Recovered Writing: Undergraduate Technologies of Representation Essay on a Future Technology, Personal Computing Device, Nov 18, 2004

This is the thirteenth post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.

In the next few Recovered Writing posts, I will present my major assignments from Professor Kenneth J. Knoespel’s LCC 3314 Technologies of Representation class at Georgia Tech. LCC 3314 is taught in many different ways by the faculty of the Georgia Tech’s School of Literature, Media, and Communication, but I consider myself fortunate to have experienced Professor Knoespel’s approach to the course during the last phase of my undergraduate tenure. The ideas that we discussed in his class continue to inform my professional and personal thinking. Also, I found Professor Knoespel a great ally, who helped me along my path to graduation with side projects and independent studies.

This is another example of a WOVEN multimodal essay assignment. In it, I used WVE/written, visual, electronic modes to discuss a specific technology. These essays (focused on past, present, and future technologies) gave me a chance to use technology to explore the meaning behind and impact of technologies. The next essay will focus on a future technology of my own design.

In this essay assignment, we were tasked with exploring an imagined future technology. At the time, I was fascinated with wearable computing. However, I only knew about it from my reading in magazines and online. I could not afford a 2004-era wearable computing rig, so I thought about how to improve on an idea of wearable computing for everyone. If only I had made a few more connections–namely touch and the phone.

Nevertheless, I had a lot of fun designing the PCD and writing this essay.

Jason W. Ellis

Professor Kenneth J. Knoespel

LCC3314 – Technologies of Representation

November 18, 2004

Artifact of the Future – Personal Computing Device

Personal Computing Device - PCD (Drawing by Jason Ellis)
Personal Computing Device – PCD (Drawing by Jason Ellis)

The Artifact

The Personal Computing Device (PCD) is an inexpensive and portable computer that can interface with many different input/output (I/O) components.  It is a one-piece solution to the ubiquity of computing and information storage in the future.  Its plain exterior hides the fact that this artifact is a powerful computing platform that transforms “dummy terminals” into points of access where one may access their own computer that is small enough to fit in a shirt pocket.

Description

The device measures 3″ wide by 4″ tall by 3/4″ thick.  On one of the long sides there is a small 1/4″ notch.  This notch matches with a similar notch on the interface port of wearable computer networks, computing stations, and entertainment systems.  The notch allows user to insert the PCD in only one orientation.  This protects the PCD and the interface port it is being plugged into.  The PCD is housed in a thin aluminum shell.  As the PCD does computing work, its circuits emit heat which needs to be removed from the system.  Because of the very small (< 90nm) circuit manufacturing process, the PCD uses very little power which translates to it emitting less heat than today’s Pentium 4 or Athlon64 processors.  Aluminum is an excellent choice for its metal housing because it is thermally conductive (removes heat), it is lightweight, and it is inexpensive.

Dimensional view of PCD (Drawing by Jason Ellis)
Dimensional view of PCD (Drawing by Jason Ellis)

There are no switches or indicators on the PCD.  It has only one interface port as pictured in the top-left of the drawing above.  This interface makes the PCD unique.  This standardized interface allows the PCD to be used on any computing system that is designed for the PCD.  Computer hardware, wearable computer networks, and home entertainment systems are “dummy terminals” which rely on the PCD to be the “brains.”

The PCD is a full featured computer.  It processes data, runs programs, and stores data on built-in solid-state memory.  Engineers were able to build a complete “computer on a chip” using new silicon circuitry layering techniques.  The result of this is the Layered Computing System as drawn in the internal schematic of the PCD (below).  Reducing the number of chips needed for a computing application has been a long-standing goal of electrical and computer engineering.  Steven Wozniak at Apple Computer was able to design elegant layouts for the original Apple I, and later, the Apple II.  He designed custom chips that brought the functions of several chips into a single chip.  AMD is continuing the trend today after integrating the CPU memory controller onto the new Athlon64 processor.  NVIDIA introduced the nForce3 250 GB chipset which integrated the system controller chip, sound, LAN (networking), and firewall all onto one chip.

Internal layout of the PCD (Drawing by Jason Ellis)
Internal layout of the PCD (Drawing by Jason Ellis)

The solid-state memory is similar to today’s flash memory (e.g., USB Flash Drives or compact flash digital camera memory).  The difference lies in the density of the memory on the PCD.  Layering techniques are used in building the solid-state memory so that it is very dense (more data storage per unit area than today’s flash memory).  Typical PCD solid-state memory storage is 120 GB (gigabytes).  The PCD’s large memory area has no moving parts because it is made out of solid-state memory.  Traditionally, computers need a hard drive to store large amounts of information for random access.  Hard drives are a magnetic storage that depends on round platters rotating at high speed while a small arm moves across the platters reading and writing information.  Flash memory does not need to spin or have a moving arm.  Data is accessed, written, and erased electronically.

The PCD has a built-in battery for mobile use.  When the PCD is plugged into a wall-powered device such as a computer terminal or entertainment system, it runs off power supplied by the device it is plugged into and its battery will recharge.

Social Significance

The introduction of the PCD revolutionizes personal computing.  The PCD empowers users to choose the way in which they interface with computers, networks, and data.  Computer displays, input/output, and networks have become abstracted from the PCD.  A user chooses the operating system (the latest Linux distribution, Windows, or Mac OS X) and the programs (e.g., Office, Appleworks, iTunes) for his or her own PCD.  That person uses only their own PCD so that it is customized in the way that they see fit and they will develop an awareness of its quirks and abilities in the same way that a person learns so much about his or her own car.

