are 770 galleries with 24 images per gallery amounting to around 18500 images that have been sent to the site. The photographs provide a crack in the projected reality of terrorism and the iconography of suffering as espoused by the mainstream media. The Website claims: We’re not afraid is an outlet for the global community to speak out against the acts of terror that have struck London, Madrid, New York, Baghdad, Basra, Tikrit, Gaza, Tel-Aviv, Afghanistan, Bali, and against the atrocities occurring in cities around the world each and every day. It is a worldwide action for people not willing to be cowed by terrorism and fear mongering. It suggests that: The historical response to these types of attacks has been a show of deadly force; we believe that there is a better way. We refuse to respond to aggression and hatred in kind. Instead, we who are not afraid will continue to live our lives the best way we know how. We will work, we will play, we will laugh, we will live. We will not waste one moment, nor sacrifice one bit of our freedom, because of fear. We are not afraid. (“we’re not afraid.com: Citizens for a secure world, united against terror.”) The images evoke the social memory of our era of global terrorism. Arguably, the events since September 11 have placed the individual in a protection mode. The photographs represent, as Sontag espouses, a tool against the anxiety of our time. This is a turn away from the visual iconography of despair. As such, rather than images of suffering they are images of survival, or life carrying on as usual. Or, more precisely, the images represent depictions of everyday western middle-class existence. The images range from family snaps, touristic photographs, pictures of the London underground and some manipulated images all containing the words ‘We’re Not Afraid’. Dennen “said the site had become a symbol for people to show solidarity with London and say they will not be cowed by the bombings” (“‘Not Afraid’ Website Overwhelmed”). The photographs also serve as a form of protection of western middle-class values and lifestyle that may be threatened by terrorist acts. Of consideration is that “personal photographs not only bind us to our own pasts – they bind us to the pasts of the social groups to which we belong” (Gye 280). The images on the site may be described as a “revocation of social power through visibility” and as such photography is considered a “performance of power” (Frosh 46). Barthes asserts that “formerly, the image illustrated the text (made it clearer); today, the text loads the image, burdening it with a culture, a moral, an imagination” (25). The images loaded onto the Website “We’re Not Afraid’ assumes notions of resilience and defiance which can be closely linked to Anglo-American cultural memory and imagination. Significantly, efforts to influence ‘heart and minds’ through support of touring exhibitions were common in the earlier days of the Cold War. Sontag argues that “photographic collections can be used to substitute a world” (162). The images exalted a universal humanism, similarly to the images on the “We’re Not Afraid” site. Many exhibits were supported throughout the 1950s, often under the auspices of the USIA (United States Information Agency). A famous example is the photography exhibit ‘The Family of Man’ which travelled to 28 countries between 1955-59 and was seen by 9 million people (Kennedy 316). It contained 503 images, 273 photographers from 68 nations “it posited humanity as a universal ideal and human empathy as a compensatory response to the threat of nuclear annihilation” (Kennedy 322). Significantly, Liam Kennedy asserts that, the Cold War rhetoric surrounding the exhibition blurred the boundaries between art, information and propaganda. The exhibition has been critiqued ideologically as an imperialist project, most notably by Allan Sekula in which he states “the worldliness of photography is the outcome, not of any immanent universality of meaning, but of a project of global domination” (96). In more recent times an exhibition, backed by the US State Department titled ‘After September 11: Images from Ground Zero’, by photojournalist/art photographer Joel Meyorowitz travelled to more than 60 countries and assisted in shaping and maintaining a public memory of the attacks of the World Trade Centre and its aftermath (Kennedy 315). Similar, to ‘The Family of Man’, it adds an epic quality to the images. As Kennedy points out that: To be sure this latter exhibit has been more overtly designed as propaganda, yet it also carries the cachet of ‘culture’ (most obviously, via the signature of a renowned photographer) and is intended to transmit a universal message that transcends the politics of difference. (Kennedy 323) The Website “We’re Not Afraid’ maintains the public memory of terrorism, without the horror of suffering. With a ‘universal message’ similar to the aforementioned exhibitions, it attempts to transcends the politics of difference by addressing the ‘we’ as the ‘everyday’ citizen. It serves as a gallery space and similarly evokes western romantic universal ideals conveyed in the exhibition ‘The Family of Man’, whilst its aesthetic forms avoid the stylististically captured scenes of ‘After September 11’. As stated earlier, the site had over 11 million hits in the first few weeks; as such the sheer number of viewers exceeds that of any formal photographic exhibition. Moreover, unlike these highly constructed art exhibitions from leading professional photographers, the Website significantly presents a democratic form of participation in which the ‘personal is political’. It is the citizen journalist. It is the ‘everyday’ person, as evidenced in the predominant snapshot aesthetics and the ordinariness in the images that are employed. Kris Cohen, in his analysis of photoblogging suggests that this aesthetic emphasises the importance in “photoblogging of not thinking too much, of the role that instinct plays in the making of photographs and the photoblog” (890). As discussed, previously, the overwhelming response and contributions to the Website within days of its launch seems to suggest this. The submission of photographs suggests a visceral response to the incidents from the ‘people’ in the celebration of the ‘everyday’ and the mundane. It also should be noted that “there are now well over a million documented blogs and photoblogs in the world”, with most appearing since 2003 (Cohen 886). As Cohen suggests “their newfound popularity has provoked a gentle storm of press, along with a significant number of utopic scenarios in which blogs feature as the next emancipatory mass media product”(886). The world-wide press coverage for the “We’re Not Afraid’ site is one key example that promotes this “utopian vision of transfigured citizens and in Benedict Anderson’s well used term an ‘imagined community” (Goggin xx). Nevertheless, the defiant captioning of the images also returns us historically to the social memory of the London Blitz 1940-41 in which the theme of a transfigured community was employed and in which the London underground and shelters became a signifier for the momentum of “We’re Not Afraid’. Barthes explained in Mythologies about the “the sight of the ‘naturalness’ with which newspapers, art and common sense constantly dress up a reality which, even though it is the one we live in, is undoubtedly determined by history” (11). What I want to argue is that the mythology surrounding the London bombings articulated in the Website “We’re Not Afraid’ is determined by 20th Century history of the media and the cultural imaginary surrounding predominantly British values*.** *The British Prime Minister at the time, Tony Blair, asserted that “qualities of creativity built on tolerance, openness and adaptability, work and self improvement, strong communities and families and fair play, rights and responsibilities and an outward looking approach to the world that all flow from our unique island geography and history.” (“Blair Defines British Values”). These values are suggested in the types of photographs uploaded onto the activist Website, as such notions of the British Empire are evoked. Moreover, in his address following the incident, “Blair harkened back to the ‘Blitz spirit’ that saw Londoners through the dark days of Nazi bombing during World War II — and, by association, to Winston Churchill, the wartime leader whose determined, moving speeches helped steel the national resolve” (“Blair Delivers”). In his Churchillian cadence he paid “tribute to the stoicism and resilience of the people of London who have responded in a way typical of them”. He said Britain would show “by our spirit and dignity” that “our values will long outlast” the terrorists. He further declared that “the purpose of terrorism is just that. It is to terrorize people and we will not be terrorized” (“Blair Delivers”). The mythology of the Blitz and “the interpretive context at the time (and for some years thereafter) can be summarized by the phrase ‘the People’s War’—a populist patriotism that combined criticism of the past with expectations of social change and inclusive messages of shared heritage and values” (Field 31). The image conveyed is of a renewed sense of community. The language of triumph against adversity and the endurance of ordinary citizens are also evoked in the popular press of the London incidents. The Times announced: Revulsion and resolve: Despite the shock, horror and outrage, the calm shown in London was exemplary. Ordinary life may be inconvenienced by the spectre of terror, yet terrorism will not force free societies to abandon their fundamental features. An attack was inevitable. The casualties were dreadful. The terrorists have only strengthened the resolve of Britain and its people. (“What the Papers Say”) Similarly the Daily Express headline was “We Britons Will Never Be Defeated” (“What the Papers Say”). The declaration of “We’re not afraid” alongside images on the Website follows on from this trajectory. The BBC reported that the Website “‘We’re not afraid’ gives Londoners a voice” (“Not Afraid Website Overwhelmed”). The BBC has also made a documentary concerning the mission and the somewhat utopian principles presented. Similarly discussion of the site has been evoked in other Weblogs that overwhelmingly praise it and very rarely question its role. One example is from a discussion of “We’re Not Afraid” on another activist site titled “World Changing: Change Your Thinking”. The contributor states: Well, I live in the UK and I am afraid. I’m also scared that sites like We’re Not Afraid encourage an unhealthy solidarity of superiority, nationalism and xenophobia – perpetuating a “we’re good” and “they’re evil” mentality that avoids the big picture questions of how we got here. Posted by: John Norris at July 8, 2005 03:45 AM Notably, this statement also reiterates the previous argument on cultural diplomacy presented by theorists in regards to the exhibitions of ‘The Family of Man’ and ‘After September 11’ in which the images are viewed as propaganda, promoting western cultural values. This is also supported by the mood of commentary in the British press since the London bombings, in which it is argued that “Britain and the British way of life are under threat, the implication being that the threat is so serious that it may ultimately destroy the nation and its values” (King). The significance of the Website is that it represents a somewhat democratic medium in its call for engagement and self-expression. Furthermore, the emancipatory photography of self and space, presented in the “We’re Not Afraid” site, echoes Blair’s declaration of “we will not be terrorized”. However, it follows similar politically conservative themes that were evoked in the Blitz, such as community, family and social stability, with tacit reference to social fragmentation and multi-ethnicity (Field 41-42). In general, as befitted the theme of “a People’s War,” the Blitz imagery was positive and sympathetic in the way it promoted the endurance of the ordinary citizen. Geoffrey Field suggests “it offered an implicit rejoinder to the earlier furor—focusing especially on brave, caring mothers who made efforts to retain some semblance of family under the most difficult circumstances and fathers who turned up for work no matter how heavy the bombing had been the night before” (24). Images on the Website consist of snapshots of babies, families, pets, sporting groups, people on holiday and at celebrations. It represents a, somewhat, global perspective of middle-class values. The snapshot aesthetic presents, what Liz Kotz refers to as, the “aesthetics of intimacy”. It is a certain kind of photographic work which is quasi-documentary and consists of “colour images of individuals, families, or groupings, presented in an apparently intimate, unposed manner, shot in an off-kilter, snapshot style, often a bit grainy, unfocused, off-colour” (204). These are the types of images that provide the visual gratification of solidarity amongst its contributors and viewers, as it seemingly appears more ‘real’. Yet, Kotz asserts that these type of photographs also involve a structure of power relations “that cannot be easily evaded by the spontaneous performance before the lens” (210). For example, Sarah Boxer importantly points out that “We’re Not Afraid”, set up to show solidarity with London, seems to be turning into a place where the haves of the world can show that they’re not afraid of the have-nots” (1). She argues that “there’s a brutish flaunting of wealth and leisure” (1). The iconography in the images of “We’re not Afraid” certainly promotes a ‘memorialisation’ of the middle-class sphere. The site draws attention to the values of the global neoliberal order in which capital accumulation is paramount. It, nevertheless, also attempts to challenge “the true victory of terrorism”, which Jean Baudrillard circumspectly remarks is in “the regression of the value system, of all the ideology of freedom and free movement etc… that the Western world is so proud of, and that legitimates in its eyes its power over the rest of the world”. Self-confidence is conveyed in the images. Moreover, with the subjects welcoming gaze to the camera there may be a sense of narcissism in publicising what could be considered mundane. However, visibility is power. For example, one of the contributors, Maryland USA resident Darcy Nair, said “she felt a sense of helplessness in the days after 9/11. Posting on the We’re Not Afraid may be a small act, but it does give people like her a sense that they’re doing something” (cited in Weir). Nair states that: It seems that it is the only good answer from someone like me who’s not in the government or military…There are so many other people who are joining in. When bunches of individuals get together – it does make me feel hopeful – there are so many other people who feel the same way. (cited in Weir) Participation in the Website conveys a power which consists of defiantly celebrating western middle-class aesthetics in the form of personal photography. As such, the personal becomes political and the private becomes public. The site offers an opportunity for a shared experience and a sense of community that perhaps is needed in the era of global terrorism. It could be seen as a celebration of survival (Weir). The Website seems inspirational with its defiant message. Moreover, it also has postings from various parts of the world that convey a message of triumph in the ‘everyday’. The site also presents the ubiquitous use of photography in a western cultural tradition in which idealised constructions are manifested in ‘Kodak’ moments and in which the domestic space and leisure times are immortalised and become, significantly, the arena of activism. As previously discussed Sontag argues that photography is mainly a social rite, a defence against anxiety, and a tool of power (8). The Website offers the sense of a global connection. It promotes itself as “citizens for a secure world, united against terror”. It attempts to provide a universal solidarity, which appears uplifting. It is a defence against anxiety in which, in the act of using personal photographs, it becomes part of the collective memory and assists in easing the frustration of not being able to do anything. As Sontag argues “often something looks, or is felt to look ‘better’ in a photograph. Indeed, it is one of the functions of photography to improve the normal appearance of things” (81). Rather than focus on the tragic victim of traditional photojournalism, in which the camera is directed towards the other, the site promotes the sharing and triumph of personal moments. In the spotlight are ‘everyday’ modalities from ‘everyday people’ attempting to confront the rhetoric of terrorism. In their welcoming gaze to the camera the photographic subjects challenge the notion of the sensational image, the spectacle that is on show is that of middle-class modalities and a performance of collective power. Note Themes from this article have been presented at the 2005 Cultural Studies Association of Australasia Conference in Sydney, Australia and at the 2006 Association for Cultural Studies Crossroads Conference in Istanbul, Turkey. References Barthes, Roland. “The Photographic Message.” Image-Music-Text. Trans. Stephen Heath. New York: Noonday Press, 1977 [1961]. 15-31. Barthes, Roland. Mythologies. Trans. Annette Lavers. London: Vintage, 1993 [1972]. Baudrillard, Jean. “The Spirit of Terrorism.” Trans. Rachel Bloul. La Monde 2 (2001). < http://www.egs.edu/faculty/baudrillard/baudrillard-the-spirit-of-terrorism.html >. “Blair Defines British Values.” BBC News 28 Mar. 2000. < http://news.bbc.co.uk/1/hi/uk_politics/693591.stm >. “Blair Delivers a Classically British Rallying Cry.” Associated Press 7 July 2005. < http://www.msnbc.msn.com/id/8502984/ >. Boxter, Sarah. “On the Web, Fearlessness Meets Frivolousness.” The York Times 12 July 2005. < http://www.nytimes.com/2005/07/12/arts/design/12boxe.html?ex= 1278820800&en=e3b207245991aea8&ei=5088&partner=rssnyt&emc=rss >. Clarke, R. “Web Site Shows Defiance to Bombers: Thousands Send Images to Say ‘We Are Not Afraid.’” CNN International 12 July 2005. < http://edition.cnn.com/2005/WORLD/europe/07/11/london.website/ >. “CJ Bombings in London.” MSNBC TV Citizen Journalist. < http://www.msnbc.msn.com/id/8499792/ >. Cohen, Kris R. “What Does the Photoblog Want?” Media, Culture & Society 27.6 (2005): 883-901. Dennen, Alfie. “We’renotafraid.com: Citizens for a Secure World, United Against Terror.” < http://www.werenotafraid.com/ >. Field, Geoffrey. “Nights Underground in Darkest London: The Blitz, 1940–1941.” International Labor and Working-Class History 62 (2002): 11-49. Frosh, Paul. “The Public Eye and the Citizen-Voyeur: Photography as a Performance of Power.” Social Semiotics 11.1 (2001): 43-59. Gye, Lisa. “Picture This: The Impact of Mobile Camera Phones on Personal Photographic Practices.” Continuum: Journal of Media and Cultural Studies 22.2 (2007): 279-288. Jameson, Fredric. “Postmodernism and Consumer Society.” The Cultural Turn: Selected Writings on the Postmodern. New York: Verso, 1998. 1-20. Kennedy, Liam. “Remembering September 11: Photography as Cultural Diplomacy.” International Affairs 79.2 (2003): 315-326. King, Anthony. “What Does It Mean to Be British?” Telegraph 27 May 2005. < http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2005/07/27/ nbrit27.xml >. Kotz, Liz. “The Aesthetics of Intimacy.” In D. Bright (ed.), The Passionate Camera: Photography and Bodies of Desire. London: Routledge, 1998. 204-215. “London Explosions: Your Photos.” BBC News 8 July 2005 < http://news.bbc.co.uk/1/hi/in_pictures/4660563.stm >. Nikkhah, Roya. “We’restillnotafraid.com.” Telegraph co.uk 23 July 2005. < http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2005/07/24/ nseven224.xml >. “‘Not Afraid’ Website Overwhelmed.” BBC News 12 July 2005. < http://news.bbc.co.uk/go/pr/fr/-/1/hi/england/london/4674425.stm >. Norris, John. “We’re Not Afraid”. World Changing: Change Your Thinking. < http://www.worldchanging.com/archives/003069.html >. “Reuters: You Witness News.” < http://www.reuters.com/youwitness >. Sambrook, Richard. “Citizen Journalism and the BBC.” Nieman Reports (Winter 2005): 13-16. Sekula, Allan. “The Traffic in Photographs.” In Photography against the Grain: Essays and Photoworks 1973-1983. Halifax Nova Scotia: Nova Scotia College Press, 1984. Sontag, Susan. Regarding the Pain of Others. New York: Farrar, Strauss & Giroux, 2003. Sontag. Susan. On Photography. New York: Farrar, Strauss & Giroux, 1977. Weir, William. “The Global Community Support and Sends a Defiant Message to Terrorists.” Hartford Courant 14 July 2005. < http://www.uchc.edu/ocomm/newsarchive/news05/jul05/notafraid.html >. We’renot afraid.com: Citizens for a Secure World, United against Terror. < http://www.werenotafraid.com >. “What the Papers Say.” Media Guardian 8 July 2005. < http://www.guardian.co.uk/media/2005/jul/08/pressandpublishing.terrorism1 >. Zulaika, Joseba, and William A. Douglass. Terror and Taboo: The Follies, Fables, and Faces of Terrorism. New York: Routledge, 1996.

