Remarks on Teaching
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Item Open Access Oracular Fragments: Harold Innis, Plato and the Oral Tradition - Teaching and the Canadian Obligation(1987) Cameron, Evan Wm.An enquiry into the nature, scope and limits of the conjectures of Harold Innis with respect to the oral tradition and its possible import for the art of teaching – within Canada in particular.Item Open Access A Note on the Proper Study of Film: A Response to C. B. Hunt(1980) Cameron, Evan Wm.A cautionary response, published within the Newsletter of the American Film Institute in November-December 1980, to suggestions to the contrary about the teaching of film and the administration of those doing it made within a previous issue by Dr. C. B. Hunt, Jr., Dean of the College of Fine Arts and Communication at Southern Illinois University.Item Open Access How to Measure an Ideology(1984) Cameron, Evan Wm.A primer on the rudiments of the tough task of theorizing for film 'theorists' unable to distinguish theories from ideologies.Item Open Access Filmmaking, Teaching and the Colonial Experience: An Immigrant's Account from "English" Canada of a Story of American Success(1992) Cameron, Evan Wm.A caustic commentary on the nature, scope and limits of filmmaking and the teaching of it within Canada provoked by a supposedly informed review of the former that appeared within the Globe & Mail of Toronto ("Canada's National Newspaper") in December of 1991.Item Open Access LE JEU EST FINI; LA GUERRE COMMENCE (or Playin' by the Rules Ain't Hardly No Fun Anymore)(1978) Cameron, Evan Wm.An address on the nature, scope and consequences of the coming industrialisation of higher education presented to the Invitational Conference and Workshop on Film/Video as an Artistic, Professional, and Academic Discipline, 16-19 August 1978, School of Performing Arts, University of Southern California, Los Angeles, California.Item Open Access McLuhan's Method: the Mad Hatter at Tea with Austin and Wittgenstein(1989) Cameron, Evan Wm.What was McLuhan doing? How was he doing it? Was it important? Within this essay I try to answer those questions by linking what he said and did, and how he did it, with the ways and means of the seemingly dissimilar philosophical project of Austin and Wittgenstein.Item Open Access Bypassing Elder - Sitney on Elder on Brakhage(2000) Cameron, Evan Wm.P. Adams Sitney, in his otherwise estimable review of Bruce Elder's The Films of Stan Brakhage in the American Tradition of Ezra Pound, Gertrude Stein, and Charles Olson, disregards the author's goal of demonstrating how Brakhage's achievement can be understood only from within the broad historical context of artistical and philosophical works by others that informed the modernist tradition, including Elder's own. To discount the references and extended commentaries that constitute the core of Elder's argument about the texts and films by himself and others that must be understood to understand better the works of Brakhage, even if unknown to Brakhage himself, is to misconstrue the aim and content of Elder's book and to mislead readers about the nature of his achievement within the book and elsewhere. The aim of this note is to assist readers to ponder what Elder wrote rather than mismeasuring it against whatever phantom texts Sitney would have preferred to encounter.Item Open Access From Plato to Socrates: Wittgenstein's Journey on Collingwood's Map(2003) Cameron, Evan Wm.How can I learn and help others to learn to mean more precisely by saying, doing and making things? By attending to how Ludwig Wittgenstein and Robin Collingwood answered that question during the first half of the twentieth century. I show how the last of three answers given by Wittgenstein, and the journey that he undertook to arrive at it, exemplify the kind of answer that Collingwood had been advocating and exemplifying. I conclude by suggesting, however, that a fourth answer upon which they converged unwittingly points even further along the road to philosophical understanding than either of them was able to go, namely that if we are to answer such questions exactly, we must approach them not only historically but biographically.