The “faces” of computers (i.e., monitors, keyboards, mice, trackballs, and printers) are abstracted away from the “heart” of the computer.  The PCD is the heart because it processes data through it (input/output) much like the heart muscle moves blood through itself.  A PCD also acts as a brain because it stores information and it can computationally work on the stored data.  The traditional implements of computer use are transformed into dummy terminals (i.e., they possess no computational or data storage ability).  Each of these devices have an interface port that one plugs in their personalized PCD.  The PCD then becomes the heart and brain of that device and it allows the user to interface with networks, view graphics on monitors, or print out papers.

Computer Terminal and Entertainment Systems with PCD Interfaces (Drawing by Jason Ellis)
Computer Terminal and Entertainment Systems with PCD Interfaces (Drawing by Jason Ellis)

Both the PCD and the dummy terminals are a standardized computing platform.  Consumer demand, market forces, and entrepreneurial insight led to the evolution that culminated with the PCD as the end product.  Consumers were overburdened with desktop computers, laptop computers, and computer labs.  Every computer one might encounter could have a very different operating system or set of software tools.  The data storage on one computer would differ from the next.  A new standard was desired to allow a person to choose their own computing path that would be accessible at any place that they might be in need of using a computer.

Computer manufacturer businesses saw ever declining profits as computers were becoming more and more mass-produced.  Additionally, no one company built all of the parts that went into a computer so profit was lost elsewhere as parts were purchased to build a complete computer for sale.

New integrated circuit manufacturing techniques allowed for greater densities of transistors and memory storage.  These manufacturing techniques also allowed for lower power consumption and thus reduced heat from operation (which was a long-standing problem with computers).

With the consumer, desire for something new and innovative coupled with a new way of building computer components led to the founding of a new computer design consortium.  Hardware and software manufacturers came together to design a computing platform that would fulfill the needs of consumers as well as improve failing profits.  The PCD design consortium included computer and software businesses, professional organizations, and consumer/enthusiast groups.

The PCD almost didn’t see the light of day because of influence from large lobbying groups in Washington.  This involved copyright groups such as the Recording Industry Association of America (RIAA) and the Motion Picture Association of America (MPAA).  These groups decried the potential copyright violations possible with the PCD.  Epithets, curses, and bitching issued from the RIAA and MPAA lobbyists’ mouths.  Consumer outrage over these large business groups attempting to throw their weight around caused a surge of grassroots political involvement that unseated some Congressional members and scared the rest into line.  The public wanted to see what would come out of the PCD Design Consortium before judgment was passed on its useful and legal purposes.

With the legal hurdles temporarily under control, the PCD was released to the public.  New and inventive uses were immediately made of the PCD.  One of the first innovations involved the Wearable Computer Network.  Wearable computing was a long researched phenomenon at the Wearable Computing Lab at MIT and Georgia Tech’s Contextual Computing Group.  The two factors holding back wide adaptation of wearable computing were the cost of the mobile computing unit and the mobile computing unit’s singular purpose.  These two factors were eliminated by the PCD because it was cheap and it could be removed from the wearable computing network and used in other computing situations (e.g., at a desktop terminal or in an entertainment system).

Wearable Computing Network with Integrated PCD Interface Pocket (Drawing by Jason Ellis)
Wearable Computing Network with Integrated PCD Interface Pocket (Drawing by Jason Ellis)

Entertainment systems and desktop terminals became popular receptacles for the PCD.  Music and movies purchased over the Internet could be transferred to the PCD and then watched on a home entertainment system that had a PCD interface port.  Desktop terminals and laptop terminals also began to come with PCD interface ports so that a computer user could use their PCD at home or on the go, but still be able to use their PCD in other situations such as at a work terminal.  Being able to carry a PCD between work and home allowed for easier telecommuting because all of a person’s files were immediately available.  There was no more tracking down which computer had downloaded an email, because a person’s email traveled with that person on his or her PCD.  Easier teleworking helped the environment in metropolitan areas because more people could do their work from home without needing to drive their fossil fuel consuming cars down the highway.

Instant computing access meant that PCD users were able to expand the possibilities of the human-computer dynamic.  There was more Internet use and that use was more often on the go.  As people began donning wearable computing networks for their PCD, they would chat with friends while riding a commuter train or they would spend more time getting informed about what was going on in the world with NPR’s online broadcasts or with the BBCNews’ website.  Social networks like Orkut and Friendster received even more users as friends began inviting friends who may have just got online (with a mobile setup) with their new PCD.

As more computer, clothing, and HDTV terminals began to support the PCD, more jobs were created, more units were sold, more raw materials were consumed, more shipping was taking place, more engineering and design was going on, and new business models were being created.  The web of connections built upon itself so that more connections were made between industries and businesses.  The popularity of the PCD boosted tangential industries involved in building components that went into the PCDs as well as entertainment services.  Aluminum and silicon processing, chip manufacturing, battery production and innovation (for longer battery life), new networking technologies to take advantage of the greater number of computing users who purchase PCDs, and PCD interface devices (such as HDTVs and wearable computing networks) all ramped up production as demand for the PCD rose.  New services popped up such as computer terminal rental and new entertainment services that would allow customers to purchase copy-protected versions of music and movies that could easily be transported for enjoyment wherever the user took his or her PCD.  Some entertainment companies held out too long while others reaped rewards for modifying their business models to take advantage of this new (and popular) technology.