This article will look at the use of personal photographs that attempt to convey a sense of social activism as a reaction against global terrorism. Moreover, I argue that the photographs uploaded to the site “We’re Not Afraid”, which began after the London bombings in 2005, presents a forum to promote the pleasures of western cultural values as a defence against the anxiety of terror. What is compelling are the ways in which the Website promotes, seemingly, everyday modalities through what may be deemed as the domestic snapshot. Nevertheless, the aura from the context of these images operates to arouse the collective memory of terrorism and violence. It promotes photography’s spectacular power. To begin it is worthwhile considering the ways in which the spectacle of terrorism is mediated. For example, the bombs activated on the London Underground and at Tavistock Square on the 7th of July 2005 marked the day that London became a victim of ‘global’ terrorism, re-instilling the fear projected by the media to be alarmed and to be suspicious. In the shadow of the terrorist events of September 11, as well as the Madrid Bombings in 2004, the incidents once again drew attention to the point that in the Western world ‘we’ again can be under attack. Furthermore, the news media plays a vital role in mediating the reality and the spectacle of terrorist attacks in the display of visual ‘proof’. After the London bombings of 7 July 2005, the BBC Website encouraged photo submissions of the incidents, under the heading “London Explosions: Your Photos”, thus promoting citizen journalism. Within six hours the BBC site received more that 1000 photographs. According to Richard Sambrook, director of the BBC’s World Service and Global News division, “people were participating in our coverage in way we had never seen before” (13). Other news Websites, such as Reuters and MSNBC also set up a similar call and display of the incidents. The images taken by everyday people and survivors‚ suggest a visceral response to the trauma of terrorism in which they became active participants in the reportage. Leading British newspapers further evoked the sensational terror of the incidents through the captioning of horrific images of destruction. It contextualised them within the realm of fascination and fear with headlines such as “London’s Day of Terror” from the Guardian, “Terror Comes to London” from the Independent and “Al-Qa’eda Brings Terror to the Heart of London” from the Daily Telegraph (“What the Papers Say”). Roland Barthes notes that “even from the perspective of a purely immanent analysis, the structure of the photograph is not an isolated structure; it is in communication with at least one other structure, namely the text – title, caption or article – accompanying every press photograph” (16). He suggested that, with the rise to prominence of ‘the press photograph’ as a mode of visual communication, the traditional relationship between image and text was inverted: “it is not the image which comes to elucidate or ‘realize’ the text, but the latter which comes to sublimate, patheticize or rationalize the image” (25). Frederic Jameson raises a very important point in regards to the role the media plays in terror. He suggests that the Western media is not only affected by a permanent condition of amnesia, but that this has become its primary ‘informational function’ (20). Hence, terror images are constantly repeated for their affect. “When combined with the media, terrorism’s reality-making power is astounding: its capacity to blend the media’s sensational stories, old mythical stereotypes, and a burning sense of moral wrath” (Zulaika and Douglass ix). Susan Sontag, in her 2003 book Regarding the Pain of Others, also discusses the assault of images (116). She argues that “the iconography of suffering has a long pedigree. The sufferings most often deemed worthy of representation are those understood to be the product of wrath, divine or human” (40). Furthermore, globalisation has profoundly changed the rhetoric of terrorism in which the uses of photographs for political means are ubiquitous. Sontag argues that “it seems as if there is a greater quantity of such news than before” (116). Nevertheless, she stresses, “it seems normal to turn away from images that simply make us feel bad” (116). Rather, than the focus on images of despair, the “We’re Not Afraid” Website provides a reaction against visual assaults. The images suggest a turning away from the iconography of terror and suffering to a focus on everyday western middle-class modalities. The images on the site consist of domestic ritual photographic practices, such as family snapshots. The images were disseminated following what has been referred to as the ‘incidents’ by the British press of the attacks on 7 July on the London transport system. Significantly, rather than being described as an event, such as the September 11 terrorist assaults were, the term ‘incidents’ suggests that everyday modalities, the everyday ways of being, may not be affected despite the terror of the attacks. It is, perhaps, a very British approach to the idea of ‘moving on’ despite adversity, which the Website advocates. The Website invites the general public to upload personal photographs captioned with the phrase “We’re not afraid” to “show that terrorists would not change the way people lived their lives” (Clarke).The Website began on 7 July 2005 and during the first week the site received, at times, up to 15 images a minute from across the world (Nikkah). Notably, within days of the Website’s launch it received over 3500 images and 11 million hits (Clarke).The images taken by everyday people and survivors‚ suggest a visceral response to the incidents. These images seem to support Susan Sontag’s argument from On Photography, in which she argues that photography is mainly a social rite, a defence against anxiety, and a tool of power (8). The images present a social activism for the predominantly white middle-class online participants and, as such, is subversive in its move away from the contextualised sensational images of violence that abound in the mainstream press. According to the site’s creator, London Web designer, Alfie Dennen “the idea for this site came from a picture of one of the bombed trains sent from a mobile phone to Dennen’s own weblog. Someone else added the words ‘We’re Not Afraid’ alongside the image” (“‘Not Afraid’ Website Overwhelmed”). Hence, in Dennen’s Weblog the terror and trauma of the train images of the London underground, that were circulated in the main stream press, have been recontextualised by the caption to present defiance and survival. The images uploaded onto the Website range from personal snapshots to manipulated photographs which all bear the declaration: ‘We are not afraid’. Currently, there are 770 galleries with 24 images per gallery amounting to around 18500 images that have been sent to the site. The photographs provide a crack in the projected reality of terrorism and the iconography of suffering as espoused by the mainstream media. The Website claims: We’re not afraid is an outlet for the global community to speak out against the acts of terror that have struck London, Madrid, New York, Baghdad, Basra, Tikrit, Gaza, Tel-Aviv, Afghanistan, Bali, and against the atrocities occurring in cities around the world each and every day. It is a worldwide action for people not willing to be cowed by terrorism and fear mongering. It suggests that: The historical response to these types of attacks has been a show of deadly force; we believe that there is a better way. We refuse to respond to aggression and hatred in kind. Instead, we who are not afraid will continue to live our lives the best way we know how. We will work, we will play, we will laugh, we will live. We will not waste one moment, nor sacrifice one bit of our freedom, because of fear. We are not afraid. (“we’re not afraid.com: Citizens for a secure world, united against terror.”) The images evoke the social memory of our era of global terrorism. Arguably, the events since September 11 have placed the individual in a protection mode. The photographs represent, as Sontag espouses, a tool against the anxiety of our time. This is a turn away from the visual iconography of despair. As such, rather than images of suffering they are images of survival, or life carrying on as usual. Or, more precisely, the images represent depictions of everyday western middle-class existence. The images range from family snaps, touristic photographs, pictures of the London underground and some manipulated images all containing the words ‘We’re Not Afraid’. Dennen “said the site had become a symbol for people to show solidarity with London and say they will not be cowed by the bombings” (“‘Not Afraid’ Website Overwhelmed”). The photographs also serve as a form of protection of western middle-class values and lifestyle that may be threatened by terrorist acts. Of consideration is that “personal photographs not only bind us to our own pasts – they bind us to the pasts of the social groups to which we belong” (Gye 280). The images on the site may be described as a “revocation of social power through visibility” and as such photography is considered a “performance of power” (Frosh 46). Barthes asserts that “formerly, the image illustrated the text (made it clearer); today, the text loads the image, burdening it with a culture, a moral, an imagination” (25). The images loaded onto the Website “We’re Not Afraid’ assumes notions of resilience and defiance which can be closely linked to Anglo-American cultural memory and imagination. Significantly, efforts to influence ‘heart and minds’ through support of touring exhibitions were common in the earlier days of the Cold War. Sontag argues that “photographic collections can be used to substitute a world” (162). The images exalted a universal humanism, similarly to the images on the “We’re Not Afraid” site. Many exhibits were supported throughout the 1950s, often under the auspices of the USIA (United States Information Agency). A famous example is the photography exhibit ‘The Family of Man’ which travelled to 28 countries between 1955-59 and was seen by 9 million people (Kennedy 316). It contained 503 images, 273 photographers from 68 nations “it posited humanity as a universal ideal and human empathy as a compensatory response to the threat of nuclear annihilation” (Kennedy 322). Significantly, Liam Kennedy asserts that, the Cold War rhetoric surrounding the exhibition blurred the boundaries between art, information and propaganda. The exhibition has been critiqued ideologically as an imperialist project, most notably by Allan Sekula in which he states “the worldliness of photography is the outcome, not of any immanent universality of meaning, but of a project of global domination” (96). In more recent times an exhibition, backed by the US State Department titled ‘After September 11: Images from Ground Zero’, by photojournalist/art photographer Joel Meyorowitz travelled to more than 60 countries and assisted in shaping and maintaining a public memory of the attacks of the World Trade Centre and its aftermath (Kennedy 315). Similar, to ‘The Family of Man’, it adds an epic quality to the images. As Kennedy points out that: To be sure this latter exhibit has been more overtly designed as propaganda, yet it also carries the cachet of ‘culture’ (most obviously, via the signature of a renowned photographer) and is intended to transmit a universal message that transcends the politics of difference. (Kennedy 323) The Website “We’re Not Afraid’ maintains the public memory of terrorism, without the horror of suffering. With a ‘universal message’ similar to the aforementioned exhibitions, it attempts to transcends the politics of difference by addressing the ‘we’ as the ‘everyday’ citizen. It serves as a gallery space and similarly evokes western romantic universal ideals conveyed in the exhibition ‘The Family of Man’, whilst its aesthetic forms avoid the stylististically captured scenes of ‘After September 11’. As stated earlier, the site had over 11 million hits in the first few weeks; as such the sheer number of viewers exceeds that of any formal photographic exhibition. Moreover, unlike these highly constructed art exhibitions from leading professional photographers, the Website significantly presents a democratic form of participation in which the ‘personal is political’. It is the citizen journalist. It is the ‘everyday’ person, as evidenced in the predominant snapshot aesthetics and the ordinariness in the images that are employed. Kris Cohen, in his analysis of photoblogging suggests that this aesthetic emphasises the importance in “photoblogging of not thinking too much, of the role that instinct plays in the making of photographs and the photoblog” (890). As discussed, previously, the overwhelming response and contributions to the Website within days of its launch seems to suggest this. The submission of photographs suggests a visceral response to the incidents from the ‘people’ in the celebration of the ‘everyday’ and the mundane. It also should be noted that “there are now well over a million documented blogs and photoblogs in the world”, with most appearing since 2003 (Cohen 886). As Cohen suggests “their newfound popularity has provoked a gentle storm of press, along with a significant number of utopic scenarios in which blogs feature as the next emancipatory mass media product”(886). The world-wide press coverage for the “We’re Not Afraid’ site is one key example that promotes this “utopian vision of transfigured citizens and in Benedict Anderson’s well used term an ‘imagined community” (Goggin xx). Nevertheless, the defiant captioning of the images also returns us historically to the social memory of the London Blitz 1940-41 in which the theme of a transfigured community was employed and in which the London underground and shelters became a signifier for the momentum of “We’re Not Afraid’. Barthes explained in Mythologies about the “the sight of the ‘naturalness’ with which newspapers, art and common sense constantly dress up a reality which, even though it is the one we live in, is undoubtedly determined by history” (11). What I want to argue is that the mythology surrounding the London bombings articulated in the Website “We’re Not Afraid’ is determined by 20th Century history of the media and the cultural imaginary surrounding predominantly British values*.** *The British Prime Minister at the time, Tony Blair, asserted that “qualities of creativity built on tolerance, openness and adaptability, work and self improvement, strong communities and families and fair play, rights and responsibilities and an outward looking approach to the world that all flow from our unique island geography and history.” (“Blair Defines British Values”). These values are suggested in the types of photographs uploaded onto the activist Website, as such notions of the British Empire are evoked. Moreover, in his address following the incident, “Blair harkened back to the ‘Blitz spirit’ that saw Londoners through the dark days of Nazi bombing during World War II — and, by association, to Winston Churchill, the wartime leader whose determined, moving speeches helped steel the national resolve” (“Blair Delivers”). In his Churchillian cadence he paid “tribute to the stoicism and resilience of the people of London who have responded in a way typical of them”. He said Britain would show “by our spirit and dignity” that “our values will long outlast” the terrorists. He further declared that “the purpose of terrorism is just that. It is to terrorize people and we will not be terrorized” (“Blair Delivers”). The mythology of the Blitz and “the interpretive context at the time (and for some years thereafter) can be summarized by the phrase ‘the People’s War’—a populist patriotism that combined criticism of the past with expectations of social change and inclusive messages of shared heritage and values” (Field 31). The image conveyed is of a renewed sense of community. The language of triumph against adversity and the endurance of ordinary citizens are also evoked in the popular press of the London incidents. The Times announced: Revulsion and resolve: Despite the shock, horror and outrage, the calm shown in London was exemplary. Ordinary life may be inconvenienced by the spectre of terror, yet terrorism will not force free societies to abandon their fundamental features. An attack was inevitable. The casualties were dreadful. The terrorists have only strengthened the resolve of Britain and its people. (“What the Papers Say”) Similarly the Daily Express headline was “We Britons Will Never Be Defeated” (“What the Papers Say”). The declaration of “We’re not afraid” alongside images on the Website follows on from this trajectory. The BBC reported that the Website “‘We’re not afraid’ gives Londoners a voice” (“Not Afraid Website Overwhelmed”). The BBC has also made a documentary concerning the mission and the somewhat utopian principles presented. Similarly discussion of the site has been evoked in other Weblogs that overwhelmingly praise it and very rarely question its role. One example is from a discussion of “We’re Not Afraid” on another activist site titled “World Changing: Change Your Thinking”. The contributor states: Well, I live in the UK and I am afraid. I’m also scared that sites like We’re Not Afraid encourage an unhealthy solidarity of superiority, nationalism and xenophobia – perpetuating a “we’re good” and “they’re evil” mentality that avoids the big picture questions of how we got here. Posted by: John Norris at July 8, 2005 03:45 AM Notably, this statement also reiterates the previous argument on cultural diplomacy presented by theorists in regards to the exhibitions of ‘The Family of Man’ and ‘After September 11’ in which the images are viewed as propaganda, promoting western cultural values. This is also supported by the mood of commentary in the British press since the London bombings, in which it is argued that “Britain and the British way of life are under threat, the implication being that the threat is so serious that it may ultimately destroy the nation and its values” (King). The significance of the Website is that it represents a somewhat democratic medium in its call for engagement and self-expression. Furthermore, the emancipatory photography of self and space, presented in the “We’re Not Afraid” site, echoes Blair’s declaration of “we will not be terrorized”. However, it follows similar politically conservative themes that were evoked in the Blitz, such as community, family and social stability, with tacit reference to social fragmentation and multi-ethnicity (Field 41-42). In general, as befitted the theme of “a People’s War,” the Blitz imagery was positive and sympathetic in the way it promoted the endurance of the ordinary citizen. Geoffrey Field suggests “it offered an implicit rejoinder to the earlier furor—focusing especially on brave, caring mothers who made efforts to retain some semblance of family under the most difficult circumstances and fathers who turned up for work no matter how heavy the bombing had been the night before” (24). Images on the Website consist of snapshots of babies, families, pets, sporting groups, people on holiday and at celebrations. It represents a, somewhat, global perspective of middle-class values. The snapshot aesthetic presents, what Liz Kotz refers to as, the “aesthetics of intimacy”. It is a certain kind of photographic work which is quasi-documentary and consists of “colour images of individuals, families, or groupings, presented in an apparently intimate, unposed manner, shot in an off-kilter, snapshot style, often a bit grainy, unfocused, off-colour” (204). These are the types of images that provide the visual gratification of solidarity amongst its contributors and viewers, as it seemingly appears more ‘real’. Yet, Kotz asserts that these type of photographs also involve a structure of power relations “that cannot be easily evaded by the spontaneous performance before the lens” (210). For example, Sarah Boxer importantly points out that “We’re Not Afraid”, set up to show solidarity with London, seems to be turning into a place where the haves of the world can show that they’re not afraid of the have-nots” (1). She argues that “there’s a brutish flaunting of wealth and leisure” (1). The iconography in the images of “We’re not Afraid” certainly promotes a ‘memorialisation’ of the middle-class sphere. The site draws attention to the values of the global neoliberal order in which capital accumulation is paramount. It, nevertheless, also attempts to challenge “the true victory of terrorism”, which Jean Baudrillard circumspectly remarks is in “the regression of the value system, of all the ideology of freedom and free movement etc… that the Western world is so proud of, and that legitimates in its eyes its power over the rest of the world”. Self-confidence is conveyed in the images. Moreover, with the subjects welcoming gaze to the camera there may be a sense of narcissism in publicising what could be considered mundane. However, visibility is power. For example, one of the contributors, Maryland USA resident Darcy Nair, said “she felt a sense of helplessness in the days after 9/11. Posting on the We’re Not Afraid may be a small act, but it does give people like her a sense that they’re doing something” (cited in Weir). Nair states that: It seems that it is the only good answer from someone like me who’s not in the government or military…There are so many other people who are joining in. When bunches of individuals get together – it does make me feel hopeful – there are so many other people who feel the same way. (cited in Weir) Participation in the Website conveys a power which consists of defiantly celebrating western middle-class aesthetics in the form of personal photography. As such, the personal becomes political and the private becomes public. The site offers an opportunity for a shared experience and a sense of community that perhaps is needed in the era of global terrorism. It could be seen as a celebration of survival (Weir). The Website seems inspirational with its defiant message. Moreover, it also has postings from various parts of the world that convey a message of triumph in the ‘everyday’. The site also presents the ubiquitous use of photography in a western cultural tradition in which idealised constructions are manifested in ‘Kodak’ moments and in which the domestic space and leisure times are immortalised and become, significantly, the arena of activism. As previously discussed Sontag argues that photography is mainly a social rite, a defence against anxiety, and a tool of power (8). The Website offers the sense of a global connection. It promotes itself as “citizens for a secure world, united against terror”. It attempts to provide a universal solidarity, which appears uplifting. It is a defence against anxiety in which, in the act of using personal photographs, it becomes part of the collective memory and assists in easing the frustration of not being able to do anything. As Sontag argues “often something looks, or is felt to look ‘better’ in a photograph. Indeed, it is one of the functions of photography to improve the normal appearance of things” (81). Rather than focus on the tragic victim of traditional photojournalism, in which the camera is directed towards the other, the site promotes the sharing and triumph of personal moments. In the spotlight are ‘everyday’ modalities from ‘everyday people’ attempting to confront the rhetoric of terrorism. In their welcoming gaze to the camera the photographic subjects challenge the notion of the sensational image, the spectacle that is on show is that of middle-class modalities and a performance of collective power. Note Themes from this article have been presented at the 2005 Cultural Studies Association of Australasia Conference in Sydney, Australia and at the 2006 Association for Cultural Studies Crossroads Conference in Istanbul, Turkey. References Barthes, Roland. “The Photographic Message.” Image-Music-Text. Trans. Stephen Heath. New York: Noonday Press, 1977 [1961]. 15-31. Barthes, Roland. Mythologies. Trans. Annette Lavers. London: Vintage, 1993 [1972]. Baudrillard, Jean. “The Spirit of Terrorism.” Trans. Rachel Bloul. La Monde 2 (2001). http://www.egs.edu/faculty/baudrillard/baudrillard-the-spirit-of-terrorism.html>. “Blair Defines British Values.” BBC News 28 Mar. 2000. http://news.bbc.co.uk/1/hi/uk_politics/693591.stm>. “Blair Delivers a Classically British Rallying Cry.” Associated Press 7 July 2005. http://www.msnbc.msn.com/id/8502984/>. Boxter, Sarah. “On the Web, Fearlessness Meets Frivolousness.” The York Times 12 July 2005. http://www.nytimes.com/2005/07/12/arts/design/12boxe.html?ex= 1278820800&en=e3b207245991aea8&ei=5088&partner=rssnyt&emc=rss>. Clarke, R. “Web Site Shows Defiance to Bombers: Thousands Send Images to Say ‘We Are Not Afraid.’” CNN International 12 July 2005. http://edition.cnn.com/2005/WORLD/europe/07/11/london.website/>. “CJ Bombings in London.” MSNBC TV Citizen Journalist. http://www.msnbc.msn.com/id/8499792/>. Cohen, Kris R. “What Does the Photoblog Want?” Media, Culture & Society 27.6 (2005): 883-901. Dennen, Alfie. “We’renotafraid.com: Citizens for a Secure World, United Against Terror.” http://www.werenotafraid.com/>. Field, Geoffrey. “Nights Underground in Darkest London: The Blitz, 1940–1941.” International Labor and Working-Class History 62 (2002): 11-49. Frosh, Paul. “The Public Eye and the Citizen-Voyeur: Photography as a Performance of Power.” Social Semiotics 11.1 (2001): 43-59. Gye, Lisa. “Picture This: The Impact of Mobile Camera Phones on Personal Photographic Practices.” Continuum: Journal of Media and Cultural Studies 22.2 (2007): 279-288. Jameson, Fredric. “Postmodernism and Consumer Society.” The Cultural Turn: Selected Writings on the Postmodern. New York: Verso, 1998. 1-20. Kennedy, Liam. “Remembering September 11: Photography as Cultural Diplomacy.” International Affairs 79.2 (2003): 315-326. King, Anthony. “What Does It Mean to Be British?” Telegraph 27 May 2005. http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2005/07/27/ nbrit27.xml>. Kotz, Liz. “The Aesthetics of Intimacy.” In D. Bright (ed.), The Passionate Camera: Photography and Bodies of Desire. London: Routledge, 1998. 204-215. “London Explosions: Your Photos.” BBC News 8 July 2005 http://news.bbc.co.uk/1/hi/in_pictures/4660563.stm>. Nikkhah, Roya. “We’restillnotafraid.com.” Telegraph co.uk 23 July 2005. http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2005/07/24/ nseven224.xml>. “‘Not Afraid’ Website Overwhelmed.” BBC News 12 July 2005. http://news.bbc.co.uk/go/pr/fr/-/1/hi/england/london/4674425.stm>. Norris, John. “We’re Not Afraid”. World Changing: Change Your Thinking. http://www.worldchanging.com/archives/003069.html>. “Reuters: You Witness News.” http://www.reuters.com/youwitness>. Sambrook, Richard. “Citizen Journalism and the BBC.” Nieman Reports (Winter 2005): 13-16. Sekula, Allan. “The Traffic in Photographs.” In Photography against the Grain: Essays and Photoworks 1973-1983. Halifax Nova Scotia: Nova Scotia College Press, 1984. Sontag, Susan. Regarding the Pain of Others. New York: Farrar, Strauss & Giroux, 2003. Sontag. Susan. On Photography. New York: Farrar, Strauss & Giroux, 1977. Weir, William. “The Global Community Support and Sends a Defiant Message to Terrorists.” Hartford Courant 14 July 2005. http://www.uchc.edu/ocomm/newsarchive/news05/jul05/notafraid.html>. We’renot afraid.com: Citizens for a Secure World, United against Terror. http://www.werenotafraid.com>. “What the Papers Say.” Media Guardian 8 July 2005. http://www.guardian.co.uk/media/2005/jul/08/pressandpublishing.terrorism1>. Zulaika, Joseba, and William A. Douglass. Terror and Taboo: The Follies, Fables, and Faces of Terrorism. New York: Routledge, 1996. Citation reference for this article MLA Style Allmark, Panizza. "Photography after the Incidents: We’re Not Afraid!." M/C Journal 10.6/11.1 (2008). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0804/06-allmark.php>. APA Style Allmark, P. (Apr. 2008) "Photography after the Incidents: We’re Not Afraid!," M/C Journal, 10(6)/11(1). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0804/06-allmark.php>.

