The Media is the Message (not just the message)

To Linguists, Fictionist,
Transcendental & Romanticists
(& Colleagues Across the Curriculum)
 
One (probably) final Preludic attempt
to indicate An Environed Mental Change
characteristic of my so-called “courses.”
 
The Media is the Message
(not the message)
 
In other words: the Context is
the Text (not the text)
 
Or: the Process is the Product,
(not the product.)
 
And the Background is the Figure
(not the figure)
 
       A joke, yes?  Get it?
 
This possibly confusing play with words
may be a delight or a consternation for
you—and suggests what happens when
How Things are Said (the media) is
factored-in as significant to attention
efficiency as What is Being Talked About:
the token topics, the subject-object matters.
 
What a group of students (context) has to
say about a text—ways a group responds
and interacts over an idea,  story, essay:  as
important as the text itself?  OR (really)
more important. Yes? No?
 
How we mess around to figure out some
notion or other, word on a page or in air,
is as & maybe more significant than whether
we figure IT our or nor – or get IT right or not!
 
True?  False?  Need we argue?
 
BACKGROUND is US—studiers (the word
"study" comes from Indo European: steu –
“to be hit with a stick”  Stunned stupid (really)
prerequisite for student and study.
 
FIGURE:  whatever IT is we are studying,
focusing our attention efficiency on, putting
our selves in play
 
Imagine an environment where figure &
background are of at least equal  importance,
media and message of at least equal significance,
context and text of at least equal value
 
Bound to get confusing fast, yes?   When my
attention-deficit-as-student studying is as much
a part of the process as my attention-efficiency:
well, it's not like what I'm used to in them
other-guy's courses.  Like it or not.
 
An environmental issue.
 
Best Sam  (feel free to hit reply or better,
reply-to-all if you want to continue this play)