Choice is the driving factor behind the PCD’s success.  Wrapped in the PCD’s small form is the choice of human-computer interaction, choice of where to use a PCD, and choice of data (visual and auditory) to be accessed with a PCD.  These choices are made available by the choices made by many people such as consumers, industrialists, and entertainment antagonists.  Those who embraced the PCD and found ways of interfacing with it (literally and figuratively) succeeded while those that did not were left by the wayside.

Works Cited

Contextual Computing Group at Georgia Tech.  September 29, 2004. November 14, 2004 <http://www.gvu.gatech.edu/ccg/&gt;.

Hepburn, Carl.  Britney Spears’ Guide to Semiconductor Physics.  April 7, 2004.              November 14, 2004 <http://britneyspears.ac/lasers.htm&gt;.

Owad, Tom.  “Apple I History.”  Applefritter.  December 17, 2003.  November 14, 2004 <http://www.applefritter.com/book/view/7&gt;.

“Single-Chip Architecture.”  NVIDIA.  2004.  November 14, 2004 <http://www.nvidia.com/object/feature_single-chip.html&gt;.

Wearable Computing at MIT.  October 2003.  November 14, 2004 <http://www.media.mit.edu/wearables/&gt;.

Recovered Writing: Undergraduate Technologies of Representation Essay on Past Technology, the Altair 8800, Sept 28, 2004

This is the eleventh post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.

In the next few Recovered Writing posts, I will present my major assignments from Professor Kenneth J. Knoespel’s LCC 3314 Technologies of Representation class at Georgia Tech. LCC 3314 is taught in many different ways by the faculty of the Georgia Tech’s School of Literature, Media, and Communication, but I consider myself fortunate to have experienced Professor Knoespel’s approach to the course during the last phase of my undergraduate tenure. The ideas that we discussed in his class continue to inform my professional and personal thinking. Also, I found Professor Knoespel a great ally, who helped me along my path to graduation with side projects and independent studies.

In this essay assignment, we were tasked with exploring an example of a past technology. I chose to write about the Altair 8800–the first personal computer. Coincidentally, I am re-watching Robert X. Cringely’s Triumph of the Nerds, which discusses and demonstrates the Altair 8800 in the first episode.

I enjoyed writing this essay, because it was one of the  first that permitted me to combine words and images (thinking about WOVEN). I had done this before on webpages, but not in an essay that I would hand in to my professor.

Jason W. Ellis

Professor Kenneth J. Knoespel

LCC 3314 – Technologies of Representation

September 28, 2004

Artifact from the Past – The Altair 8800

The Altair 8800 (image from Computer Closet).
The Altair 8800 (image from Computer Closet).

The Artifact

The Altair 8800 is credited as the first personal computer.  H. Edward Roberts invented the Altair 8800 after being approached by the magazine, Popular Electronics, to build a kit computer that could be sold through the magazine.  It utilized a central processing unit microprocessor and a bus that “signals and power traveled from one part of the machine to another on” (Ceruzzi 228).  When it was introduced in 1975 by Roberts’ company, MITS, you could purchase an Altair as a kit for $397 or assembled for $498.

Description

The exterior of the Altair 8800 is a steel enclosure.  The front faceplate is black and it has two rows of lights and two rows of flip switches.  Each of the lights and switches are labeled.  The back had an opening for cooling and the power plug connector.

The first Altair 8800 included a very small amount of computer memory (256 bytes–not kilobytes).  Also, when the computer was turned off, anything in the computer memory was lost.  This means that each time you used the Altair 8800 you had to input the program you were going to use and any data that the program was going to work with.  The input was handled through flipping of different switches on the faceplate.  The lights indicated the status of computer during input and the lights would later reveal the output of the program that was laboriously entered.  If the power went out during the programming of the Altair 8800, the program was lost and would have to be reentered when power was restored.

In a sense, the Altair 8800 was as self-contained as a modern day iMac.  The difference being that teletypes and display technology was prohibitively expensive for the computer hobbyist.  When the hobbyist had completed the construction of the Altair there was only the Altair 8800 in its steel enclosure and a power cord that plugged into a wall outlet.  Input and output was handled through the lights and switches on the face plate.

The inside of the Altair contained the electronics of the faceplate, the open bus, a CPU card, a memory card, and the power supply.  The open bus and the CPU chosen for the Altair 8800 are what ignited the possibility for the upcoming personal computer boom.

image003
The interior of the Altair 8800. Bottom left to top right: power supply, open bus with CPU and memory cards installed, and front control panel (image from Computer Closet).

            The open bus (also called S-100) was unique in that it was a board that was attached to the bottom of the inside of the enclosure that had four card connectors on it.  The open bus allowed for expansion possibilities and it was an open architecture which meant that others could build cards that would work in anyone’s Altair 8800.  Additionally, others could copy the open bus architecture so that they could build their own branded computer system that would use parts that were interchangeable with the Altair 8800 and other “clones.”

The S-100 bus (image from Computer Closet).
The S-100 bus (image from Computer Closet).