Could we also imagine a language in which a person could write down or give vocal expression to his inner experiences -- his feelings, moods, and the rest -- for his private use? Well, can't we do so in our ordinary language? -- But that is not what I mean. The individual words of this language are to refer to what can only be known to the person speaking; to his immediate private sensations. So another person cannot understand the language. -- Ludwig Wittgenstein, Philosophical Investigations par. 243 I will be using 'audience' in two ways in the following essay: as a phenomenon that produces and is produced by media technologies (readers, hearers, viewers, Internet-users), and as something, audiens, that is essential to language itself, something without which language cannot be. I shall do so in specific references to invented languages. Who, then, are the 'consumers' of invented languages? In referring to invented languages, I am not talking about speakers of Esperanto or Occidental; I am not concerned with the invention of international auxiliary languages. These projects, already well-debated, have roots that go back at least as far as the 17th-century language philosophers who were at pains to undo the damage of Babel and restore a common language to the world. While Esperanto never became what it intended to be, it at least has readers and speakers. I am also not even talking about speakers of Klingon or Quenya. These privately invented languages have had the good fortune to be attached to popular invented cultures, and to media with enough money and publicity to generate a multitude of fans. Rather, I am talking about a phenomenon on the Internet and in a well- populated listserv whereby a number of people from all over the globe have discovered each other on-line. They all have a passion for what Jeffrey Schnapp calls uglossia ('no-language', after utopia, 'no-place'). Umberto Eco calls it 'technical insanity' or glottomania. Linguist Marina Yaguello calls language inventors fous du langage ('language lunatics') in her book of the same title. Jeffrey Henning prefers the term 'model language' in his on-line newsletter: 'miniaturized versions that provide the essence of something'. On CONLANG, people call themselves conlangers (from 'constructed language') and what they do conlanging. By forming this list, they have created a media audience for themselves, in the first sense of the term, and also literally in the second sense, as a number of them are setting up soundbytes on their elaborately illustrated and explicated Webpages. Originally devoted to advocates for international auxiliary languages, CONLANG started out about eight years ago, and as members joined who were less interested in the politics than in the hobby of language invention, the list has become almost solely the domain of the latter, whereas the 'auxlangers', as they are called, have moved to another list. An important distinguishing feature of 'conlangers' is that, unlike the 'auxlangers', there is no sustained hope that their languages will have a wide-body of hearers or users. They may wish it, but they do not advocate for it, and as a consequence their languages are free to be a lot weirder, whereas the auxlangs tend to strive for regularity and useability. CONLANG is populated by highschool, college, and graduate students; linguists; computer programmers; housewives; librarians; professors; and other users worldwide. The old debate about whether the Internet has become the 'global village' that Marshall McLuhan predicted, or whether it threatens to atomise communication 'into ever smaller worlds where enthusiasms mutate into obsessions', as Jeff Salamon warns, seems especially relevant to a study of CONLANG whose members indulge in an invention that by its very nature excludes the casual listener-in. And yet the audio-visual capacities of the Internet, along with its speed and efficiency of communication, have made it the ideal forum for conlangers. Prior to the Web, how were fellow inventors to know that others were doing -- in secret? J.R.R. Tolkien has been lauded as a rare exception in the world of invention, but would his elaborate linguistic creations have become so famous had he not published The Lord of the Rings and its Appendix? Poignantly, he tells in "A Secret Vice" about accidentally overhearing another army recruit say aloud: 'Yes! I think I shall express the accusative by a prefix!'. Obviously, silent others besides Tolkien were inventing languages, but they did not have the means provided by the Internet to discover one another except by chance. Tolkien speaks of the 'shyness' and 'shame' attached to this pursuit, where 'higher developments are locked in secret places'. It can win no prizes, he says, nor make birthday presents for aunts. His choice of title ("A Secret Vice") echoes a Victorian phrase for the closet, and conlangers have frequently compared conlanging to homosexuality, both being what conservative opinion expects one to grow out of after puberty. The number of gay men on the list has been wondered at as more than coincidental. In a survey I conducted in October 1998, many of the contributors to CONLANG felt that the list put them in touch with an audience that provided them with intellectual and emotional feedback. Their interests were misunderstood by parents, spouses, lovers, and employers alike, and had to be kept under wraps. Most of those I surveyed said that they had been inventing a language well before they had heard of the list; that they had conceived of what they were doing as unique or peculiar, until discovery of CONLANG; and that other people's Websites astounded them with the pervasive fascination of this pursuit. There are two ways to look at it: conlanging, as Henning writes, may be as common and as humanly creative as any kind of model-making, i.e., dollhouses, model trains, role-playing, or even the constructed cultures with city plans and maps in fantasy novels such as Terry Pratchett's Discworld. The Web is merely a means to bring enthusiasts together. Or it may provide a site that, with the impetus of competition and showmanship, encourages inutile and obsessive activity. Take your pick. From Hildegard von Bingen's Lingua Ignota to Dante's Inferno and the babbling Nimrod to John Dee's Enochian and on, invented languages have smacked of religious ecstacy, necromancy, pathology, and the demonic. Twin speech, or 'pathological idioglossia', was dramatised by Jodie Foster in Nell. Hannah Green's 'Language of Yr' was the invention of her schizophrenic protagonist in I Never Promised You a Rose Garden. Language itself is the centre of furious theoretical debate. Despite the inventive 'deformities' it is put to in poetry, punning, jest, singing, and lying, human language, our most 'natural' of technologies, is a social machine, used by multitudes and expected to get things done. It is expected of language that it be understood and that it have not only hearers but also answerers. All human production is founded on this assumption. A language without an audience of other speakers is no language. 'Why aren't you concentrating on real languages?' continues to be the most stinging criticism. Audience is essential to Wittgenstein's remark quoted at the beginning of this essay. Wittgenstein posits his 'private languages theory' as a kind of impossibility: all natural languages, because they exist by consensus, can only refer to private experience externally. Hence, a truly private language, devoted to naming 'feelings and moods' which the subject has never heard about or shared with others, is impossible among socialised speakers who are called upon to define subjective experience in public terms. His is a critique of solipsism, a charge often directed at language inventors. But very few conlangers that I have encountered are making private languages in Wittgenstein's sense, because most of them are interested in investing their private words with public meaning, even when they are doing it privately. For them, it is audience, deeply desireable, that has been impossible until now. Writing well before the development of CONLANG, Yaguello takes the stance that inventing a language is an act of madness. 'Just look at the lunatic in love with language', she writes: sitting in his book-lined study, he collects great piles of information, he collates and classifies it, he makes lists and fills card indexes. He is in the clutches of a denominatory delirium, of a taxonomic madness. He has to name everything, but before being able to name, he has to recognize and classify concepts, to enclose the whole Universe in a system of notation: produce enumerations, hierarchies, and paradigms. She is of course describing John Wilkins, whose Real Character and Universal Language in 1668 was an attempt to make each syllable of his every invented word denote its placement in a logical scheme of classification. 'A lunatic ambition', Yaguello pronounces, because it missed the essential quality of language: that its signs are arbitrary, practical, and changeable, so as to admit neologism and cultural difference. But Yaguello denounces auxiliary language makers in general as amateurs 'in love with language and with languages, and ignorant of the science of language'. Her example of 'feminine' invention comes from Helene Smith, the medium who claimed to be channeling Martian (badly disguised French). One conlanger noted that Yaguello's chapter entitled 'In Defence of Natural Languages' reminded him of the US Federal 'Defense of Marriage Act', whereby the institution of heterosexual marriage is 'defended' from homosexual marriage. Let homosexuals marry or lunatics invent language, and both marriage and English (or French) will come crashing to the ground. Schnapp praises Yaguello's work for being the most comprehensive examination of the phenomenon to date, but neither he nor she addresses linguist Suzette Haden Elgin's creative work on Láadan, a language designed for women, or even Quenya or Klingon -- languages that have acquired at least an audience of readers. Schnapp is less condemnatory than Yaguello, and interested in seeing language inventors as the 'philologists of imaginary worlds', 'nos semblables, nos frères, nos soeurs' -- after all. Like Yaguello, he is given to some generalities: imaginary languages are 'infantile': 'the result is always [my emphasis] an "impoverishment" of the natural languages in question: reduced to a limited set of open vowels [he means "open syllables"], prone to syllabic reduplication and to excessive syntactical parallelisms and symmetries'. To be sure, conlangs will never replicate the detail and history of a real language, but to call them 'impoverishments of the natural languages' seems as strange as calling dollhouses 'impoverishments of actual houses'. Why this perception of threat or diminishment? The critical, academic "audience" for language invention has come largely from non-language inventors and it is woefully uninformed. It is this audience that conlangers dislike the most: the outsiders who cannot understand what they are doing and who belittle it. The field, then, is open to re-examination, and the recent phenomenon of conlanging is evidence that the art of inventing languages is neither lunatic nor infantile. But if one is not Tolkien or a linguist supported by the fans of Star Trek, how does one justify the worthwhile nature of one's art? Is it even art if it has an audience of one ... its artist? Conlanging remains a highly specialised and technical pursuit that is, in the end, deeply subjective. Model builders and map-makers can expect their consumers to enjoy their products without having to participate in the minutia of their building. Not so the conlanger, whose consumer must internalise it, and who must understand and absorb complex linguistic concepts. It is different in the world of music. The Cocteau Twins, Bobby McFerrin in his Circle Songs, Lisa Gerrard in Duality, and the new group Ekova in Heaven's Dust all use 'nonsense' words set to music -- either to make songs that sound like exotic languages or to convey a kind of melodic glossolalia. Knowing the words is not important to their hearers, but few conlangers yet have that outlet, and must rely on text and graphs to give a sense of their language's structure. To this end, then, these are unheard, unaudienced languages, existing mostly on screen. A few conlangers have set their languages to music and recorded them. What they are doing, however, is decidedly different from the extempore of McFerrin. Their words mean something, and are carefully worked out lexically and grammatically. So What Are These Conlangs Like? On CONLANG and their links to Websites you will find information on almost every kind of no-language imaginable. Some sites are text only; some are lavishly illustrated, like the pages for Denden, or they feature a huge inventory of RealAudio and MP3 files, like The Kolagian Languages, or the songs of Teonaht. Some have elaborate scripts that the newest developments in fontography have been able to showcase. Some, like Tokana and Amman-Iar, are the result of decades of work and are immensely sophisticated. Valdyan has a Website with almost as much information about the 'conculture' as the conlang. Many are a posteriori languages, that is, variations on natural languages, like Brithenig (a mixture of the features of Brythonic and Romance languages); others are a priori -- starting from scratch -- like Elet Anta. Many conlangers strive to make their languages as different from European paradigms as possible. If imaginary languages are bricolages, as Schnapp writes, then conlangers are now looking to Tagalog, Basque, Georgian, Malagasay, and Aztec for ideas, instead of to Welsh, Finnish, and Hebrew, languages Tolkien drew upon for his Elvish. "Ergative" and "trigger" languages are often preferred to the "nominative" languages of Europe. Some people invent for sheer intellectual challenge; others for the beauty and sensuality of combining new and privately meaningful sounds. There are many calls for translation exercises, one of the most popular being 'The Tower of Babel' (Genesis 10: 1-9). The most recent innovation, and one that not only showcases these languages in all their variety but provides an incentive to learn another conlanger's conlang, is the Translation Relay Game: someone writes a short poem or composition in his or her language and sends it with linguistic information to someone else, who sends a translation with directions to the next in line all the way around again, like playing 'telephone'. The permutations that the Valdyan Starling Song went through give good evidence that these languages are not just relexes, or codes, of natural languages, but have their own linguistic, cultural, and poetic parameters of expression. They differ from real languages in one important respect that has bearing on my remarks about audience: very few conlangers have mastered their languages in the way one masters a native tongue. These creations are more like artefacts (several have compared it to poetry) than they are like languages. One does not live in a dollhouse. One does not normally think or speak in one's conlang, much less speak to another, except through a laborious process of translation. It remains to a longer cultural and sociolinguistic study (underway) to tease out the possibilities and problems of conlanging: why it is done, what does it satisfy, why so few women do it, what are its demographics, or whether it can be turned to pedagogical use in a 'hands-on', high- participation study of language. In this respect, CONLANG is one of the 'coolest' of on-line media. Only time will show what direction conlanging and attitudes towards it will take as the Internet becomes more powerful and widely used. Will the Internet democratise, and eventually make banal, a pursuit that has until now been painted with the romantic brush of lunacy and secrecy? (You can currently download LangMaker, invented by Jeff Henning, to help you construct your own language.) Or will it do the opposite and make language and linguistics -- so often avoided by students or reduced in university programs -- inventive and cutting edge? (The inventor of Tokana has used in-class language invention as a means to study language typology.) Now that we have it, the Internet at least provides conlangers with a place to hang their logodaedalic tapestries, and the technology for some of them to be heard. References Von Bingen, Hildegard. Lingua Ignota, or Wörterbuch der unbekannten Sprache. Eds. Marie-Louise Portmann and Alois Odermatt. Basel: Verlag Basler Hildegard-Gesellschaft, 1986. Eco, Umberto. The Search for the Perfect Language. Trans. James Fentress. Oxford, England, and Cambridge, Mass.: Blackwell, 1995, 1997. Elgin, Suzette Haden. A First Dictionary and Grammar of Láadan. Madison, WI: Society for the Furtherance and Study of Fantasy and Science- Fiction, 1985. Henning, Jeffrey. Model Languages: The Newsletter Discussing Newly Imagined Words for Newly Imagined Worlds. <http://www.Langmaker.com/ml00.htm>. Kennaway, Richard. Some Internet Resources Relating to Constructed Languages. <http://www.sys.uea.ac.uk/jrk/conlang.php>. (The most comprehensive list (with links) of invented languages on the Internet.) Laycock, Donald C. The Complete Enochian Dictionary: A Dictionary of the Angelic Language as Revealed to Dr. John Dee and Edward Kelley. York Beach, Maine: Samuel Weiser, 1994. McLuhan, Marshall. Understanding Media. Reprinted. Cambridge, MA: MIT P, 1994. Salamon, Jeff. "Revenge of the Fanboys." Village Voice 13 Sep., 1994. Schnapp, Jeffrey. "Virgin Words: Hildegard of Bingen's Lingua Ignota and the Development of Imaginary Languages Ancient and Modern." Exemplaria 3.2 (1991): 267-98. Tolkien, J.R.R. "A Secret Vice." The Monsters and the Critics and Other Essays. Ed. Christopher Tolkien. Boston: Houghton Mifflin, 1984. 198-223. Wilkins, John. An Essay Towards a Real Character and a Philosophical Language. Presented to the Royal Society of England in 1668. Wittgenstein, Ludwig. Philosophical Investigations. 3rd ed. Trans. G.E.M. Anscombe. Englewood Cliffs, NJ: Prentice Hall, 1958. Yaguello, Marina. Lunatic Lovers of Language: Imaginary Languages and Their Inventors. Trans. Catherine Slater. (Les fous du langage. 1985.) London: The Athlone Press, 1991. Citation reference for this article MLA style: Sarah L. Higley. "Audience, Uglossia, and CONLANG: Inventing Languages on the Internet." M/C: A Journal of Media and Culture 3.1 (2000). [your date of access] <http://www.uq.edu.au/mc/0003/languages.php>. Chicago style: Sarah L. Higley, "Audience, Uglossia, and CONLANG: Inventing Languages on the Internet," M/C: A Journal of Media and Culture 3, no. 1 (2000), <http://www.uq.edu.au/mc/0003/languages.php> ([your date of access]). APA style: Sarah L. Higley. (2000) Audience, Uglossia, and CONLANG: Inventing Languages on the Internet. M/C: A Journal of Media and Culture 3(1). <http://www.uq.edu.au/mc/0003/languages.php> ([your date of access]).

