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08294_Field_TCGG T59.txt
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1996-04-10
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African child receives instead an education which depends
much more exclusively on the spoken word and which is
relatively highly charged with drama and emotion. (p.
308)
That is, a child in any Western milieu is surrounded by an
abstract explicit visual technology of uniform time and uniform
continuous space in which “cause” is efficient and sequential,
and things move and happen on single planes and in successive
order. But the African child lives in the implicit, magical world of
the resonant oral word. He encounters not efficient causes but
formal causes of configurational field such as any nonliterate
society cultivates. Carothers repeats again and again that
“rural Africans live largely in a world of sound—a world loaded
with direct personal significance for the hearer—whereas the
Western European lives much more in a visual world which is on