The Altair 8800 used Intel’s latest microprocessor, the 8080.  The 8080 distinguished itself from the older Intel microprocessor, the 8008, because “it had more instructions and was faster and more capable than the 8008” (Ceruzzi 228).  The 8080 required fewer supporting chips than the 8008 to make a functional system, it could address more memory than the 8008, and it used the “main memory for the stack, which permitted essentially unlimited levels of subroutines instead of the 8008’s seven levels” (Ceruzzi 228).  The 8080 was the first microprocessor powerful enough to run this early iteration of the personal computer.

The Intel 8080 CPU (image from CPU World).
The Intel 8080 CPU (image from CPU World).
The white chip in the middle of this CPU card is the Intel 8080 CPU (image from Computer Closet).
The white chip in the middle of this CPU card is the Intel 8080 CPU (image from Computer Closet).

Social Significance

The Altair 8800 was a hobbyist computer.  The kit that one could buy for about $400 was a box full of individual components that had to be skillfully soldiered and connected together.  MITS did offer a pre-built Altair 8800, but even a completed Altair entailed a good deal of expertise to make it do anything.  This first model handled all input and output through the lights and switches on the front panel.  The “front panel of switches…controlled the contents of internal registers, and small lights [indicated] the presence of a binary one or zero” (Ceruzzi 228).  This was lightyears away from MS-DOS and it was even further away from the GUI of the Macintosh, but it was able to do calculations on data by using programmed instructions.  The representation of the program was stored (temporarily, while the power was on) in an integrated circuit.  The output was displayed in a series of lights in the same location where the program and data were entered earlier.  The output was given in the same format in which it was received, through binary code (i.e., ones and zeros).  Input required encoding into binary and output required decoding from binary into results that the computer user could more concretely understand.  The computer user had to have command of the the encoding and decoding process in order to use the Altair.

Example Altair 8800 program written out (image from old-computers.com).
Example Altair 8800 program written out (image from old-computers.com).
The Altair 8800 operating.  Note the lights (image from Computer Closet).
The Altair 8800 operating. Note the lights (image from Computer Closet).

The open bus allowed others to follow in MITS footsteps in building a computer that was similar in design to the Altair 8800.  Also, hobbyists and other companies could build add-in cards that would interface with any computer based around the S-100 open bus that the Altair employed.  This meant that an aftermarket industry was created for the Altair and its clones.  More electrical components, memory chips, circuit boards, lead soldier, and etching materials would be sold and used in the creation of these add-on products.  More research and development took place both on the hobbyist’s workbench and in corporate research labs.  Some creations were sold as a final product whereas others would have been talked about at user group meetings or published as “how-to” guides in magazines like Popular Electronics.  A dynamic cycle of innovation was introduced to the personal computer that had not been present before.  This is what led to the personal computer becoming something different than an elitist computing device.  The critical mass was building for what led to the first Apple computer and the IBM PC.

Within this creative cycle was Roberts’ choice to use the Intel 8080 microprocessor.  Intel had been selling this microprocessor for $360.00 if ordered in small quantities.  MITS was able to buy them from Intel for $75.00 each.  If MITS had not been able to secure this low price, the Altair would have failed because of its much higher cost.  Because MITS was able to buy these processors for the lower price they were able to sell the Altair to customers for a price that they were willing and able to pay.  When the Altair took off, this meant that each one had an Intel 8080 CPU in the kit.  This meant that Intel started selling a lot more of these new microprocessors that, up until that time, they really didn’t know how to market.  Intel began to see that microprocessors weren’t just for expensive, business computers, but they were also for smaller, personal computers.  When Intel saw that there was a demand they began to further develop and diversify the microprocessor line over time.  Later, other companies began to adopt the S-100 bus.  This meant that other companies were buying Intel’s microprocessor to use in those computers.  Every computer had to have a CPU and at the time these particular computers had to have an Intel microprocessor.  Then other companies, such as AMD, reversed engineered the Intel 8080 microprocessor and began selling their own model that was functionally identical to Intel’s offering.  Money was being made and more innovation and work was taking place as a result.

Along with all of this building, research, and development new construction methods had to be developed and new distribution networks had to be employed.  The Altair was designed to be built at home by the buyer, but MITS also offered a pre-built turn-key system.  MITS did not anticipate the demand and customers quickly had to endure up to a one year wait for their Altair computer.  MITS (and others) learned from these delays.  Also, new buying and distribution channels had to be established.  MITS was buying microprocessors from Intel.  The many other components had to be purchased from other companies and distributors.  Parts had to be ordered and processed in order to send out kits and turn-key systems to customers.  Additionally, Intel had to be prepared to have microprocessors ready to sell to MITS and other companies.  When demand rose for the Altair it would have impacted each company that supplied the individual pieces that comprised the finished product.  Ordering systems, packing, and shipping had to be arranged to get the Altair from their headquarters to the customer’s home.  This involved materials for shipping, personnel, and the logistics of order processing.

MITS tried to market the Altair 8800 as a business computing solution after they saw how popular it was.  This was made easier when teletype, CRT displays, disk drives, punch card rolls, and other computing technology was developed for the Altair and S-100 bus systems. Businesses liked easier interaction with the computer and dependable memory storage.  These business systems were not very successful because there was no “killer app” for the platform at that time.  MITS changed hands several times until its last remnant disappeared.

Business version of the Altair advertisement (image from The Virtual Altair Museum).
Business version of the Altair advertisement (image from The Virtual Altair Museum).