To use the overworked metaphor of the movie reviewers, Adaptation (2002)—directed by Spike Jonze and written by Charlie Kaufman—is that rare Hollywood flower, a “literary” film that succeeds both with the critics and at the box office. But Kaufman’s literary colleagues, his fellow screenwriters whose opinions are rarely noticed by movie reviewers or the public, express their support in more interesting terms. Robert McKee, the real-life screenwriter and teacher played by Brian Cox in the movie, writes about Kaufman as one of the few to “step out of screenwriting anonymity to gain national recognition as an artist—without becoming a director” (131). And the screenwriter Stephen Schiff (Lolita [Adrian Lyne, 1997], The Deep End of the Ocean [Ulu Grosbard, 1999]) embraces the film as a manifesto, claiming that Kaufman’s work offers “redemption” to him and his fellow screenwriters who are “struggling to adapt to the world’s dismissive view of adaptation.” The comments by Kaufman’s colleagues suggest that new respect for the work of adaptation, and the role of the screenwriter go hand in hand. The director—whom auteur theory, the New Wave, and film schools helped to establish as the primary creative agent behind a film—has long overshadowed the screenwriter, but Kaufman’s acclaim as a screenwriter reflects a new sensibility. This was illustrated by the controversy among Academy Award voters in 2002. They found that year’s nominees, including Adaptation, unsettled the Academy’s traditional distinction between “original screenplay” and “adapted screenplay”, debating whether a nominee for best original screenplay, such as My Big Fat Greek Wedding (Joel Zwik, 2002), was more like an adaptation, while Adaptation, a nominee for best adapted screenplay, was more like an original screenplay. The Academy’s confusion on this score is not without precedents; nonetheless, as Rick Lyman of The New York Times reports, it led some to wonder, “in an age of narrative deconstruction and ‘reality television’,” whether the distinction between original and adaptation was still valid. If, as the famed critic Alexandre Astruc claimed, the director should be seen as someone who uses the camera as a pen to “write” the movie, then the screenwriter, in Ben Stoltzfus’s words, is increasingly seen as someone who uses the pen to “shoot” the movie. While this appreciation of the screenwriter as an “adaptor” who directs the movie opens new possibilities within Hollywood filmmaking, it also occurs in a Hollywood where TV shows, video games, and rides at Disneyland are adapted to film as readily as literary works once were. Granted, some stand to gain, but who or what is lost in this new hyper-adaptive environment? While there is much to be said for Kaufman’s movie, I suggest its optimistic account of adaptation—both as an existential principle and cinematic practice—is one-sided. Part of the dramatic impact of the movie’s one word title is the way it shoves the act of adaptation out from the wings and places it front and center in the filmmaking process. An amusing depiction of the screenwriter’s marginalisation occurs at the movie’s beginning, immediately following Charlie’s (Nicholas Cage) opening monologue delivered against a black screen. It is presented as a flashback to the making of Being John Malkovich (Spike Jonze, 1999), the movie for which Kaufman wrote his first screenplay, making him “a name” in Hollywood. Although scripted, the scene is shot with a hand-held video camera and looks as though it is occurring in real time. The central character is John Malkovich in costume as a woman who shouts orders at everyone on the set—deftly illustrating how the star’s power in the new Hollywood enables him or her to become “the director” of the movie. His directions are then followed by ones from the first assistant director and the cinematographer. Meanwhile, Charlie stands silently and awkwardly off to the side, until he is chased away by the first assistant director—not even the director or the cinematographer—who tells him, “You. You’re in the eyeline. Can you please get off the stage?” (Kaufman and Kaufman, 3). There are other references that make the movie’s one-word title evocative. It forces one to think about the biological and literary senses of the word—evolution as a narrative process and narrative as an evolutionary process—lifting the word’s more colloquial meaning of “getting along” to the level of an existential principle. Or, as Laroche (Chris Cooper) explains to Orlean (Meryl Streep), “Adaptation’s a profound process. It means you figure out how to thrive in the world” (Kaufman and Kaufman, 35). But Laroche’s definition of adaptation, which the movie endorses and dramatises, is only half the story. In fact evolutionary science shows that nature’s “losers” vastly outnumber nature’s “winners.” As Peter Bowler expresses it in his historical account of the theory of natural selection, “Evolution becomes a process of trial and error based on massive wastage and the death of vast numbers of unfit creatures”(6). Turning the “profound process” of adaptation into a story about the tiny fraction who “figure out how to thrive in the world” has been done before. It manifested itself in Herbert Spencer’s late-nineteenth-century philosophical “adaptation” of Charles Darwin’s work on natural selection, coining the phrase, “survival of the fittest.” Both the scientist Darwin and the philosopher Spencer, as Bowler points out, would have been horrified at how their work was used to justify the rapacious capitalism and harsh social policies of American industry (301). Nonetheless, although by now largely discredited in the academy, the ideology of social Darwinism persists within the broader culture in various watered-down or subterranean forms. Perhaps in the movie’s violent climax when Laroche is killed by an alligator—a creature that represents one of the more impressive examples of adaptation in the natural world—Kaufman is suggesting the darker side to the story of natural selection in which adaptation is not only a story about the mutable and agile orchid that “figure[s] out how to thrive in the world.” There are no guarantees for the tiny fraction of species that do survive, whether they are as perfectly adapted to their environment as orchids and alligators or, for that matter, individuals like Laroche with his uncanny ability to adapt to whatever life throws at him. But after the movie’s violent eruption, which does away not only with Laroche but also Donald (Nicholas Cage) and in effect Orlean, Charlie emerges as the sole survivor, reassuring the viewer that the story of adaptation is about nature’s winners. The darker side to the story of natural selection is subsumed within the movie’s layers of meta-commentary, which make the violence at the movie’s end an ironic device within Charlie’s personal and artistic evolution—a way for him to maintain a critical distance on the Hollywood conventions he has resisted while simultaneously incorporating them into his art. A cinematically effective montage dramatically represents the process of evolution. However, as with the movie’s one-sided account of adaptation, as a story about those who “figure out how to thrive in the world,” this depiction of evolution is framed, both figuratively and literally, by Charlie’s personal growth—as though the logical and inevitable endpoint of the evolutionary process is the human individual. The montage is instigated by Charlie’s questions to himself, “Why am I here? How did I get here?” and concludes with a close-up on the bawling face of a newborn baby, whom the viewer assumes is Charlie (Kaufman and Kaufman, 3). This assumption is reinforced by the next scene, which begins with a close-up on the face of the adult Charlie who is sweating profusely as he struggles to survive a business luncheon with the attractive studio executive Valerie (Tilda Swinton). Although Orlean’s novel doesn’t provide a feminist reading of Darwin, she does alert her readers to the fact that he was a Victorian man and, as such, his science might reflect the prejudices of his day. In discussing Darwin’s particular fondness for his “‘beloved Orchids’” (47), she recounts his experiments to determine how they release their pollen: “He experimented by poking them with needles, camel-hair brushes, bristles, pencils, and his fingers. He discovered that parts were so sensitive that they released pollen upon the slightest touch, but that ‘moderate degrees of violence’ on the less sensitive parts had no effect ….” (48). In contrast to this humorous view of Darwin as the historically situated man of science, the movie depicts Darwin (Bob Yerkes) as the stereotypical Man of Science. Kaufman does incorporate some of Orlean’s discussion of Darwin’s study of orchids, but the portion he uses advances the screenplay’s sexualisation/romanticisation of Orlean’s relationship with Laroche. At an orchid show, Laroche lectures to Orlean about Darwin’s theory that a particular orchid, Angraecum sesquipedale, is pollinated by a moth with a twelve-inch proboscis. When Orlean takes exception to Laroche for telling her that proboscis means “nose,” he chides her, “Hey, let’s not get off the subject. This isn’t a pissing contest” (23). After this scene bristling with phallic imagery—and with his female pupil sufficiently chastised—Laroche proceeds to wax poetic about pollination as a “little dance” (24) between flower and insect. “[The] only barometer you have is your heart …” (24) he tells Orlean, who is clearly impressed by the depth of his soliloquy. On the literary and social level, a one-sided reading of adaptation as a positive process may be more justified, although here too one may question what the movie slights or ignores. What about the human ability to adapt to murderous and dehumanising social systems: slavery, fascism, colonialism, and so on? Or, more immediately, even if one acknowledges the writer’s “maturity,” as T.S. Eliot famously phrased it, in “stealing” from his or her source, what about the element of compromise implicit in the concept of adaptation? Several critics question whether the film’s ending, despite the movie’s self-referential ironies, ultimately reinforces the Hollywood formulas it sets out to critique. But only Stuart Klawans of The Nation connects it to the movie’s optimistic, one-sided view of adaptation. “Still,” he concludes, “I’m disappointed by that crashing final act. I wonder about the environmental pressure that must bear down on today’s filmmakers as they struggle to adapt, even when they’re as prodigious as Charlie Kaufman.” Oddly, for a self-reflexive movie about the creative process, it has little to say about the “environmental pressure” of the studio system and its toll on the artist. There are incisive character sketches of studio types, such as the attractive and painfully earnest executive, Valerie, who hires Charlie to write the screenplay for Orlean’s book, or Charlie’s sophomoric agent, Marty (Ron Livingston), who daydreams about anal sex with the women in his office while talking to his client. And, of course, a central plot line of the movie is the competition, at least as one of them sees it, between Charlie and his twin brother Donald. Charlie, the self-conscious Hollywood screenwriter who is stymied by his success and notions of artistic integrity, suffers defeat after humiliating defeat as Donald, the screenwriting neophyte who will stoop to any cliché or cheap device to advance his screenplay, receives a six-figure contract for his first effort: a formulaic and absurd serial-killer movie, The Three, that their mother admires as a cross between Psycho (Alfred Hitchcock, 1960) and Silence of the Lambs (Jonathan Demme, 1991). Because of the emotional arc of the brothers’ personal relationship, however, any qualms about Donald selling out look churlish at best. When Donald excitedly tells his brother about his good fortune, Charlie responds approvingly, rather than with one of the snide putdowns the viewer has grown to expect from him, signaling not only Charlie’s acceptance of his brother but the new awareness that will enable him to overcome his writer’s block. While there is a good deal of satire directed at the filmmaking process—as distinct from the studio system—it is ultimately a cherishing sort of satire. It certainly doesn’t reach the level of indictment found in Robert Altman’s The Player (1992) or Joel and Ethan Cohen’s Barton Fink (1991) for example. But the movie most frequently compared to Adaptation is Frederico Fellini’s masterpiece of auteurist self-reflexivity, 8 ½ (1963). This is high praise indeed, although the enthusiastic endorsements of some film critics do not stop there. Writing for the Observer, Philip French cites such New Wave movies as Jean-Luc Godard’s Le Mepris (1963), Francois Truffaut’s La Nuit Americaine (1973), and Alain Robbe-Grillet’s Trans-Europ-Express (1966). However, in passing, he qualifies the comparison by pointing out that, unlike the French auteurs, “Kaufman and Jonze are concerned with turning someone else’s idea into a piece of commercial cinema.” Some would argue the filmmakers’ ability to playfully adapt Orlean’s artistry to the commercial environment of Hollywood is what saves Adaptation’s meta-commentary from the didactic and elitist seriousness of many of its literary and cinematic precursors (Miller). This is a valid preference, but it slights the “environmental pressure” of the new studio system and how it sets the terms for success and failure. While Fellini and the New Wave auteurs were not entirely free of commercial cinema, they could claim an opposition to it that Kaufman, even if he wanted to, cannot. Film scholar Timothy Corrigan argues that the convergence of the new media, in particular television and film, radically alters the meaning and function of “independent” cinema: a more flexible and varied distribution network has responded to contemporary audiences, who now have the need and the power to pick and choose among the glut of images in contemporary television and film culture. Within this climate and under these conditions, the different, the more peculiar, the controversial enter the marketplace not as an opposition but as a revision and invasion of an audience market defined as too large and diverse by the dominant blockbusters. (25-6) Corrigan’s argument explains the qualitative differences between the sense of adaptation employed by the older auteurs and the new sense of adaptation required by contemporary auteurs fully incorporated within the new studio system and its new distribution technologies. Not everyone is disturbed by this state of affairs. A. O. Scott, writing for the New York Times, notes a similar “two-tier system” in Hollywood—with studios producing lavish “critic- and audience-proof franchise pictures” on the one hand and “art” or “independent” movies on the other—which strikes him as “a pretty good arrangement.” Based on what Adaptation does and does not say about the studio system, one imagines that Kaufman would, ultimately, concur. In contrast, however, a comment by Michel Gondry, the director Kaufman worked with on Human Nature (2001), gives a better indication of the costs incurred by adapting to the current system when he expresses his frustration with the delayed release of the picture by New Line Cinema: ‘First they were, like, “O.K. if Rush Hour 2 [Brett Ratner, 2001] does good business, then we’re in a good position,”’ Mr. Gondry said. ‘You fight to do something original and then you depend on Rush Hour 2 for the success of your movie? It’s like you are the last little thing on the bottom of the scale and you’re looking up watching the planets colliding. It’s been so frustrating.’ (Rochlin) No doubt, when Fellini and Godard thought about doing “something original” they also had considerable obstacles to face. But at least the success of 8 ½ or Le Mepris wasn’t dependent upon the success of films like Rush Hour 2. Given this sort of environmental pressure, as Klawans and Corrigan remind us, we need to keep in mind what might be lost as the present system’s winners adapt to what is generally understood as “a pretty good arrangement.” Another indication of the environmental pressure on artists in Hollywood’s present arrangement comes from Adaptation’s own story of adaptation—not the one told by Kaufman or his movie, but the one found in Susan Orlean’s account of how she and her novel were “adapted” by the filmmakers. Although Orlean is an enthusiastic supporter of the movie, when she first read the screenplay, she thought, “the whole thing ‘seemed completely nuts’” and wondered whether she wanted “that much visibility” (Boxer). She decided to give her consent on the condition they not use her name. This solution, however, wouldn’t work because she didn’t want her book “in a movie with someone else’s name on it” (Boxer). Forced to choose between an uncomfortable visibility and the loss of authorship, she chose the former. Of course, her predicament is not Kaufman’s fault; nonetheless, it is important to stress that the process of adaptation did not enforce a similar “choice” upon him. Her situation, like that of Gondry, indicates that successful adaptation to any system is a story of losing as well as winning. References Astruc, Alexandre. “The Birth of a New Avant-Garde: Le Camera-Stylo.” Film and Literature: An Introduction and Reader. Ed. Timothy Corrigan. Saddle River, NJ: Prentice Hall, 1999, 158-62. Bowler, Peter J. Evolution: The History of an Idea. 3rd ed. Berkeley, CA: U of California P, 2003. Boxer, Sarah. “New Yorker Writer Turns Gun-Toting Floozy? That’s Showbiz.” The New York Times 9 Dec. 2002, sec. E. Corrigan, Timothy. A Cinema without Walls. New Brunswick, NJ: Rutgers UP, 1991. Eliot, T.S. “Philip Massinger.” The Sacred Wood: Essays on Poetry and Criticism. 1922. http://www.bartleby.com/> French, Philip. “The Towering Twins.” The Observer 2 Mar. 2003. Guardian Unlimited. 12 Feb. 2007. http://film.guardian.co.uk/News_Story/Critic_Review>. Kaufman, Charlie and Donald Kaufman. Adaptation: The Shooting Script. New York: Newmarket Press, 2002. Klawans, Stuart. “Adeptations.” The Nation 23 Dec. 2002. 12 Febr. 2007. http://www.thenation.com/doc/20021223/klawans>. Lyman, Rick. “A Jumble of Categories for Screenwriter Awards.” The New York Times 21 Feb. 2003. McKee, Robert. “Critical Commentary.” Adaptation: The Shooting Script. New York: Newmarket Press, 2002. 131-5. Miller, Laura. “This Is the Way We Live Now.” The New York Times Magazine 17 Nov. 2002. Orlean, Susan. The Orchid Thief. New York: Ballantine Books, 1998. Rochlin, Margy. “From an Untamed Mind Springs an Ape Man.” The New York Times 7 Apr. 2002. Schiff, Stephen. “All Right, You Try: Adaptation Isn’t Easy.” The New York Times 1 Dec. 2002. Scott, A. O. “As Requested My Thoughts on the Oscars.” The New York Times 9 Feb. 2003. Stoltzfus, Ben. “Shooting with the Pen.” Writing in a Film Age. Ed. Keith Cohen. Niwot, CO: UP of Colorado, 1991. 246-63. Citation reference for this article MLA Style Rizzo, Sergio. "Adaptation and the Art of Survival." M/C Journal 10.2 (2007). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0705/02-rizzo.php>. APA Style Rizzo, S. (May 2007) "Adaptation and the Art of Survival," M/C Journal, 10(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0705/02-rizzo.php>.

