Los sistemas de escritura rompen barreras temporales y permiten compartir conocimiento y preservarlo. Como si fuesen organismos vivos, las estructuras narratológicas que conforman la comunicación textual crecen a partir de principios de orden y formas de codificación cuyas raíces retroceden hasta un proto-alfabeto de origen semítico. Sin embargo, la historia literaria incluye muchos ejemplos que, cual virus, han buscado quebrantar el cuerpo de la textualidad alfabética. Este ensayo estudia tres artistas fundamentales, James Joyce, Jorge Luis Borges,William Burroughs, junto con varias obras contemporáneas de literatura electrónica. Todos ellos ponen en cuestión los principios organizativos alfabéticos y anticipan el debate sobre la importancia o no de las estructuras lineales en los sistemas de representación.
Art is a way to give autonomy to sensorial experiences beyond natural perception. Thus, it serves as a form of meta-representation, a model for raising awareness in recognition and cognition. In the West, the first discussions on aesthetics, coming mainly from ancient Greece, inscribed art within analogy and representation (mimesis) and, simultaneously, within telling and narration (diegesis). The term ekphrasis was used to describe the skills that enabled the translation of artistic content and its expression in different formats, whether painting, sculpture, oral poetry, writing, dance, performance and so on. Until the 20 th century, ekphrasis was mainly contemplated as the verbalization of aesthetic aspects from visual media (mostly painting and sculpture). In this paper, I examine Lewis Carroll's poem "Jabberwocky" included in the novel Through the Looking-Glass, and compare it to Jan Švankmajer's 1971 movie by the same title. I also explore Simon Biggs' 2010 installation reRead, inspired in the novel. The three works are used as examples of art works which break analogic principles and bring to the fore, each in a different medium, the metamorphosis of ekphrastic processes 1 .
Blended Mobility formats such as joint international blended courses have the potential to enable more students at universities and other HEIs to gain international experiences in the course of their studies. They enhance transnational cooperation in the European Higher Education Area by building bridges at the crossroads of education, research, innovation, serving society and economy. In this article, the authors reflect on their experiences in the conception, planning, organisation and implementation of a joint international blended course between Freie Universität Berlin and Universidad Complutense de Madrid in the field of sustainable development in the summer semester of 2022. The course was offered within the framework of the Erasmus+ KA3 project “Online Pedagogical Resources for European Universities” (OpenU project).
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