The Altair 8800 began the desktop computing revolution.  Initially it was very complicated and elitist.  The very first kits had to be built and used by persons that were skilled in electronics and computer science.  The hardware had to be constructed from individual elements and then software had to be devised that would run on this built-from-scratch computer.  The Altair became more user friendly over time.  The aftermarket, MITS, and the clone manufacturers wanted to attract more customers.  The potential customers formed a triangle with the most knowledgeable at the peak with a gradation of less knowledgeable customers toward the bottom.  The early adopters of the Altair were at the top of this triangle but their numbers were few.  This meant that new computers with new input and output and new features had to be devised that would entice the greater number of potential computer users to want to buy their product.  This cycle continues to this day in the personal computer market.  Apple, Microsoft, Sony, HP, and many other companies continually work at making something feature rich, but easier and easier to use.  Note the utopian artwork below that was used for an early Altair advertisement.  It recalls Soviet artwork, utopian imagery, and an Altair on every desk.  The Altair was going to offer a leveling of the computing playing field so that all could take part in the use of computers.

Early MITS advertisement for the Altair (image from The Virtual Altair Museum).
Early MITS advertisement for the Altair (image from The Virtual Altair Museum).

Along with this cycle there are those persons who are intrigued by the new technology and they learn more about it on their own or through school.  This bolsters the book industry that may sell computer programming or electrical engineering books (or today, the plethora of “Dummies” guides).  Schools began to introduce computers into the classroom.  At first, it was strictly computer science and programming classes.  Later, computers were added for other things such as graphic design, CAD, and word processing.  Universities saw more computer science, electrical engineering, and computer engineering majors.  These universities added more professors, classroom space, and equipment to compensate for this demand.  State and federal spending was sought to cover some of these expenses.  Private enterprise was also asked to help through different kinds of agreements that would assist the business while helping the school’s students in need of projects and equipment.  This work done by school research could in turn help the businesses with their products that will be sold on the open market.

The Altair 8800 introduced computer enthusiasts to the possibility of working with digital information on their desktop.  Time sharing on large mainframes and minicomputers was still the primary interaction people had with computers in business and in schools.  With the flip of switches and the monitoring of lights, one could work problems and evaluate data at home or in the office.  There were early games, calculating problems, logarithms, and other numerical manipulation.  The early adopters questioned what other things could be manipulated with a personal computer.  With the introduction of new input and output systems, the list expanded a great deal because human-computer interaction became easier with the connection of a CRT monitor and a keyboard or punch card reader.  Also, the binary code and bits of information that were only ones and zero to the computer could be made to represent abstractions rather than mere numbers.

The Altair 8800 was the pebble that began rolling down the snow covered mountain (figuratively and literally of the user base).  The concept of the personal computer gained mass and momentum that could not be stopped.  The development of the first microprocessor based personal computer created new networks and new demands that were met by computer enthusiasts, students, researchers, and business people.

Works Cited

“Altair 8800.”  Old-Computers.com.  October 6, 2004.  October 6, 2004

<http://www.old-computers.com/museum/computer.asp?st=1&c=62&gt;.

Ceruzzi, Paul E.  A History of Modern Computing.  Cambridge, Massachusetts:

The MIT Press, 1998.

“MITS Altair 8800.”  Computer Closet.  June 28, 1999.  October 6, 2004 <http://www.computercloset.org/MITSAltair8800.htm&gt;.

Sanderson, William Thomas.  The Virtual Altair Museum.  April 28, 2004.

October 6, 2004 <http://www.virtualaltair.com/&gt;.

Shvets, Gennadry.  “Intel 8080 Family.”  CPU World.  2003.  October 6, 2004      <http://www.cpu-world.com/CPUs/8080/&gt;.

Recovered Writing: Undergraduate Technologies of Representation Essay on Augustine’s Confessions, Oct 20, 2004

This is the tenth post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.

In the next few Recovered Writing posts, I will present my major assignments from Professor Kenneth J. Knoespel’s LCC 3314 Technologies of Representation class at Georgia Tech. LCC 3314 is taught in many different ways by the faculty of the Georgia Tech’s School of Literature, Media, and Communication, but I consider myself fortunate to have experienced Professor Knoespel’s approach to the course during the last phase of my undergraduate tenure. The ideas that we discussed in his class continue to inform my professional and personal thinking. Also, I found Professor Knoespel a great ally, who helped me along my path to graduation with side projects and independent studies.

In this post, I am sharing two versions of an essay that explores Augustine’s Confessions. First, I include the revised version of the essay that incorporates suggestions from Professor Knoespel dated October 20, 2004. Then, I include my draft essay that I turned in on September 7, 2004. The ideas and reflections contained in Augustine’s Confessions played some role in my blog-like websites from that era and the blog that I began as a MA Student at the University of Liverpool that continues to exist as dynamicsubspace.net today.

Final Draft

Jason W. Ellis

Professor Kenneth J. Knoespel

LCC 3314 – Technologies of Representation

October 20, 2004

Augustine’s Confessions Paper – Revision

By the Platonic books I was admonished to return into myself.  With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)…And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me’ (Augustine 123).

Augustine constructs his Confessions by embedding text and the voices of others in his own personal narrative.  By embedding these other sources in his own narrative, he is able to situate himself in the larger cultural and historical picture.  He writes about how he got from point A to point B in his life but his linear narrative is augmented with references to works and ideas that had an impact on his life.  He builds connections between himself and the works that he has read.  He then takes this a step further by looking at the connections between these referenced works.  Additionally, Augustine employs particular writing technologies in the construction of the Confessions which add to the ideas that he is expounding.