Drift: An IntroductionEntering into Drift is akin to entering—or becoming ensnared by—a hum. Projected across one wall, the work uses abstract visual forms to draw visitors into its meditational folds. Quadraphonic sound circulates in smooth, heavy pulses, like the steady rumble of a train running over deep-set tracks. A succession of vibrating lines occupy the screen, much like the horizontal static of a poorly-tuned television. Gradually, the ambient timbre darkens, the hum becomes more persistent and atmospheric undulations more frequent, until room and body expand with intensity. Throbbing vibrations connect ground to feet, roll along skin, finding their way into deep interiors until organs and sinew become subsumed by Drift’s thick, heart-gripping drone. The installation’s tight, affective grasp only becomes apparent upon the sudden release of this tension; the room lightens and hum eases as the screen whitens with faint patterns, like a window opening from a darkened room. Drift, by German artist Ulf Langheinrich, appeared in White Noise, an exhibition dedicated to abstract moving image art at the Australian Centre for the Moving Image in Melbourne (ACMI). At the time of this exhibition in 2005, I was undertaking a seven month study of ACMI’s Screen Gallery, also documenting the preceding exhibition, World without End. My research used the Gallery as a site to examine the shifting relationship between visitor experience, digital art and museums, as the space compelled unusual modalities of visitor interaction. Most notable were states of complete stillness. I aimed to investigate how art and technology might mediate visitor agency through such experiences; not only to understand how museum visitation is transforming in new and significant ways, but to also extrapolate a substantial account of an individual’s agency within this era of what Beck, Giddens and Lash have termed ‘reflexive modernisation’. However, existing studies of museum visitation are rarely informed by the subjective modalities of visitor encounter, but rather, detail how experiences are shaped by institutional practices (Bourdieu; Luhmann; Silverman; Falk; Falk and Dierking) or governmental agendas (Bennett; Hooper-Greenhill). A notable exception is Megan Hick’s phenomenological study of Sydney’s Powerhouse museum. Following this example, I developed a phenomenology of museum visitation that could privilege the visitor’s enunciation of experience, whilst also exploring how expressions of agency may be highly subjective, multifarious and nuanced. I used qualitative ethnographic techniques to gather phenomenological material. Firstly, I attended the Gallery on a fortnightly basis to conduct longitudinal participant observations. However, as observation offered no means to interpret quiet faces and still bodies I also undertook visitor interviews. I approached visitors immediately after their visitation, and attempted to capture a wide cross-sample of responses by recruiting on the basis of age, gender and reason for visitation. I undertook ten 45 minute interviews, enquiring into the factors influencing impressions of the Gallery, prior familiarity with museums, and opinions about media art and technology. This ethnographic material was central to my study, as the voices of visitors guided its thematic direction and ensuing analysis. As the first in-depth, qualitative analysis of visitation to the Screen Gallery, my study therefore makes an empirical contribution to existing visitor research by offering an original means of exploring issues of museum visitation and agency, and movement and stillness.For example, visitors often received Drift with complete stillness, lulled into a focused state of attention by the shiftings of light and sound. As interviewee Colleen reveals, this concentration arose because Drift resonated intimately, akin to a meditative encounter:There wasn’t any other emotion or feeling behind it other than feeling relieved and comfortable, and relaxed. It was almost meditative … I was actually trying not to think about anything! … I didn’t want it to be influenced by the morning’s happenings … I just thought ‘this is relaxing’.Colleen has described how stillness and movement are therefore modalities within a broad vocabulary of interaction. While theorists have long noted how the transition from painting to film marked a shift from still to more ‘active’ forms of contemplation (Benjamin), an unanticipated finding of my study reasserted stillness as a dominant modality of active reception. In this article I therefore ask how agency finds expression within states of stillness.I propose that stillness mediates a distinctive form of agency as it is laden with what Brian Massumi calls ‘potential movement.’ I explore this concept with reference to visitors’ experiences of History of a Day, a work in World Without End. I then draw upon Henri Lefebvre’s description of ‘eurrhythmic’ congruence to describe how stillness is characterised by a focused state of attention, reflecting a highly subjective form of agency. I conclude by describing how this spatial awareness enables individuals to realise their own creativity, and inspire new praxes for daily living.1. Stillness: A State of Potential MovementBy dedicating its exhibition space to time-based art, ACMI’s Screen Gallery has cultivated a new temporal paradigm for visitor participation. It mediates both stillness and movement. Visitors described how the task of negotiating multiple time-based screens in a singular space loosened the temporal boundaries of engagement. Visitors were frequently compelled to pause and wait, as there was an absence of ‘entry’ or ‘exit’ points for viewing a piece. This raises questions as to how slower, or ‘still’, forms of participation in the Gallery may elicit agency. If considering stillness as a state that exists as an inverse of movement, rather than a state lacking in movement, it becomes possible to locate agency within the process of maintaining stillness, and as a result, engender what Brian Massumi describes as ‘potential movement’.In his account of architect Lars Spuybroek’s wetGRID design, Massumi describes how Spuybroek compares the experience of viewing images with the spatial experience of moving through buildings. Spuybroek drew from the premise that while movement can be understood as “the actual content of architecture” (322), it is more difficult to draw correlations between the properties of movement and perception of still images. He developed the idea of potential movement to breach a commonality between the two, as paraphrased by Massumi: “potentials for movement are extracted from actual movement, then fed back into it via architecture. We normally think of abstraction as a distancing from the actual, but here potentials are being ‘abstracted into it’” (323). Spuybroek therefore inscribed the idea of ‘tendency’ in his work, an ‘affordance’ that manifests as “a possibility of convergence that unconsciously exerts a pull, drawing the body forward into a movement the body already feels itself performing before it actually stirs” (Gibson in Massumi 324). This idea suggests that the act of sitting and viewing an image, can be reconceived as a state laden with potential movement. As Massumi describes, “sitting still is the performance of a tendency towards movement … It is the pre-performance, in potential, of the movement and its function … It is in intensity” (324).Sitting can therefore be regarded an 'active' state, where 'tendency'—indeed intensity—charges stillness with a potential for movement, actualisation and change. Conventions that invite still forms of participation in an interactive museum are an opportunity to express one’s agency, as one cannot feel the full momentum of tendency if not having at first remained still. At one level, the process of waiting for a work to begin or end generates a potential for movement, as visitors must decide when they will move towards another work. However, the potential for agency is also articulated within a less performative, ‘internal’ shift that arises within stillness, when visitors eschew reflexive forms of interaction to maintain a focused state of attention.2. Focusing Attention in StillnessVisitors’ interaction with Simon Carrol and Martin Friedel's History of a Day (2004) demonstrated how such a focused attention arises. This work comprises five screens arranged in a pentagonal shape. Visitors engage with this work whilst moving or still, seating themselves on an ottoman set within the pentagon or viewing the work while walking around its outside perimeter. The work came to mediate a number of different types of still and playful encounters, as described by Sean:I was aware that there was other stuff going on around the gallery … could see that out the corner of your eye because there’s spaces in-between screens, but at the same time I wasn’t hurried … And Luke who was with me, he sat down and watched one particular screen, whereas I sort of moved around. When I got to the edge I could see two or three screens at once, so I was just trying to work out what the story was. On one hand, the ‘gaps’ between these screens could fragment visitors’ attention and mediate reflexive forms of perception. Sean described how he “moved around”, as he was drawn to these ‘gaps’ as he exchanged peripheries and centres of focus. However, the close arrangement of the five screens also created a veiled, intimate space that confined visitors’ attention within the spatial parameters of the work. Unlike Sean, Luke remained seated. His experience was conditioned by stillness. He sat observing a single screen and maintained a focused state of attention. By focusing their attention in this way, visitors become more receptive towards the affective experience of viewing art. For example, History of a Day flutters with time-lapse images, a soothing rhythm of night turning to day and to night again. On one hand, each screen has been allocated its own narrative, a temporal illustration of a day’s passing within natural and human-made landscapes. A fairground, for example, was shot at night and showed crowds arriving, swarming, alighting rides and departing. However, it is possible to yield to the projection’s visual and aural rhythm, and in doing so abstract the figurative signifier of each scene. Narrative logic recedes as the senses become flooded, and in turn slows the pace of reflexive perception. Without the imposition of a linear narrative the work’s images begin to unfold with a new slowness. The main ride comes to resemble the slowly beating wings of a moth in lamplight, arms lifting, rotating and dropping in the fairground floodlights. People, rides and the dark sky blend into a meditation on colour, rhythm and sound, a palette comprising the many moments that emerge and pass at a night carnival.This form of perception elicits an agency of complex, affective awareness. Sound artist Brian Eno’s account of the role of silence in ambient music provides a close analogy as to how experiences of stillness in the Screen Gallery become dynamic with enhanced affective awareness. He describes how silences—a ‘stillness’ in sound—actually draw attention to the aural experience that preceded it, as the “‘rests’ are invariably filled in by ‘echoes’ of previously heard fragments” (in Tamm 134). In other words, the experience of listening is heightened by silences, for they create a space of reflection that resonates with the impressions of sound passed. The Gallery is an ambient chamber that echoes with affective forms of experiential encounter rather than echoes of sound. The echoes of visitors’ encounters are also intensified by stillness. Stillness focuses attention, so visitors garner an affective awareness of their spatial environment. This awareness constitutes a distinctive form of agency within the museum, for it enables visitors to locate what Henri Lefebvre describes as a ‘rhythmic’ congruence between their subjective experience and conditions of external environment.3. Awareness of Rhythmic CongruenceIn his theory of rhythmnanalysis, Henri Lefebvre (16) describes how an awareness of ‘rhythmic’ congruity and incongruity can be used to inform a politics in daily life. He argues that practices of self-observation and spatial awareness can reveal how our internal and environmental rhythms are a part of a rhythmic landscape, and can be used as a political means for change. Lefebvre (20) delineates between ‘eurhythmia’ and ‘arrhythmia’ as the forms of rhythmic logic that describe states of congruity:What is certain is that harmony sometimes (often) exists: eurhythmia. The eu-rhythmic body, composed of diverse rhythms – each organ, each function, having its own – keeps them in a metastable equilibrium, which is always understood and often recovered, with the exception of disturbances (arrhythmia) that sooner of later becomes illness (the pathological state). But the surroundings of bodies, be they in nature or a social setting, are also bundles, bouquets, garlands of rhythms, to which it is necessary to listen in order to grasp the natural or produced ensembles. While Lefebvre uses these definitions to develop a Marxist critique of modernity, they also show how within the flexible temporal boundaries of stillness, visitors can express a form of agency by using their heightened affective awareness to locate eurhythmic and arrhythmic experiences. By becoming aware of the way we are conditioned by rhythms, we can begin to imprint new rhythms upon the patterns that govern cultural and social practices. Within the Screen Gallery, this rhythmic observation manifests as an attentiveness towards the temporal relationship between internal sensation and external environment.Congruence between internal and external rhythms was often described by visitors as a feeling of relaxation, even meditation. For example, Sean drew comparisons between still encounters with time-based art and his impression of quiet environments: “It’s like having background music while you’re falling asleep, or you turn the radio on so you haven’t caught the start of a song but you catch the end of it”. These associations imply a close environmental relationship between sound and body, where the rich aesthetic presence of art overrides the expectation of narrative continuity. Perhaps most telling is Sean’s analogy of falling asleep to background music, as it suggests that time-based art can maintain an ambient presence while not intruding upon natural bodily ‘rhythms’. It seems that a harmony between body and art environment allows a pull towards a state of relaxation akin to the drift of sleep, which, notably, is a point where both internal and external rhythms synchronise. Falling asleep is a crossing of thresholds into a space dominated by the activities of the unconscious. Occupying the Gallery and surrendering to a state of relaxation can therefore also be understood as crossing a threshold into a deeper, more internal realm of interaction with art.Affective awareness therefore enables visitors to cultivate a greater sensitivity towards their sensory responses. This is a highly-subjective agency, as it arises when visitors develop a keen awareness of the eurrhythmic alignment between the rhythm of external space, and their own, internal rhythm. Stillness therefore draws attention to the complexity of our own subjective experience, and the different ways we are conditioned by our environments. Yet most importantly, these experiences also generated self-reflection and a desire to creatively transform their circumstances. Matthew described how his encounter with art aroused creative inspiration: “I go there to experience something new. I would love to be able to do something like that… Maybe it’s something for me, where I wish I was doing something else in terms of my occupation.” Paul noted how expressive potential could be expanded by considering oneself an artist: “you can do it yourself as well, and I suppose that’s what draws people in to the whole thing”. Katrina suggested that aesthetic forms of interaction can challenge the conventional ways of thinking about and responding to our environment: “if it gets somebody to do something different, or, gets someone to do something in a different way maybe, expand their minds in that way, maybe that’s a use for it as well … give them something to think about, and they can see it again in a different light”. These comments show how stillness can enable a realisation of one’s own subjective, creative potential by countering the reflexive speed of the everyday.ConclusionMy study of ACMI’s Screen Gallery has shown how agency finds expression in stillness. The temporal elasticity created by artwork and institution allows visitors to appropriate time and space in a way that slows the pace of movement and focuses attention, in turn enhancing a visitor’s awareness of their presence and spatial environment. Stillness therefore heightens visitors’ awareness of sensation, sentience, the body’s occupation of time and space. This form of encounter elicits a feeling of congruence and awakens the spirit. This transformation was the mainstay of the political project set by Lefebvre, a statement on mobilising individuals to affect change by becoming more attentive towards incongruities between self and environment. In the Gallery it became possible, through immersion in an aesthetic, ambient space, for visitors to cultivate an intuition towards their own rhythms and those of surrounding environments. An important claim is to be staked on creating spaces for stillness in daily life, as opportunities for stillness are becoming increasingly scarce within the dynamics of spatial and temporal compression that characterise this era of globalisation and informationalisation. As Heidi describes, these moments given to daydreaming and reflection can become powerful conduits for realising one’s own potential:[It] gives you a new lease on life. And all the dreams you have – it’s possible … Sometimes you think ‘it’s all a bit out of reach, it’s too difficult,’ whereas you go and see something like that, and … it makes everything clear. And makes everything possible.ReferencesBeck, Ulrich, Anthony Giddens, and Scott Lash. Reflexive Modernization: Politics, Tradition and Aesthetics in the Modern Social Order. Cambridge, UK: Polity Press, 1994.Benjamin, Walter. “The Work of Art in the Age of Mechanical Reproduction.” Illuminations. Ed. Hannah Arendt. Great Britain: Fontana/Collins, 1977. 219-253.Bennett, Tony. “Museums and 'the People'.” The Museum Time-Machine: Putting Cultures on Display. London: Routledge, 1988. 63-85.———. “Putting Policy into Cultural Studies.” Cultural Studies. London: Routledge. 1992, 23-37.———. The Birth of the Museum: History, Theory, Politics. London: Routledge, 1995.———. “Consuming Culture, Measuring Access and Audience Development”. Culture and Policy 8.1 (1997): 89-113.———. “Culture and Policy” Culture:a Reformer's Science, St. Leonard's, NSW: Allen & Unwin, 1998. 189-213.———. “Culture and Governmentality.” In J.Z. Bratich, J. Packer & C. McCarthy, eds. Foucault, Cultural Studies and Governmentality. Albany: State U of New York P, 2003. 47-64.Bourdieu, Pierre. “The Economy of Practices.” Distinction: A Social Critique of the Judgement of Taste. Trans. Richard Nice. Cambridge: Harvard U P, 1984. 97-256.———. The Love of Art, Stanford: Stanford U P, 1991.Falk, John. “Museum Recollections.” Visitor Studies - 1988: Theory, Research and Practice. Jacksonville: Center for Social Design, 1988. 60-65.Falk, John, and Lynn Dierking. The Museum Experience. Washington, D.C.: Whalebooks, 1992.Hicks, Megan. "'A Whole New World': The Young Person's Experience of Visiting the Sydney Technological Museum." Museum and Society 3.2 (2005): 66-80. Hooper-Greenhill, Eilean. Museum and Gallery Education. London: Leicester U P, 1991.Lefebvre, Henri. “The Critique of the Thing.” Rhythmnanalysis: Space Time and Everyday Life. London: Continuum, 2004. 5-18.———. “The Rhythmanalyst: A Previsionary Project.” Rhythmanalysis: Space Time and Everyday Life. London: Continuum, 2004. 19-26.Luhmann, Niklas. Art as a Social System, Trans. Eva Knodt. Stanford: U of Stanford P, 2000.Massumi, Brian. “Building Experience: The Architecture of Perception.” NOX: Machining Architecture. London: Thames and Hudson, 2004. 322-331.Silverman, Lois. “Visitor Meaning Making in Museums for a New Age.” Curator 38 (1995): 161-170.Tamm, Eric. “The Ambient Sound.” Brian Eno: His Music and the Vertical Color of Sound. Boston: Faber and Faber, 1989. 131-150.