Augustine refers to the Neo-Platonic books as being very important to his personal development.  Augustine wrote, “First you wanted to show me how you ‘resist the proud and give grace to the humble’ (I Pet. 5:  5)…Through a man puffed up with monstrous pride, you brought under my eye some books of the Platonists” (121).   These books provide the key to his journey of self-discovery.  Augustine then quotes biblical passages regarding the word of God and the relationship between the Father and the Son (121-122).  In each of these examples Augustine notes that he did not find these stories in the Platonic texts.  He connects the Neo-Platonic books to the Bible to develop a nested structure.  The ideas of one are intermeshed with the other and vice versa.  Through his use of contrast between these two groups of texts he sets apart his belief in the church (through the stories of the Bible) and the philosophy offered him by the Neo-Platonists.  The Bible offers truths and a belief system, whereas the Neo-Platonic ideas offer a system of thought that he extends to a process that leads to the attainment of the individual self.  Augustine writes, “By the Platonic books I was admonished to return into myself.”  Introspection leads Augustine to self-discovery.  He combines introspection with his faith in developing his Confessions, and in turn, his personal identity.

Augustine’s Confessions is a nested narrative written later in his life after he has become a member of the Catholic Church.  The autobiographical portion of this book relies on his memory to recall and then record the things which he remembers.  On the first level, Augustine is writing about his life recalled from memory.  On the second level, he is writing about the books that he has read.  These too are part of his memory, but they are a physical artifact that played a definitive part in the development of his identity.  Books serve as an artifact that guide introspection by enriching the reader with what is written in the book.  Then a third level would be the connections, both implicit and explicit, between the texts that Augustine references.  These connections form a web of cultural and historical contexts that he situates himself in.

The two most powerful texts that he builds connections between are the Bible and the Neo-Platonic texts.  The most cited texts in Confessions are from the Bible.  The Church has become a large part of his life by the time that he writes this book.  The narrative form that he employs is that he is confessing to God, but it is also a confession that will be read by others.  In the quote above he is referring to his beginning the path of introspection after reading the works of the Neo-Platonists.  In this part of Book Seven he nests the Platonic texts and the Bible together in a way that they play off of each other.  The connection between Neo-Platonism and Christianity was known to others such as when Augustine records his meeting with Simplicianus, “he congratulated me that I had not fallen in with the writings of other philosophers full of fallacies and deceptions ‘according to the elements of this world’ (Col. 2:  8), whereas in all the Platonic books God and his Word keep slipping in” (135).  The Neo-Platonic texts do not contain verbatim the “important” biblical stories, but they serve as a spring board for his personal introspection.  It is by looking inward that Augustine learns more about himself and his faith in God.  When he looks at the connections between these texts he searches for ways to situate himself between those connections.

Augustine shows, by referencing and connecting other texts and voices with his own, that he has internalized what he has read and heard.  These other texts and voices mean something to Augustine and he wants to relate to the reader how this is so.  One interpretation is that he is setting down a reading list (and a list of his own experiences) that helped him to become who he is.  He situates himself in the “Great Chain of Being” by connecting himself with these other works.  The Great Chain of Being connects the lowest element of Earth with the highest apex, God.  Humanity lies on the Chain depending on hierarchy.  Augustine looks for his own place on the Chain by developing the self through this autobiography.  In order to situate himself in the Chain, he must also situate the texts he references in relation to one another.  The Neo-Platonists reinterpreted and expanded on the works of Plato and his followers.  They would have been writing and working when Christianity was gaining momentum.  Ultimately the Christians usurped Neo-Platonism (which was initially a philosophical basis for paganism) and its ideas.  Additionally the Neo-Platonists may have been influenced by Christianity through Gnosticism and the early Christian sects.  Augustine implicitly builds these connections by showing how closely the two systems are similar and he ties them to himself by writing about how they have influenced him.  Thus, the individual becomes the link in the Chain that ties interconnected ideas together.

The technologies of reading and writing are already embedded in Augustine’s Confessions.  He does not say that his book must be read silently, but the practice of reading silently is related to the practice of introspection.  He writes of Ambrose, “When he was reading, his eyes ran over the page and his heart perceived the sense, but his voice and tongue were silent” (92).  Reading silently was not common in Augustine’s time, but it is known that some people did read that way.  Augustine is also credited as a silent reader.  The time when Augustine was alive was a time of transition.  During the time of Socrates and Plato (approximately 700 years before Augustine) there were conflicts between the oral tradition and the new technology of writing.  Socrates believed in the oral tradition and his student, Plato believed in recording his teachings on a written medium.  By Augustine’s time there were many texts, but most reading was done by reading out loud.  It was a synthesis of the oral and written traditions.  This means that other people can hear what is being read and the reading can be critiqued and questioned by others.  The beginning of silent reading is a precursor to expansion of individual analysis and introspection.  Reading was moving from the public sphere to the private sphere.  Along with this move was a greater burden on the reader to understand and interpret the text that was being read.  Instead of having the proverbial “person reading over your shoulder,” the reader did not have an audience who could provide feedback on the text being read aloud.  Augustine reinforced the shift to silent reading by signifying more weight on the individual through autobiography of an individual who reads silently and utilizes introspection for the building of identity.

The technology of organization that Augustine used was embedded in the book technology of that time.  The artifact/text known as Confessions was constructed out of thirteen numbered “books,” the books were built of numbered chapters, and the chapters were made of numbered paragraphs.  The numbering in each category of text was ascending (from one to two to three, etc.)  This kind of ordering was useful at that time because books were hand copied and they may have been copied on to different media such as scrolls or codex.  Because different kinds of writing and sizes could be employed, it would not have been as advantageous to use a page number system like we use today because “page 100” in the scroll copied by one scribe may have text from a different portion of Confessions than “page 100” in the codex copied by another.  One writer may fit more material on one page than another which would lead to one written text being “ahead of” the other.  The readers in Augustine’s time must have had an understanding of how his book’s structure worked in order for them to read it from “start to finish” and reference it in a meaningful way.  The technology of reading and using his book was already understood to the educated of his time.

Augustine made a powerful choice to write down his autobiography along with the process of his introspection. He writes in Book Ten, “Nevertheless, make it clear to me, physician of my most intimate self, that good results from my present undertaking.  Stir up the heart when people read and hear the confessions of my past wickednesses, which you have forgiven and covered up to grant me happiness in yourself, transforming my soul by faith and your sacrament” (180).  He is not writing all of this for God’s sake.  He has confessed to God and God has forgiven him.  The Confessions is a recording of his own self-discovery.  This quote reveals that he hopes that God will “stir up the heart” when someone else reads his book.  This text acts as a program that must be executed by the reader through reading.  These are the steps and the thoughts that allowed him to arrive at self-discovery.  His readers may use this as a guide on their own paths to this same goal.  The difference between the oral and written traditions is that with a written tradition you can reach a much wider audience than with an oral tradition.  Augustine can help guide many more readers than he can individuals in person.  The process does require an active agent to copy the text for distribution, but it spreads not unlike a virus into the collective consciousness.  More connections are built between his text and others (before and after) as time progresses from its completion.

The “code” being read is open to interpretation of the reader.  Augustine writes on this topic in reference to the differences in interpretation of Moses in Genesis.  He writes, “For through him the one God has tempered the sacred books to the interpretations of many, who could come to see a diversity of truths…if I myself were to be writing something at this supreme level of authority I would choose to write these matters each reader was able to grasp, rather than to give a quite explicit statement of a single true view of this question in such a way as to exclude other views–provided there was not false doctrine to offend me” (271).  Augustine’s view of allowing interpretation to take place allows for the reader to become engaged with what the author is writing.  Keeping things open to the reader’s interpretation allows for interaction to take place between the reader and the writer.  He poses many questions, but he does not answer them all.  The book medium allows for this interaction to take place in the mind of the reader without the author needing to be present.  The reader interfaces with the book by reading it, then the reader reflects on what has been “said,” and finally, the reader comes to a new awareness or understanding based on what has been read.

Augustine’s Confessions, acting as a program, assists the reader in their development in a similar way to how God is represented as helping Augustine when he writes, “And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change me into you like the food your flesh eats, but you will be changed into me'” (123).  His personal identity and the development of his “self” are linked with his belief in God.  Augustine’s active belief in God ultimately leads to the fusion of the individual with the Almighty.  Thus, he is showing how his process of developing greater self-consciousness (in the network of ideas) can raise the individual up the Great Chain of Being to the ultimate height of God (other relevant texts on 130, 145, 152-153, 160, 163, 258).

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Earlier Draft

Jason W. Ellis

Professor Kenneth J. Knoespel

LCC 3314 – Technologies of Representation

September 7, 2004

Augustine’s Confessions Paper

By the Platonic books I was admonished to return into myself.  With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)…And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me’ (Augustine 123).

The Platonic books play a large part in Augustine’s personal development which he writes in his book, Confessions.  Augustine wrote, “First you wanted to show me how you ‘resist the proud and give grace to the humble’ (I Pet. 5:  5)…Through a man puffed up with monstrous pride, you brought under my eye some books of the Platonists” (121).   These books provide the key to his journey of self-discovery.  Augustine then quotes biblical passages regarding the word of God and the relationship between the Father and the Son (121-122).  In each of these examples Augustine notes that he did not find these stories in the Platonic texts.  He plays one the Platonic books against the Bible to develop a nested structure in his Confessions.  Through his use of contrast between these two groups of texts he sets apart his belief in the church (through the stories of the Bible) and the philosophy offered him by the Neo-Platonists.  The Bible offers truths for Augustine, whereas the Platonic books allow him to do the thing which made the Confessions possible.  Augustine writes, “By the Platonic books I was admonished to return into myself.”  Introspection leads Augustine to self-discovery.  He combines introspection with his faith in developing his Confessions.

Augustine’s Confessions is a nested narrative written later in his life after he has become a member of the Catholic Church.  The autobiographical portion of this book relies on his memory to recall and then record the things which he remembers.  The first level is Augustine writing about the things that he remembers.  On the second level, he is writing about the books that he has read.  These too are in his memory, but they are a physical artifact that played a definitive part in the development of his identity.  Books serve as an artifact that guide introspection by enriching the reader with what is written in the book.  The most cited texts in Confessions are from the Bible.  The Church has become a large part of his life by the time that he writes this book.  The narrative form that he employs is that he is confessing to God, but it is also a confession that will be read by others.  In the quote above he is referring to his beginning the path of introspection after reading the works of the Neo-Platonists.  In this part of Book Seven he nests the Platonic texts and the Bible together in a way that they play off of each other.  He is saying that the Platonic texts did not contain verbatim the important biblical stories, but they serve a purpose for him in that they are a spring board for his personal introspection.  It is by looking inward that Augustine learns more about himself and his faith in God.  The Platonic texts serve as a basis of education for his development towards attaining the education of God.