Through my last lengthy writing project, it did not take long to I realise I had become obsessed with paths. The proof of it was there in my notebooks, and, most prominently, in the backlog of photographs cluttering the inner workings of my mobile phone. Most of the photographs I took had a couple of things in common: first, the astonishing greenness of the world they were describing; second, the way a road or path or corridor or pavement or trail led off into distance. The greenness was because I was in England, in summer, and mostly in a part of the country where green seems at times the only colour. I am not sure what it was about tailing perspective that caught me.Image 1: a) Undercliffe Cemetery, Bradford; b) Undercliffe Cemetery, Bradfordc) Leeds Road, Otley; d) Shibden Park, Halifax Image 2: a) Runswick Bay; b) St. Mary's Churchyard, Habberleyc) The Habberley Road, to Pontesbury; d) Todmorden, path to Stoodley Pike I was working on a kind of family memoir, tied up in my grandmother’s last days, which were also days I spent marching through towns and countryside I once knew, looking for clues about a place and its past. I had left the north-west of England a decade or so before, and I was grappling with what James Wood calls “homelooseness”, a sensation of exile that even economic migrants like myself encounter. It is a particular kind of “secular homelessness” in which “the ties that might bind one to Home have been loosened” (105-106). Loosened irrevocably, I might add. The kind of wandering which I embarked on is not unique. Wood describes it in himself, and in the work of W.G. Sebald—a writer who, he says, “had an exquisite sense of the varieties of not-belonging” (106).I walked a lot, mostly on paths I used to know. And when, later, I counted up the photographs I had taken of that similar-but-different scene, there were almost 500 of them, none of which I can bring myself to delete. Some were repeated, or nearly so—I had often tried to make sure the path in the frame was centred in the middle of the screen. Most of the pictures were almost entirely miscellaneous, and if it were not for a feature on my phone I could not work out how to turn off (that feature which tracks where each photograph was taken) I would not have much idea of what each picture represented. What’s clear is that there was some lingering significance, some almost-tangible metaphor, in the way I was recording the walking I was doing. This same significance is there, too (in an almost quantifiable way), in the thesis I was working on while I was taking the photographs: I used the word “path” 63 times in the version I handed to examiners, not counting all the times I could have, but chose not to—all the “pavements”, “trails”, “roads”, and “holloways” of it would add up to a number even more substantial. For instance, the word “walk”, or derivatives of it, comes up 115 times. This article is designed to ask why. I aim to focus on that metaphor, on that significance, and unpack the way life writing can intersect with both the journey of a life being lived, and the process of writing down that life (by process of writing I sometimes mean anything but: I mean the process of working towards the writing. Of going, of doing, of talking, of spending, of working, of thinking, of walking). I came, in the thesis, to view certain kinds of prose as a way of imitating the rhythms of the mind, but I think there’s something about that rhythm which associates it with the feet as well. Rebecca Solnit thinks so too, or, at least, that the processes of thinking and walking can wrap around each other, helixed or concatenated. In Wanderlust she says that:the rhythm of walking generates a kind of rhythm of thinking, and the passage through a landscape echoes or stimulates the passage through a series of thoughts. This creates an odd consonance between internal and external passage, one that suggests that the mind is also a landscape of sorts and that walking is one way to traverse it. (5-6)The “odd consonance” Solnit speaks of is a kind of seamlessness between the internal and external; it is something which can be aped on the page. And, in this way, prose can imitate the mind thinking. This way of writing is evident in the digression-filled, wandering, sinuous sentences of W.G. Sebald, and of Marcel Proust as well. I don’t want to entangle myself in the question of whether Proust and Sebald count as life writers here. I used them as models, and, at the very least, I think their prose manipulates the conceits of the autobiographical pact. In fact, Sebald often refused to label his own work; once he called his writing “prose [...] of indefinite form” (Franklin 123). My definition of life writing is, thus, indefinite, and merely indicates the field in which I work and know best.Edmund White, when writing on Proust, suggested that every page of Remembrance of Things Past—while only occasionally being a literal page of Proust’s mind thinking—is, nevertheless, “a transcript of a mind thinking [...] the fully orchestrated, ceaseless, and disciplined ruminations of one mind, one voice” (138). Ceaselessness, seamlessness ... there’s also a viscosity to this kind of prose—Virginia Woolf called it “impassioned”, and spoke of the way some prosecan lick up with its long glutinous tongue the most minute fragments of fact and mass them into the most subtle labyrinths, and listen silently at doors behind which only a murmur, only a whisper, is to be heard. With all the suppleness of a tool which is in constant use it can follow the windings and record the changes which are typical of the modern mind. To this, with Proust and Dostoevsky behind us, we must agree. (20)When I read White and Woolf it seemed they could have been talking about Sebald, too: everything in Sebald’s oeuvre is funnelled through what White described in Remembrance as the cyclopean “I” at the centre of the Proustian consciousness (138). The same could be said about Sebald: as Lynne Schwartz says, “All Sebald’s characters sound like the narrator” (15). And that narrator has very particular qualities, encouraged by the sense of homelooseness Wood describes: the Sebald narrator is a wanderer, by train through Italian cities and New York Suburbs, on foot through the empty reaches of the English countryside, exploring the history of each settlement he passes through [...] Wherever he travels, he finds strangely vacant streets and roads, not a soul around [...] Sebald’s books are famously strewn with evocative, gloomy black-and-white photographs that call up the presence of the dead, of vanished places, and also serve as proofs of his passage. (Schwartz 14) I tried to resist the urge to take photographs, for the simple reason that I knew I could not include them all in the finished thesis—even including some would seem (perhaps) derivative. But this method of wandering—whether on the page or in the world—was formative for me. And the linkage between thinking and walking, and walking and writing, and writing and thinking is worth exploring, if only to identify some reason for that need to show proof of passage.Walking in Proust and Sebald either forms the shape of narrative, or one its cruxes. Both found ways to let walking affect the rhythm, movement, motivation, and even the aesthetic of their prose. Sebald’s The Rings of Saturn, for example, is plotless because of the way it follows its narrator on a walking tour of Suffolk. The effect is similar to something Murray Baumgarten noticed in one of Sebald’s other books, The Emigrants: “The [Sebaldian] narrator discovers in the course of his travels (and with him the reader) that he is constructing the text he is reading, a text at once being imagined and destroyed, a fragment of the past, and a ruin that haunts the present” (268). Proust’s opus is a meditation on the different ways we can walk. Remembrance is a book about momentum—a book about movement. It is a book which always forges forward, but which always faces backward, where time and place can still and footsteps be paused in motion, or tiptoed upstairs and across tables or be caught in flight over the body of an octogenarian lying on a beach. And it is the walks of the narrator’s past—his encounters with landscape—that give his present (and future) thoughts impetus: the rhythms of his long-past progress still affect the way he moves and acts and thinks, and will always do so:the “Méséglise way” and the “Guermantes way” remain for me linked with many of the little incidents of that one of all the divers lives along whose parallel lines we are moved, which is the most abundant in sudden reverses of fortune, the richest in episodes; I mean the life of the mind [...] [T]he two “ways” give to those [impressions of the mind] a foundation, depth, a dimension lacking from the rest. They invest them, too, with a charm, a significance which is for me alone. (Swann’s Way 252-255)The two “ways”—walks in and around the town of Combray—are, for the narrator, frames through which he thinks about his childhood, and all the things which happened to him because of that childhood. I felt something similar through the process of writing my thesis: a need to allow the 3-mile-per-hour-connection between mind and body and place that Solnit speaks about seep into my work. I felt the stirrings of old ways; the places I once walked, which I photographed and paced, pulsed and pushed me forwards in the present and towards the future. I felt strangely attached to, and disconnected from, those pathways: lanes where I had rummaged for conkers; streets my grandparents had once lived and worked on; railways demolished because of roads which now existed, leaving only long, straight pathways through overgrown countryside suffused with time and memory. The oddness I felt might be an effect of what Wood describes as a “certain doubleness”, “where homesickness is a kind of longing for Britain and an irritation with Britain: sickness for and sickness of” (93-94). The model of seamless prose offered some way to articulate, at least, the particularities of this condition, and of the problem of connection—whether with place or the past. But it is in this shift away from conclusiveness, which occurs when the writer constructs-as-they-write, that Baumgarten sees seamlessness:rather than the defined edges, boundaries, and conventional perceptions promised by realism, and the efficient account of intention, action, causation, and conclusion implied by the stance of realistic prose, reader and narrator have to assimilate the past and present in a dream state in which they blend imperceptibly into each other. (277)It’s difficult to articulate the way in which the connection between walking, writing, and thinking works. Solnit draws one comparison, talking to the ways in which digression and association mix:as a literary structure, the recounted walk encourages digression and association, in contrast to the stricter form of a discourse or the chronological progression of a biographical or historical narrative [...] James Joyce and Virginia Woolf would, in trying to describe the workings of the mind, develop of style called stream of consciousness. In their novels Ulysses and Mrs Dalloway, the jumble of thoughts and recollections of their protagonists unfolds best during walks. This kind of unstructured, associative thinking is the kind most often connected to walking, and it suggests walking as not an analytical but an improvisational act. (21)I think the key, here, is the notion of association—in the making of connections, and, in my case, in the making of connections between present and past. When we walk we exist in a roving state, and with a dual purpose: Sophie Cunningham says that we walk to get from one place to the next, but also to insist that “what lies between our point of departure and our destination is important. We create connection. We pay attention to detail, and these details plant us firmly in the day, in the present” (Cunningham). The slipperiness of homelooseness can be emphasised in the slipperiness of seamless prose, and walking—situating self in the present—is a rebuttal of slipperiness (if, as I will argue, a rebuttal which has at its heart a contradiction: it is both effective and ineffective. It feels as close as is possible to something impossible to attain). Solnit argues that walking and what she calls “personal, descriptive, and specific” writing are suited to each other:walking is itself a way of grounding one’s thoughts in a personal and embodied experience of the world that it lends itself to this kind of writing. This is why the meaning of walking is mostly discussed elsewhere than in philosophy: in poetry, novels, letters, diaries, travellers’ accounts, and first-person essays. (26)If a person is searching for some kind of possible-impossible grounding in the past, then walking pace is the pace at which to achieve that sensation (both in the world and on the page). It is at walking pace that connections can be made, even if they can be sensed slipping away: this is the Janus-faced problem of attempting to uncover anything which has been. The search, in fact, becomes facsimile for the past itself, or for the inconclusiveness of the past. In my own work—in preparing for that work—I walked and wrote about walking up the flank of the hill which hovered above the house in which I lived before I left England. To get to the top, and the great stone monument which sits there, I had to pass that house. The door was open, and that was enough to unsettle. Baumgarten, again on The Emigrants, articulates the effect: “unresolved, fragmented, incomplete, relying on shards for evidence, the narrator insists on the inconclusiveness of his experience: rather than arriving at a conclusion, narrator and reader are left disturbed” (269).Sebald writes in his usual intense way about a Swiss writer, Robert Walser, who he calls le promeneur solitaire (“The Solitary Walker”). Walser was a prolific writer, but through the last years of his life wrote less and less until he ended up incapable of doing so: in the end, Sebald says, “the traces Robert Walser left on his path through life were so faint as to have almost been effaced altogether” (119).Sebald draws parallels between Walser and his own grandfather. Both have worked their way into Sebald’s prose, along with the author himself. Because of this cocktail, I’ve come to read Sebald’s thoughts on Walser as sideways thoughts on his own prose (perhaps due to that cyclopean quality described by White). The works of the two writers share, at the very least, a certain incandescent ephemerality—a quality which exists in Sebald’s work, crystallised in the form and formlessness of a wasps’ nest. The wasps’ nest is a symbol Sebald uses in his book Vertigo, and which he talks to in an interview with Sarah Kafatou:do you know what a wasp’s nest is like? It’s made of something much much thinner than airmail paper: grey and as thin as possible. This gets wrapped around and around like pastry, like a millefeuille, and can get as big as two feet across. It weighs nothing. For me the wasp’s nest is a kind of ideal vision: an object that is extremely complicated and intricate, made out of something that hardly exists. (32)It is in this ephemerality that the walker’s way of moving—if not their journey—can be felt. The ephemerality is necessary because of the way the world is: the way it always passes. A work which is made to seem to encompass everything, like Remembrance of Things Past, is made to do so because that is the nature of what walking offers: an ability to comprehend the world solidly, both minutely and vastly, but with a kind of forgetting attached to it. When a person walks through the world they are firmly embedded in it, yes, but they are also always enacting a process of forgetting where they have been. This continual interplay between presence and absence is evidenced in the way in which Sebald and Proust build the consciousnesses they shape on the page—consciousnessess accustomed to connectedness. According to Sebald, it was through the prose of Walser that he learned this—or, at least, through an engagement with Walser’s world, Sebald, “slowly learned to grasp how everything is connected across space and time” (149). Perhaps it can be seen in the way that the Méséglise and Guermantes ways resonate for the Proustian narrator even when they are gone. Proust’s narrator receives a letter from an old love, in the last volume of Remembrance, which describes the fate of the Méséglise way (Swann’s way, that is—the title of the first volume in the sequence). Gilberte tells him that the battlefields of World War I have overtaken the paths they used to walk:the little road you so loved, the one we called the stiff Hawthorn climb, where you professed to be in love with me when you were a child, when all the time I was in love with you, I cannot tell you how important that position is. The great wheatfield in which it ended is the famous “slope 307,” the name you have so often seen recorded in the communiqués. The French blew up the little bridge over the Vivonne which, you remember, did not bring back your childhood to you as much as you would have liked. The Germans threw others across; during a year and a half they held one half of Combray and the French the other. (Time Regained 69-70)Lia Purpura describes, and senses, a similar kind of connectedness. The way in which each moment builds into something—into the ephemeral, shifting self of a person walking through the world—is emphasised because that is the way the world works:I could walk for miles right now, fielding all that passes through, rubs off, lends a sense of being—that rush of moments, objects, sensations so much like a cloud of gnats, a cold patch in the ocean, dust motes in a ray of sun that roil, gather, settle around my head and make up the daily weather of a self. (x)This is what seamless prose can emulate: the rush of moments and the folds and shapes which dust turns and makes. And, well, I am aware that this may seem a grand kind of conclusion, and even a peculiarly nonspecific one. But nonspecificity is built by a culmination of details, of sentences—it is built deliberately, to evoke a sense of looseness in the world. And in the associations which result, through the mind of the writer, their narrator, and the reader, much more than is evident on the page—Sebald’s “everything”—is flung to the surface. Of course, this “everything” is split through with the melancholy evident in the destruction of the Méséglise way. Nonspecificity becomes the result of any attempt to capture the past—or, at least, the past becomes less tangible the longer, closer, and slower your attempt to grasp it. In both Sebald and Proust the task of representation is made to feel seamless in echo of the impossibility of resolution.In the unbroken track of a sentence lies a metaphor for the way in which life is spent: under threat, forever assaulted by the world and the senses, and forever separated from what came before. The walk-as-method is entangled with the mind thinking and the pen writing; each apes the other, and all work towards the same kind of end: an articulation of how the world is. At least, in the hands of Sebald and Proust and through their long and complex prosodies, it does. For both there is a kind of melancholy attached to this articulation—perhaps because the threads that bind sever as well. The Rings of Saturn offers a look at this. The book closes with a chapter on the weaving of silk, inflected, perhaps, with a knowledge of the ways in which Robert Walser—through attempts to ensnare some of life’s ephemerality—became a victim of it:That weavers in particular, together with scholars and writers with whom they had much in common, tended to suffer from melancholy and all the evils associated with it, is understandable given the nature of their work, which forced them to sit bent over, day after day, straining to keep their eye on the complex patterns they created. It is difficult to imagine the depths of despair into which those can be driven who, even after the end of the working day, are engrossed in their intricate designs and who are pursued, into their dreams, by the feeling that they have got hold of the wrong thread. (283)Vladimir Nabokov, writing on Swann’s Way, gives a competing metaphor for thinking through the seamlessness afforded by walking and writing. It is, altogether, more optimistic: more in keeping with Purpura’s interpretation of connectedness: “Proust’s conversations and his descriptions merge into one another, creating a new unity where flower and leaf and insect belong to one and the same blossoming tree” (214). This is the purpose of long and complex books like The Rings of Saturn and Remembrance of Things Past: to draw the lines which link each and all together. To describe the shape of consciousness, to mimic the actions of a body experiencing its progress through the world. I think that is what the photographs I took when wandering attempt, in a failing way, to do. They all show a kind of relentlessness, but in that relentlessness is also, I think, the promise of connectedness—even if not connectedness itself. Each path aims forward, and articulates something of what came before and what might come next, whether trodden in the world or walked on the page.Author’s NoteI’d like to express my thanks to the anonymous reviewers who took time to improve this article. I’m grateful for their insights and engagement, and for the nuance they added to the final copy.References Baumgarten, Murray. “‘Not Knowing What I Should Think:’ The Landscape of Postmemory in W.G. Sebald’s The Emigrants.” Partial Answers: Journal of Literature and the History of Ideas 5.2 (2007): 267-287. 28 Sep. 2018 <https://doi.org/10.1353/pan.2007.0000>.Cunningham, Sophie. “Staying with the Trouble.” Australian Book Review 371 (May 2015). 23 June 2016 <https://www.australianbookreview.com.au/abr-online/archive/2015/2500-2015-calibre-prize-winner-staying-with-the-trouble>.Franklin, Ruth. “Rings of Smoke.” The Emergence of Memory: Conversations with W.G. Sebald. Ed. Lynne Sharon Schwartz. New York: Seven Stories Press, 2007. 121-122.Kafatou, Sarah. “An Interview with W.G. Sebald.” Harvard Review 15 (1998): 31-35. Nabokov, Vladimir. “Marcel Proust: The Walk by Swann’s Place.” 1980. Lectures on Literature. London: Picador, 1983. 207-250.Proust, Marcel. Swann’s Way. Part I. 1913. Trans. C.K. Scott Moncrieff in 1922. London: Chatto & Windus, 1960.———. Time Regained. 1927. Trans. Stephen Hudson. London: Chatto & Windus, 1957.Purpura, Lia. “On Not Pivoting”. Diagram 12.1 (n.d.). 21 June 2018 <http://thediagram.com/12_1/purpura.html>.Schwartz, Lynne Sharon, ed. The Emergence of Memory: Conversations with W.G. Sebald. New York: Seven Stories Press, 2007.Sebald, W.G. The Rings of Saturn. 1995. Trans. Michael Hulse in 1998. London: Vintage, 2002.——. “Le Promeneur Solitaire.” A Place in the Country. Trans. Jo Catling. London: Hamish Hamilton, 2013. 117-154.Solnit, Rebecca. Wanderlust: A History of Walking. 2001. London: Granta Publications, 2014.White, Edmund. Proust. London: Phoenix, 1999.Wood, James. The Nearest Thing to Life. London: Jonathan Cape, 2015.Woolf, Virginia. “The Narrow Bridge of Art.” Granite and Rainbow. USA: Harvest Books, 1975.