Augustine’s writing follows from his memory to his pen to the paper.  Within the narrative he references other texts such as the works of the Neo-Platonists and the Bible.  When he refers to these other texts he has internalized what he has read and he is laying them down in his book in such a way to convey his understanding of those works as well as the way in which they influenced his development.  The connection between Neo-Platonism and Christianity was known to others such as when Augustine records his meeting with Simplicianus, “he congratulated me that I had not fallen in with the writings of other philosophers full of fallacies and deceptions ‘according to the elements of this world’ (Col. 2:  8), whereas in all the Platonic books God and his Word keep slipping in” (135).

The technologies of reading and writing are already embedded in Augustine’s Confessions.  He does not say that his book must be read silently, but the practice of reading silently is related to the practice of introspection.  He writes of Ambrose, “When he was reading, his eyes ran over the page and his heart perceived the sense, but his voice and tongue were silent” (92).  Reading silently was not common in Augustine’s time, but it is known that some people did read that way.  Augustine is also credited as a silent reader.  The time when Augustine was alive was a time of transition.  During the time of Socrates and Plato (approximately 700 years before Augustine) there were conflicts between the oral tradition and the new technology of writing.  Socrates believed in the oral tradition and his student, Plato believed in recording his teachings on a written medium.  By Augustine’s time there were many texts, but most reading was done by reading out loud.  It was a synthesis of the oral and written traditions.  This means that other people can hear what is being read and the reading can be critiqued and questioned by others.  The beginning of silent reading is a precursor to expansion of individual analysis and introspection.  Reading was moving from the public sphere to the private sphere.  Along with this move was a greater burden on the reader to understand and interpret the text that was being read.  Instead of having the proverbial “person reading over your shoulder,” the reader did not have an audience who could provide feedback on the text being read aloud.

The technology of organization that Augustine used was embedded in the book technology of that time.  The text known as Confessions was constructed out of thirteen numbered “books” and these were constructed of numbered chapters and the chapters were constructed of numbered paragraphs.  The numbering in each category of text was ascending (from one to two to three, etc.)  This kind of ordering was useful at that time because books were hand copied and they may have been copied on to different media such as scrolls or codex.  Because different kinds of writing and sizes could be employed, it would not have been as advantageous to use a page number system like we use today because “page 100” in the scroll copied by Arturus may have text from a different portion of Confessions than “page 100” in the codex copied by Crispianus.  One writer may fit more material on one page than another which would lead to one written text being “ahead of” the other.  The readers in Augustine’s time must have had an understanding of how his book’s structure worked in order for them to read it from “start to finish” and reference it in a meaningful way.

Why does Augustine record his Confessions on paper so that others may read it?  He writes in Book Ten, “Nevertheless, make it clear to me, physician of my most intimate self, that good results from my present undertaking.  Stir up the heart when people read and hear the confessions of my past wickednesses, which you have forgiven and covered up to grant me happiness in yourself, transforming my soul by faith and your sacrament” (180).  He is not writing all of this for God’s sake.  He has confessed to God and God has forgiven him.  His Confessions is a recording of his own self-discovery.  This quote reveals that he hopes that God will “stir up the heart” when someone else reads his book.  Confessions acts as a program that must be executed by the reader.  He is saying this is how I arrived at self-discovery and maybe my way of doing it will aid you, the reader, along that same path.  The difference between the oral and written traditions is that with a written tradition you can reach a much wider audience than with an oral tradition.  Augustine can help guide many more readers than he can individuals in person.

The “code” being read is open to interpretation of the reader.  Augustine writes on this topic in reference to the differences in interpretation of Moses in Genesis.  He writes, “For through him the one God has tempered the sacred books to the interpretations of many, who could come to see a diversity of truths…if I myself were to be writing something at this supreme level of authority I would choose to write these matters each reader was able to grasp, rather than to give a quite explicit statement of a single true view of this question in such a way as to exclude other views–provided there was not false doctrine to offend me” (271).  Augustine’s view of allowing interpretation to take place allows for the reader to become engaged with what the author is writing.  Keeping things open to the reader’s interpretation allows for interaction to take place between the reader and the writer.  He poses many questions, but he does not answer them all.  The book medium allows for this interaction to take place in the mind of the reader without the author needing to be present.  The reader interfaces with the book by reading it, debates the work within themselves with introspection, and the reader comes to a new awareness or understanding based on what has been read.    For Augustine this is best represented in finding truth through God when he writes, “And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me'” (123).  Through his faith in God and his understanding of God he “will be changed into me” (i.e., God, the truth).  Truth, for Augustine, is attained through the union with God.  This is the path that he sets down for others to read in his Confessions.  Augustine says of God, “With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)” (123).  Whether Augustine was conscious of it at the time when he began reading the Platonic texts he claims God was his “helper” in his process of introspection.  Perhaps he writes this book so that he can be a helper to others on their own path of introspection and personal development.  For Augustine, God would be present for anyone in search of their faith, but Augustine’s book serves as a tool to help others in much the way that other texts aided in his own development (e.g., other texts on 130, 145, 152-153, 160, 163, 258).