Introduction: Shock WavesAs I carefully unfold the delicate piece of crisp white paper, three rogue words wildly jump up off the page before sinking deeply into my skin: “Cold and condescending.” A charge of anger surges up my spine, as these words begin to now expand and affectively resonate: “I found the instructor to be cold and condescending.” Somehow, these words impact me both emotionally and physiologically (Brennan 3): my heart beats faster, my body temperature rises, my stomach aches. Yet, despite how awful I feel, I keep on reading, as if compelled by some inexplicable force. It is not long before I devour the entire evaluation—or perhaps it devours me?—reading every last jarring word over and over and over again. And pretty soon, before I can even think about it, I begin to come undone ...How is it possible that an ordinary, everyday object can pull at us, unravel us even? And, how do such objects linger, register intensities, and contribute to our harm or good? In this paper, we draw upon our collective teaching experiences at college and high school level in order to explore how teacher evaluations actively work/ed to orient our bodies in molar and molecular ways (Deleuze and Guattari 3), thereby diminishing or enhancing our capacity to act. We argue that these textual objects are anything but dead and lifeless, and are vitally invested with “thing-power,” which is the “ability of inanimate things to animate, to act, to produce effects dramatic and subtle” (Bennett 6).Rather than producing a linear critique that refuses “affective associations” (Felski para. 6) and the “bodily entanglements of language” (MacLure, Qualitative 1000), we offer up a mobile conversation that pulls readers into an assemblage of (shape)shifting moments they can connect with (Rajchman 4) and question. While we attend to our own affective experiences with teacher evaluations, we wish to disrupt the idea that the self is both autonomous and affectively contained (Brennan 2). Instead, we imagine a self that extends into other bodies, spaces, and things, and highlight how teacher evaluations, as a particular thing, curiously animate (Chen 30) and affect our social worlds—altering our life course for a minute, a day, or perhaps, indefinitely (Stewart 12).* * *“The autobiographical is not the personal. […] Publics presume intimacy” (Berlant, The Female vii). Following Berlant, we propose that our individual narratives are always tangled up in other social bodies and are, therefore, not quite our own. Although we do use the word “I” to recount our specific experiences of teacher evaluations, we by no means wish to suggest that we are self-contained subjects confessing some singular life history or detached truth. Rather, together we examine the tensions, commonalities, possibilities, and threats that encounters with teacher evaluations produce within and around collective bodies (Stewart). We consider the ways in which these material objects seep deeply into our skin, re/animate moving forces (e.g. neoliberalism, patriarchy), and even trigger us emotionally by transporting us back to different times and places (S. Jones 525). And, we write to experiment (Deleuze and Guattari 1; Stewart 1) with the kind of “unpredictable intimacy” that Berlant (Intimacy 281; Structures 191) speaks of. We resist (as best we can) telos-driven tales that do not account for messiness, disorientation, surprise, or wonder (MacLure, Classification 180), as we invite readers to move right along beside (Sedgwick 8) us in this journey to embrace the complexities and implications (Nelson 111; Talburt 93) of teacher evaluations as corporeal matters. The “self” is no match for such affective entanglements (Stewart 58).Getting Un/Stuck “Cold and condescending.” I cannot help but get caught up in these words—no matter how hard I try. A million thoughts begin to bubble up: Am I a good teacher? A bad person? Uncaring? Arrogant? And, just like that, the ordinary turns on me (Stewart 106), triggering intense sensations that refuse to stay buried. What began as my reaction to a teacher evaluation soon becomes something else, somewhere else. Childhood wounds unexpectedly well up—leaking into the present, spreading uncontrollably, causing my body to get stuck in long ago and far away.In a virtual flash (Deleuze and Guattari 94), I am somehow in my grandmother’s kitchen once more, which even now smells of avgolemono soup, warm bread rising, home. Something sparks, as distant memories come flooding back to change my course and set me straight (or so I think). When I was a little girl and could not let something go, my yiayia (grandmother) Vasiliki would tell me, quite simply, to get “unstuck” (ξεκολλά). The Greeks, it seems, know something about the stickiness of affective attachments. Even though it has been over twenty years since my grandmother’s passing, her words, still alive, affectively ring in my ear. Out of some kind of charged habit (Stewart 16), her words now escape my mouth: “ξεκολλά,” I command, “ξεκολλά!” I repeat this phrase so many times that it becomes a mantra, but its magic has sadly lost all effect. No matter what I say or what I do, my body, stuck in repetition, “closes in on itself, unable to transmit its intensities differently” (Grosz 171). In an act of desperation (or perhaps survival), I rip the evaluation to shreds and throw the tattered remains down the trash chute. Yet, my actions prove futile. The evaluation lives on in a kind of afterlife, with its haunting ability to affect where my thoughts will go and what my body can do. And so, my agency—my ability to act, think, become (Deleuze and Guattari 361)—is inextricably twisted up in this evaluation, with its affective capacity to connect many “bodies” at once (both material and semiotic, human and non-human, living and dead).A View from Nowhere?At both college and school-level, formal teacher evaluations promise anonymity. Why is it, though, that students get to be voices without bodies: a voice that does not emerge from a complex, contradictory, and messy body, but rather “from above, from nowhere” (Haraway 589)? Once disembodied, students become god-like (Haraway 589), able to “objectively” dissect, judge, and even criticise teachers, while they themselves receive “panoptic immunity” (MacLure, Classification 168).This immunity has its consequences. Within formal and informal evaluations, students write of and about bodies in ways that often feel violating. Teachers’ bodies become spectacle, and anything goes:“Professor is kinda hot—not bad to look at!”“She dresses like a bag lady. [...] Her hair and clothing need an update.”“There's absolutely nothing redeeming about her as a person [...] but she has nice shoes.”(PrawfsBlog)Amid these affective violations, voices without bodies re/assemble into “voices without organs” (Mazzei 732)—a voice that emanates from an assemblage of bodies, not a singular subject. In this process, patriarchal discourses, as bodies of thought, dangerously spring up and swirl about. The voyeuristic gaze of patriarchy (see de Beauvoir; Mulvey) becomes habitual, shaping our stories, encounters, and sense of self.Female teachers, in particular, cannot deny its pull. The potential to create and/or transmit knowledge turns us into “risky subjects” in need of constant surveillance (Falter 29). Teacher evaluations do their part. As a metaphoric panopticon (see Foucault), they transform female teachers into passive spectacles—objects of the gaze—and students into active spectators who have “all the power to determine our teaching success” (Falter 30). The effects linger, do real damage (Stewart), and cause our pedagogical performances to fail every now and then. After all, a “good” female teacher is also a “good female subject” who is called upon to impart knowledge in ways that do not betray her otherwise feminine or motherly “nature” (Falter 28). This pressure to be both knowledgeable and nurturing, while displaying a “visible fragility [...] a kind of conventional feminine vulnerability” (McRobbie 79), pervades the social and is intense. Although it is not easy to navigate, the fact that unrecognisable bodies are subject to punishment (Butler, Performative 528) helps keep power dynamics firmly in place. These forces permeate my body, as well, making me “cold” and “unfair” in one evaluation and “kind” and “sweet” in another—but rarely smart or intelligent. Like clockwork, this bodily visibility and regulation brings with it never-ending self-critique and self-discipline (Harris 9). Absorbing these swarming intensities, I begin to question my capacity to effectively teach and form relationships with my students. Days later, weeks later, years later, I continue to wonder: if even one student leaves my class feeling “bad,” do I have any business being a teacher? Ugh, the docile, good girl (Harris 19) rears her ugly (or is it pretty?) head once again. TranscorporealityEven though the summer sun invites me in, I spend the whole day at home, in bed, unable to move. At one point, a friend arrives, forcing me to get up and get out. We grab a bite to eat, and it is not long before I confess my deepest fear: that my students are right about me, that these evaluations somehow mark me as a horrible teacher and person. She seems surprised that I would let a few comments defeat me and asks me what this is really all about. I shrug my shoulders, unwilling to go there.Later that night, I find myself re-reading my spring evaluations online. The positive ones electrify the screen, filling me with joy, as the constructive ones get me brainstorming about ways I might do things differently. And while I treasure these comments, I do not focus too much on them. Instead, I spend most of the evening replaying a series of negative tapes over and over in my head. Somewhat defeated, I slip slowly back into my bed and find that it surprisingly offers me a kind of comfort that my friend does not. I wonder, “What body am I now in the arms of” (Chen 202)? The bed and I become “interporous” (Chen 203), intimate even. There is much solace in the darkness of those lively, billowy blue covers: a peculiar solace made possible by these evaluations—a thing which compels me to find comfort somewhere, anywhere, beyond the human body.The GhostAs a high school teacher, I was accustomed to being reviewed. Some reviews were posted onto the website ratemyteacher.com, a platform of anonymously submitted reviews of kindergarten through 12th-grade teachers on easiness, helpfulness, clarity, knowledge, textbook use, and exam difficulty. Others were less official; irate commentary posted on social media platforms or baldly concise characterisations of our teaching styles that circulated among students and bounded back to us as hearsay and whispered asides. In these reviews, our teacher-selves were constructed: One became the easy teacher, the mean teacher, the fun teacher, or the hard-but-good teacher. The teacher who could not control her class; the teacher who controlled her class excessively.Sometimes, we googled ourselves because it was tempting to do so (and near-impossible not to). One day, I searched various forms of my name followed by the name of the school. One of my students, a girl with hot pink streaks in her hair and pointy studs shooting out of her belt and necklaces, had written a complaint on Facebook about a submission of a final writing portfolio. The student wrote on the publicly visible wall of another student in my class, noting how much she still had left to do on the assignment. Dotting the observation with expletives, she bemoaned the portfolio as requiring too much work. Then, she observed that I had an oily complexion and wrote that I was a “dyke.” After I read the comment, I closed my laptop and an icy wave passed through me. That night, I went to dinner with friends. I ruminated aloud over the comments: How could this student—with whom I had thought I had a good relationship—write about me in such a derisive manner? And what, in particular, about my appearance conveyed that I was lesbian? My friends laughed; they found the student’s comments funny and indicative of the blunt astuteness of teenagers. As I thought about the comments, I realised the pain lay in the comments’ specificity. They demonstrated the ability of the student to perceive and observe a bodily attribute about which I was particularly insecure. It made me wonder about the countless other eyes and glances directed at me each day, taking in, noticing, and dissecting my bodily self (McRobbie 63).The next morning, before school, I stared at myself in the bathroom mirror and dabbed toner on my skin. Today, I thought, today will be a day in which both my skin texture and my lesson plans will be in good order. After this day, I could no longer bring myself to look this student directly in the eye. I was officious in our interactions. I read her poetry and essays with guarded ambivalence. I decided that I would no longer google myself. I would no longer click on links that were pointedly reviews of me as a teacher.The reviewed-self is a ghost-self. It is a shadow, an underbelly. The comments—perhaps posted in a moment of anger or frustration—linger. Years later, though I have left full-time classroom teaching, I still think about them. I have not recovered from the comments though I should, apparently, have already recuperated from their sharp effects. I wonder if the reviews will ceaselessly follow me, if they will shape the impressions of those who google me, if my reviewed-self will become the first and most formidable impression of those who might come to know me, if my reviewed-self will be the lasting and most formidable way I see myself.Trigger Happy In 2014, a teacher at a California public high school posts a comment on Twitter about wishing to pour coffee on her students. Some of her students this year, she writes, make her “trigger finger itchy” (see Oakley). She already “wants to stab” them a mere two weeks into the school year. “Is that bad?” she asks. One of her colleagues screen-captures her tweets and sends them to the school principal and to a local newspaper. They go viral, resulting in widespread condemnation on the Internet. She is named the “worst teacher ever” by one online media outlet (Parker). The media swarm the school. The reporters interview parents in minivans who are picking up their children from school. One parent, from behind the steering wheel, expresses her disapproval of the teacher. She says, “As a teacher, I think she should be held to a higher accountability than other people” (Louie). In the comments section of an article, a commenter declares that the “mutant should be fired” (Oakley). Others are more forgiving. They cite their boyfriends and sisters who are teachers and who also air grievances, though somewhat less violently and in the privacy of their homes (A. Jones). All teachers have these thoughts, some of the commenters argue, they just are not stupid enough to tweet them.In her own defence, the teacher tells a local paper that she “never expected anyone would take me seriously” (Oakley). As a teacher, she is often “forced to cultivate a ‘third-person consciousness,’ to be an ‘objectified subject’” (Chen 33) on display, so can we really blame her? If she had thought people would take her seriously, “you'd better believe I would have been much more careful with what I've said” (Oakley). The students are the least offended party because, as their teacher had hoped, they do not take her tweets seriously. In fact, they are “laughing it off,” according to a local news channel (Newark Teacher). In a news interview, one female student says she finds the teacher’s tweets humorous. They are fond of this teacher and believe she cares about her students. Seemingly, they do not mind that their teacher—jokingly, of course—harbours homicidal thoughts about them or that she wishes to splash hot coffee in their faces.There is a certain wisdom in the teacher’s observational, if foolhardy, tweeting. In a tweet tagged #secretlyhateyou, the teacher explains that while students may have their own negative feelings towards their teachers, teachers also have such feelings for their students. But, she tweets, “We are just not allowed to show it” (Oakley). At parties and social gatherings, we perform the cheerful educator by leaving our bodies at the door and giving into “the politics of emotion, the unwritten rules that feelings are to be ‘privatised’ and ‘pathologised’ rather than aired” (Thiel 39). At times, we are allowed a certain level of dissatisfaction, an eye roll or shrug of the shoulders, a whimsical, breathy sigh: “Oh you know! Kids today! Instagram! Sexting!” But we cannot express dislike for our own students.One evening, I was on the train with a friend who does not work as a teacher. We observed a pack of teenagers, screaming and grabbing at each other’s cell phones. The friend said, “Aren’t they so fascinating, teenagers?” Grumpily, I disagreed. On that day, no, I was not fascinated by teenagers. My friend responded, shocked, “But don’t you work as a teacher…?” It is an unspoken requirement of the job. We maintain relentless expressions of joy, an earnest wonderment towards those whom we teach. And we are, too, appalled by those who do not exhibit a constant stream of cheerfulness. The teachers’ lunchroom is the repository for “bad” feelings about students, a site of negative feelings that can somehow stick (Ahmed, Happy 29) to those who choose to eat their lunch within this space. Only the most jaded battle-axes would opt to eat in the lunchroom. Good teachers—happy and caring ones—would never choose to eat lunch in this room. Instead, they eat lunch in their classrooms, alone, prepare dutifully for the afternoon’s classes, and try to contain all of their murderous inclinations. But (as the media love to remind us), whether intended or not, our corporeal bodies with all their “unwanted affects” (Brennan 3, 11) have a funny way of “surfacing” (Ahmed, Communities 14).Conclusion: Surging BodiesAffects surge within everyday conversations of teacher evaluations. In fact, it is almost impossible to talk about evaluations without sparking some sort of heated response. Recent New York Times articles echo the more popular sentiments: from the idea that evaluations are gendered and raced (Pratt), to the prevailing notion that students are informed consumers entitled to “the best return out of their educational investments” (Stankiewicz). Evidently, education is big business. So, we take our cues from neoliberal ideologies, as we struggle to make sense of all the fissures and leaks. Teachers’ bodies now become commodified objects within a market model that promises customer satisfaction—and the customer is always right.“Develop a thicker skin,” they say, as if a thicker skin could contain my affects or prevent other affects from seeping in; “my body is and is not mine” (Butler, Precarious 26). Leaky bodies, with their permeable borders (Renold and Mellor 33), affectively flow into all kinds of “things.” Likewise, teacher evaluations, as objects, extend into human bodies, sending eruptive charges that both register within the body and transmit outward into the environment. These charges emerge as upset, judgment, wonder, sadness, confusion, annoyance, pleasure, and everything in between. They embody an intensity that animates our social worlds, working to enhance energies and/or diminish them. Affects, then, do not just come from, and stay within, bodies (Brennan 10). A body, as an assemblage (Deleuze and Guattari 4), is neither self-contained nor disconnected from other bodies, spaces, and things.As a collection of sticky, “material, physiological things” (Brennan 6), teacher evaluations are very much alive: vibrantly shifting and transforming teachers’ affective capacities and life trajectories. Attending to them as such offers a way in which to push back against our own bodily erasure or “the screaming absence in [American] education of any attention to the inner life of teachers” (Taubman 3). While affect itself has become a recent hot-topic across American university campuses (e.g. see “trigger warnings” debates, Halberstam), conversations tend to exclude teachers’ bodies. So, for example, we can talk of creating “safe [classroom] spaces” in order to safeguard students’ feelings. We can even warn learners if material might offend, as well as watch what we say and do in an effort to protect students from any potential trauma. But we cannot, it would seem, matter, too. Instead, we must (if good and caring) be on affective autopilot, where we can only have “good” thoughts about students. We are not really allowed to feel what we feel, express raw emotion, have a body—unless, of course, that body transmits feel-good intensities.And, feeling bad about teacher evaluations ... well, for the most part, that needs to remain a dirty little secret, because, how can you possibly let yourself get so hot and bothered over a thing—a mere object? Yet, teacher evaluations can and do impact our lives, often in ways that are harmful: by inflicting pain, triggering trauma, encouraging sexism and objectification. But maybe, just maybe, they even offer up some good. After all, if teacher evaluations teach us anything, it is this: you are not simply a body, but rather, an “array of bodies” (Bennett 112, emphasis added)—and your body, my body, our bodies “must be heard” (Cixous 880).ReferencesAhmed, Sara. “Happy Objects.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Seigworth. Durham, NC: Duke UP, 2010. 29–51.———. “Communities That Feel: Intensity, Difference and Attachment.” Conference Proceedings for Affective Encounters: Rethinking Embodiment in Feminist Media Studies. Eds. Anu Koivunen and Susanna Paasonen. 10-24. 1 Jan. 2016 <http://www.utu.fi/hum/mediatutkimus/affective/proceedings.pdf>.Bennett, Jane. Vibrant Matter: A Political Ecology of Things. Durham, NC: Duke UP, 2010.Berlant, Lauren. “Intimacy: A Special Issue.” Critical Inquiry 24.2 (1998): 281-88.———. The Female Complaint: The Unfinished Business of Sentimentality in American Culture. Durham, NC: Duke UP, 2008.———. “Structures of Unfeeling: Mysterious Skin.” International Journal of Politics, Culture, and Society 28 (2015): 191-213.Brennan, Teresa. The Transmission of Affect. Ithaca, NY: Cornell UP, 2004.Butler, Judith. “Performative Acts and Gender Constitution: An Essay in Phenomenology and Feminist Theory.” Theatre Journal 40.4 (1988): 519-31.———. Precarious Life: The Powers of Mourning and Violence. New York: Verso, 2004.Chen, Mel. Animacies: Biopolitics, Racial Mattering and Queer Affect. Durham, NC: Duke UP, 2012.Cixous, Hélène, Keith Cohen, and Paula Cohen (trans.). "The Laugh of the Medusa." Signs 1.4 (1976): 875-93.De Beauvoir, Simone. The Second Sex. London: Jonathan Cape, 1953.Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis, MN: U of Minnesota P., 1987.Falter, Michelle M. “Threatening the Patriarchy: Teaching as Performance.” Gender and Education 28.1 (2016): 20-36.Foucault, Michel. Discipline and Punish: The Birth of a Prison. New York: Random House, 1977.Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. St. Leonards, NSW: Allen & Unwin, 1994.Halberstam, Jack. “You Are Triggering Me! The Neo-Liberal Rhetoric of Harm, Danger, and Trauma.” Bully Bloggers, 5 Jul. 2014. 26 Dec. 2015 <https://bullybloggers.wordpress.com/2014/07/05/you-are-triggering-me-the-neo-liberal-rhetoric-of-harm-danger-and-trauma/>.Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14.3 (1988): 575-99.Harris, Anita. Future Girl: Young Women in the Twenty-First Century. New York: Routledge, 2004.Jones, Allie. “Racist Teacher Tweets ‘Wanna Stab Some Kids,’ Keeps Job.” Gawker, 28 Aug. 2014. 1 Jan. 2016 <http://gawker.com/racist-teacher-tweets-wanna-stab-some-kids-keeps-job-1627914242>.Jones, Stephanie. “Literacies in the Body.” Journal of Adolescent & Adult Literacy 56.7 (2013): 525-29.Louie, D. “High School Teacher Insults Students, Wishes Them Bodily Harm in Tweets.” ABC Action News 6. 28 Aug. 2014. 1 Jan. 2016 <http://6abc.com/education/teacher-insults-students-wishes-them-bodily-harm-in-tweets/285792/>.MacLure, Maggie. “Qualitative Inquiry: Where Are the Ruins?” Qualitative Inquiry 17.10 (2011): 997-1005.———. “Classification or Wonder? Coding as an Analytic Practice in Qualitative Research.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 164-83. Mazzei, Lisa. “A Voice without Organs: Interviewing in Posthumanist Research.” International Journal of Qualitative Studies in Education 26.6 (2013): 732-40.McRobbie, Angela. The Aftermath of Feminism: Gender, Culture, and Social Change. London: Sage, 2009.Mulvey, Laura. “Visual Pleasure and Narrative Cinema.” Film Theory and Criticism: Introductory Readings. Eds. Leo Braudy and Marshall Cohen. New York: Oxford UP, 1999. 833-44.Nelson, Cynthia D. “Transnational/Queer: Narratives from the Contact Zone.” Journal of Curriculum Theorizing 21.2 (2005): 109-17.“Newark Teacher Still on the Job after Threatening Tweets.” CBS Local. CBS. 5KPLX, San Francisco, n.d. <http://sanfrancisco.cbslocal.com/video/2939355-newark-teacher-still-on-the-job-after-threatening-tweets/>. Oakley, Doug. “Newark Teacher Who Wrote Nasty, Threatening Tweets Given Reprimand.” San Jose Mercury News, 27 Aug. 2014. 1 Jan. 2016 <http://www.mercurynews.com/education/ci_26419917/newark-teacher-who-wrote-nasty-threatening-tweets-given>.“Offensive Student Evaluations.” PrawfsBlog, 19 Nov. 2010. 1 Jan 2016 <http://prawfsblawg.blogs.com/prawfsblawg/2010/11/offensive-student-evaluations.html>.Parker, Jameson. “Worst Teacher Ever Constantly Tweets about Killing Students, But Is Keeping Her Job.” Addicting Info, 28 Aug. 2014. 1 Jan. 2016 <http://www.addictinginfo.org/2014/08/28/worst-teacher-ever-constantly-tweets-about-killing-students-but-is-keeping-her-job/>.Pratt, Carol D. “Teacher Evaluations Could Be Hurting Faculty Diversity at Universities.” The New York Times, 16 Dec. 2015. 17 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/teacher-evaluations-could-be-hurting-faculty-diversity-at-universities>.Rajchman, John. The Deleuze Connections. Cambridge, MA: MIT P, 2000.Rate My Teachers.com. 1 Jan. 2016 <http://www.ratemyteachers.com>. Renold, Emma, and David Mellor. “Deleuze and Guattari in the Nursery: Towards an Ethnographic Multisensory Mapping of Gendered Bodies and Becomings.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 23-41.Sedgwick, Eve Kosofsky. Touching Feeling: Affect, Pedagogy, Performativity. Durham, NC: Duke UP, 2003.Stankiewicz, Kevin. “Ratings of Professors Help College Students Make Good Decisions.” The New York Times, 16 Dec. 2015. 7 Dec. 2015 <http://www.nytimes.com/roomfordebate/2015/12/16/is-it-fair-to-rate-professors-online/ratings-of-professors-help-college-students-make-good-decisions>.Stewart, Kathleen. Ordinary Affects. Durham, NC: Duke UP, 2007.Talburt, Susan. “Ethnographic Responsibility without the ‘Real.’” The Journal of Higher Education 57.1 (2004): 80-103.Taubman, Peter. Teaching by Numbers: Deconstructing the Discourse of Standards and Accountability in Education. New York: Routledge, 2009.Thiel, Jaye Johnson. “Allowing Our Wounds to Breathe: Emotions and Critical Pedagogy.” Writing and Teaching to Change the World. Ed. Stephanie Jones. New York: Teachers College P, 2014. 36-48.

IntroductionTwo writers, stuck in our university offices, decide to take our thoughts “for a walk” across the page. Writing from Middlesbrough, United Kingdom, and Auckland, New Zealand, we are separated by 18,000 kilometres and 11 hours, and yet here, on the page, our paths meet. How does walking, imaginary or real, affect our thinking? How do the environments through which we move, and the things we see along the way, influence our writing? What role do rhythm and pace play in the process? We invite you to join us on two short walks that reflect on our shared challenges as writers from two different strands of writing studies. Perhaps our paths will intersect, or even overlap, with yours somewhere? Ultimately, we aim to find out what happens when we leave our academic baggage behind, side-stepping dense theoretical arguments and comprehensive literature reviews for a creative-critical exploration. Evija: Let’s admit it, Sophie—I’m stuck. I’ve spent half a day in front of this computer but have hardly typed a line. It’s not just writing. It’s my thinking. I feel like my mind is weighed down by the clutter of thoughts that lead nowhere.Look at my surroundings. My office is crammed with stuff. So many thoughts buried under piles of paper, insisting on their place in the work in which they so obviously do not belong. I also can’t help but feel the magnetic pull of others’ ideas from all the books around me. Each thought, each reference, fights for its place in my work. What an unbearable intertextual mess...Sophie: I think that everyone who has ever tried to write knows exactly what these moments feel like. We can feel so lost, so stuck and blocked. Have you ever noticed that the words that we use about these feelings are intensely visceral? Perhaps that’s why, when the words won’t come, so many of us find it helpful to get up and move our bodies. Evija, shall we leave our desks behind for a while and go for a walk? Would you like to join me?E: Most certainly! Apparently, Friedrich Nietzsche loved to take his mind for a walk (Gros). Ideas, born among books, says Frédéric Gros, “exude the stuffy odour of libraries” (18). Gros describes such books as “grey”: “overloaded with quotations, references, footnotes, explicatory prudence, indefinite refutations” (19). They fail to say anything new and are “crammed”, “stuffed”, and “weighed down”; they are “born of a compilation of the other books” (Gros 19) so also bear their weight. Essentially, we are told, we should think of the books we are writing as “expression[s] of [our] physiology” (Gros 19). If we are shrivelled, stuck, stooped, tense, and tired, so also are our thoughts. Therefore, in order to make your thoughts breathe, walk, and even “dance”, says Nietzsche, you should go outdoors, go up in the mountains.S: As I read what you’ve written here, Evija, I feel as if I’m walking amongst your thoughts, both here on the screen and in my imagination. Sometimes, I’m in perfect step with you. At other times, I want to interrupt, tug on your sleeve and point, and say “Look! Have you seen this, just up ahead?”E: That’s the value of companionship on the road. A shared conversation on the move can lead to a transformation of thought, a conversion, as in the Biblical stories of the roads to Emmaus and Damascus. In fact, we tested the power of walking and talking in rural settings in a series of experimental events organised for academics in Auckland, New Zealand, throughout 2017 (see our blog post on Writing, Writing Everywhere website). It appeared to work very well for writers who had either been “stuck” or in the early stages of drafting. Those who were looking to structure existing thoughts were better off staying put. But walking and talking is an entire other topic (see Anderson) that we should discuss in more depth some other time.Anyway, you’ve brought us to what looks like a forest. Is this where you want us to go?A Walk “into the Woods,” or Getting in the Thick of Free-Writing S: Yes, just follow me. I often walk in the woods close to where I live. Of course, going “into the woods” is itself a metaphor, rich with fairy-tale connotations about creativity. The woods are full of darkness and danger, grandmother’s cottage, wild beasts, witches, poisonous fruits. The woods are where traps are laid, where children wander and get lost, where enchantments befall us. But humans have always been seduced by the woods and what lies in wait there (Maitland). In Jungian terms, losing oneself in darkness is a rite of initiation. By stepping into the woods, we surrender to not knowing, to walking off the path and into the depths of our imagination. I dare you to do that, right now! E: Letting go is not always easy. I keep wanting to respond to your claim by adding scholarly references to important work on the topic. I want to mention the father of the essay, Michel de Montaigne, for whom this form of writing was but “an attempt” (from Old French, “essai”) to place himself in this world, a philosophical and literary adventure that stood very far from the rigidly structured academic essay of the present day (Sturm). We’ve forgotten that writing is a risky undertaking, an exploration of uncharted terrains (Sturm). S: Yes, and in academic thinking, we’re always afraid to ramble. But perhaps rambling is exactly what we need to do. Perhaps we need to start walking without knowing where we’re going ... and see where it takes us. E: Indeed. Instead of going on writing retreats, academics should be sent “into the woods”, where their main task would be to get lost before they even start to think.S: Into the Woods, a reality TV show for academics? But seriously, maybe there is something about walking into the woods—or a landscape different from our habitual one—that symbolises a shift in feeling-state. When I walk into the woods, I purposely place myself in a different world. My senses are heightened. I become acutely aware of each tiny sound—the ticking of the leaves, the wind, the birdsong, the crunch of my feet, the pounding of the blood in my ears. I become less aware of all the difficult parts of myself, my troubles, my stuckness, what weighs on me so heavily. It seems to me that there is a parallel here with a state of consciousness or awareness famously described by the psychologist of optimal experience, Mihalyi Csikszentmihalyi, as “flow”. In flow, “the loss of a sense of self separate from the world around it is sometimes accompanied by a feeling of union with the environment” (Csikszentmihalyi 63), together with pleasure in movement and in the sensory experience of seeing the world. So flow might be one way of thinking about my lived experience of walking in the woods. But this shift has also been described by the psychotherapist Marion Milner as a shift from “narrow thinking” into a “wider” way of looking, listening, feeling, and moving—a feeling state that Milner called the “fat feeling”. She identified this “fat feeling” as characteristic of moments when she experienced intense delight (Milner 15) and she began to experiment with ways in which she could practice it more purposefully.In this sense, walking is a kind of “trick” that I can play upon myself. The shift from office to woods, from sitting at my desk to moving through the world, triggers a shift from preoccupation with the “head stuff” of academic work and into a more felt, bodily way of experiencing. Walking helps me to “get out of my head.”E: So wandering through this thicket becomes a kind of free writing?S: Yes, free writing is like “taking a line for a walk” on the page, words that the Swiss-German artist Paul Klee famously attributed to drawing (Klee 105; see also Raymond). It’s what we’re doing here, wouldn’t you say?Two Lines of Walking: A drawing by Evija. E: Yes—and we don’t know where this walk will lead us. I’m thinking of the many times I have propelled myself into meaningful writing by simply letting the hand do its work and produce written characters on the screen or page. Initially, it looks like nonsense. Then, meaning and order start to emerge.S: Yes, my suggestion is that walking—like writing—frees us up, connects us with the bodily, felt, and pleasurable aspects of the writing process. We need this opportunity to meander, go off at tangents...E: So what qualities do free writing and walking have in common? What is helpful about each of these activities?S: A first guess might be that free writing and walking make use of rhythm. Linguist and psychoanalyst Julia Kristeva calls the sound, rhythm, and texture of language the “semiotic”. For Kristeva, the “semiotic” (the realm of bodily drives and affects, rhythms, pre-verbal babble) and the “symbolic” (the realm of prescribed language, linguistic structure, grammar, and judgment) do not exist in rigid opposition to one another. Instead, they form a continuum which she calls “signifiance” or signification (Kristeva 22), a “dialectic” (24) of making meaning. According to Kristeva, even the smallest element of symbolic meaning, the phoneme, is involved in “rhythmic, intonational repetitions” (103) so that, as we order phonemes into words and words into sentences, our language pulses with the operations of our bodily, instinctual drives. Kristeva thinks in terms of an “explosion of the semiotic in the symbolic” (69). E: An explosion. I like that!S: Me too.My theory is that, by letting go into that rhythm a little, we’re enabling ourselves to access some of the pre-verbal force that Kristeva talks about. E: So the rhythm of walking helps us to connect with the rhythmic qualities of the semiotic?S: Exactly. We might say that a lot of academic writing tends to privilege the symbolic—both in terms of the style we choose and the way that we structure our arguments. E: And academic convention requires that we make more references here. For example, as we’re discussing “free writing”, we could cite Ken Macrorie or Peter Elbow, the two grandfathers of the method. Or we might scaffold our talks about collaborative writing as a means of scholarly inquiry, with the work of Laurel Richardson or another authority in the field.S: Yes, and all of this is an important part of academic practice, of course. But perhaps when we give ourselves permission to ramble and meander, to loosen up the relationships between what we feel and what we say, we move along the continuum of meaning-making towards the more felt and bodily, and away from the received and prescribed. …S: And I’ve put an ellipsis there to mark that we are moving into another kind of space now. We’re coming to a clearing in the woods. Because at some point in our rambling, we might want to pause and make a few suggestions. Perhaps we come to a clearing, like this one here. We sit down for a while and collect our thoughts.E: Yes. Let’s sit down. And, while you’re resting, let me tell you what this “collecting of thoughts” reminds me of.I’m thinking that we don’t necessarily need to go anywhere to get away from our particular state of mind. A shared cup of coffee or a conversation can have the same effect. Much has already been said about the effects of alcohol, tobacco, and drugs on writing; all rather harmful ways of going “on a trip” (Laing; Klein). In our case, it’s the blank pages of a shared Google Doc that has brought us together, collecting our thoughts on walking and moving us into a different realm, a new world of exciting and strange ideas to be explored. And the idea of mapping out this space by gradually filling its pages with words sets our minds on a journey.S: That’s interesting. The choreographer Twyla Tharp talks about the power of ritual in creating this shift for us into a creative or flow state. It could be lighting a candle or drinking a glass of water. There is a moment when something “clicks”, and we enter the world of creativity.E: Yes, a thing can act as a portal or gateway. And, as I want to show you, the things in the landscape that we walk through can help us to enter imaginary realms.So can I take you for a little walk now? See that winding country road leading through open fields and rolling hills? That’s where we’re going to start.A publicity image, drawn by Evija, for Walking Talking Writing events for academics, organised at the University of Auckland in 2017.A Walk “through the Countryside”, or Traversing the Landscape of ThoughtsE: Sophie, you spoke earlier about the way that experiencing yourself in relation to the environment is important for opening up your imagination. For example, just allowing yourself to be in the woods and noticing how the space pulsates around you is enough to awaken your bodily awareness.But let’s take a stroll along this road and let me explain to you what’s happening for me. You see, I find the woods too distracting and stimulating. When I’m stuck, I crave openness and space like this landscape that we’re walking through right now. S: Too much detail, too many things, overwhelm you?E: Exactly. Here, where the landscape is simple and spacious, my thoughts can breathe. Ideas quietly graze as I move through them. The country road is under my feet and I know exactly where I’m heading – beyond that horizon line in the distance… I need to be able to look far into that hazy distance to get my sense of seeing things “in depth.” All this makes me think of a study by Mia Keinänen in which she surveyed nine Norwegian academics who habitually walk to think (Keinänen). Based on their personal observations, the resulting article provides interesting material about the importance of walking—its rhythm, environment, and so on—on one’s thinking. For one of the academics, being able to see landmarks and thoughts in perspective was the key to being able to see ideas in new ways. There is a “landscape of thinking”, in which thinking becomes a place and environment is a process.For another participant in the study, thoughts become objects populating the landscape. The thinker walks through these object-thoughts, mapping out their connections, pulling some ideas closer, pushing others further away, as if moving through a 3D computer game.S: Hmm. I too think that we tend to project not only thoughts but also the emotions that we ourselves might be experiencing onto the objects around us. The literary critic Suzanne Nalbantian describes this as the creation of “aesthetic objects”, a “mythopoetic” process by which material objects in the external world “change their status from real to ‘aesthetic’ objects” and begin to function as “anchors or receptacles for subjectivity” (Nalbantien 54).Nalbantian uses examples such as Proust’s madeleine or Woolf’s lighthouse to illustrate the ways in which authors of autobiographical fiction invest the objects around them with a particular psychic value or feeling-tone.For me, this might be a tree, or a fallen leaf on the path. For you, Evija, it could be the horizon, or an open field or a vague object, half-perceived in the distance. E: So there’s a kind of equivalence between what we’re feeling and what we’re noticing? S: Yes. And it works the other way around too. What we’re noticing affects our feelings and thoughts. And perhaps it’s really about finding and knowing what works best for us—the landscape that is the best fit for how we want to feel… E: Or how we want to think. Or write. S: That’s it. Of course, metaphor is another way of describing this process. When we create a metaphor, we bring together a feeling or memory inside us with an object in the outside world. The feeling that we carry within us right now finds perfect form in the shape of this particular hillside. A thought is this pebble. A memory is that cloud…E: That’s the method of loci, which Mia Keinänen also refers to (600) in her article about the walking-thinking Norwegian academics. By projecting one’s learnt knowledge onto a physical landscape, one is able to better navigate ideas.S: Although I can’t help thinking that’s all a little cerebral. For me, the process is more immediate and felt. But I’m sure we’re talking about something very similar...E: Well, the anthropologist Tim Ingold, who has written a great deal on walking, in his article “Ways of Mind-Walking: Reading, Writing, Painting” urges us to rethink what imagination might be and the ways that it might relate to the physical environment, our movement through it, and our vision. He quotes James Elkins’s suggestion (in Ingold 15-16) that true “seeing” involves workings of both the eye and the mind in bringing forth images. But Ingold questions the very notion of imagination as a place inhabited by images. From derelict houses, barren fields and crossroads, to trees, stray dogs, and other people, the images we see around us do not represent “the forms of things in the world” (Ingold 16). Instead, they are gateways and “place-holders” for the truer essence of things they seem to represent (16). S: There’s that idea of the thing acting as a gateway or portal again… E: Yes, images—like the ruins of that windmill over there—do not “stand for things” but help us experientially “find” those things (Ingold16). This is one of the purposes of art, which, instead of giving us representations of things in the world, offers us something which is like the things in the world (16)—i.e., experiences.But as we walk, and notice the objects around us, are there specific qualities about the objects themselves that make this process—what you call “projection”—more or less difficult for us?A drawing by Latvian artist Māris Subačs (2016). The text on the image says: “Clouds slowly moving.” Publicity image for Subačs’s exhibition “Baltā Istaba” (The White Room), taken from Latvijas Sabiedriskie Mediji, https://www.lsm.lv/. S: Well, let’s circle back now—on the road and on the page. We’ve talked about the way that you need wide, open spaces, whereas I find myself responding to a range of different environments in different ways. How do you feel now, as we pause here and begin to retrace our steps? E: How do I feel? I’m not sure. Right now, I’m thinking about the way that I respond to art. For example, I would say that life-like images of physical objects in this world (e.g., a realistic painting of a vase with flowers) are harder to perceive with my mind's eye than, let’s say, of an abstract painting. I don’t want to be too tied to the surface details and physicality of the world. What I see in a picture is not the representation of the vase and flowers; what I see are forms that the “inner life force”, to use Ingold’s term, has taken to express itself through (vaseness, flowerness). The more abstract the image, the more of the symbolic or the imaginary it can contain. (Consider the traditional Aboriginal art, as Ingold invites, or the line drawings of Latvian artist Māris Subačs, as I suggest, depicted above.) Things we can observe in this world, says Ingold, are but “outward, sensible forms” that “give shape to the inner generative impulse that is life itself” (17). (This comes from the underlying belief that the phenomenal world itself is all “figmented” (Ingold 17, referring to literary scholar Mary Carruthers).)S: And, interestingly, I don’t recognise this at all! My experiencing of the objects around me feels very different. That tree, this pine cone in my hand, the solidity of this physical form is very helpful in crystallising something that I’m feeling. I enjoy looking at abstract paintings too. I can imagine myself into them. But the thing-ness of things is also deeply satisfying, especially if I can also touch, taste, smell, hold the thing itself. The poet Selima Hill goes for a walk in order to gather objects in a Tupperware box: “a dead butterfly, a yellow pebble, a scrap of blue paper, an empty condom packet.” Later she places an object from these “Tupperware treasures” on her writing desk and uses it “to focus on the kernel of the poem”, concentrating on it “to select the fragments and images she needs” (Taylor). This resonates with me.E: So, to summarise, walking seems to have something to do with seeing, for both of us. S: Yes, and not just seeing but also feeling and experiencing, with all of our senses. E: OK. And walking like appreciating art or writing or reading, has the capacity to take us beyond what shows at surface level, and so a step closer to the “truer” expression of life, to paraphrase Ingold. S: Yes, and the expression that Ingold calls more “true” is what Kristeva would say is the semiotic, the other-than-meaning, the felt and bodily, always bubbling beneath the surface. E: True, true. And although Ingold here doesn’t say how walking facilitates this kind of seeing and experiencing, perhaps we can make some suggestions here.You focused on the rhythm of walking and thinking/writing earlier. But I’m equally intrigued by the effects of speed. S: That resonates for me too. I need to be able to slow down and really experience the world around me. E: Well, did you know that there are scientific studies that suggest a correlation between the speed of walking and the speed of thinking (Jabr; Oppezzo and Schwartz)? The pace of walking, as the movement of our bodies through space, sets a particular temporal relationship with the objects we move past. In turn, this affects our “thinking time”, and our thinking about abstract ideas (Cuelenaere 127, referring to George Lakoff and Mark Johnson’s ideas).S: That makes sense to me. I noticed that when we were walking through the woods, we had slowed right down and then, as we reached the open road, you seemed to want to go much faster than me…E: Yes, at a steady pace. That’s perhaps not surprising. Because it seems that the speed of our walking is intimately connected with our vision. So if I’m moving through a landscape in which I’m fully immersed, I’m unable to take in everything around me. I choose to rest my eyes on a few select points of interest. S: Or on the horizon…E: Yes. The path that leads through an open field allows me to rest my eyes on the distant horizon. I register the patterns of fields and houses; and perhaps I catch sight of the trees in my peripheral vision. The detailed imagery, if any, gets reduced to geometrical figures and lines.The challenge is to find the right balance between the stimuli provided by the external world and the speed of movement through it.S: So the pace of walking can enable us to see things in a certain way. For you, this is moving quickly, seeing things vaguely, fragmentally and selectively. For me, it’s an opportunity to take my time, find my own rhythm, to slow down and weigh a thought or a thing. I think I’m probably the kind of walker who stops to pick up sticks and shells, and curious stones. I love the rhythm of moving but it isn’t necessarily fast movement. Perhaps you’re a speed walker and I’m a rambler? E: I think both the pace and the rhythm are of equal importance. The movement can be so monotonous that it becomes a meditative process, in which I lose myself. Then, what matters is no longer the destination but the journey itself. It’s like...S: Evija! Stop for a moment! Over here! Look at this! E: You know, that actually broke my train of thought. S: I’m sorry… I couldn’t resist. But Evija, we’ve arrived at the entrance to the woods again. E: And the light’s fading… I should get back to the office.S: Yes, but this time, we can choose which way to go: through the trees and into the half-dark of my creative subconscious or across the wide, open spaces of your imagination. E: And will we walk slowly—or at speed? There’s still so much to say. There are other landscapes and pathways—and pages—that we haven’t even explored yet.S: But I don’t want to stop. I want to keep walking with you.E: Indeed, Sophie, writing is a walk that never ends. ReferencesAnderson, Jon. “Talking whilst Walking: A Geographical Archaeology of Knowledge.” Area 36.3 (2004): 254-261. Csikszentmihalyi, Mihalyi. Flow and the Psychology of Discovery and Invention. NewYork: Harper Perennial, 1997.Cuelenaere, Laurence. “Aymara Forms of Walking: A Linguistic Anthropological Reflection on the Relation between Language and Motion.” Language Sciences 33.1 (2011):126-137. Elbow, Peter. Writing without Teachers. 2nd ed. Oxford: Oxford UP, 1998. Gros, Frédéric. 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