Category Archives: lists

lists

The Law of the Instrument

lists

Material constraints for language

Lipogram

Univocalism

Palindromes

Oulipo

lists

cities

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lists

a list of inside-outsides

things that constitute the body while representing culture 

  1. edible architecture
  2. potable liquid crystal displays
  3. excrement sculpture
  4. urine generators (electricity)
lists

Melvin Kranzberg’s Laws of Technology

Melvin Kranzberg‘s six laws of technology::

  1. Technology is neither good nor bad; nor is it neutral.
  2. Invention is the mother of necessity.
  3. Technology comes in packages, big and small.
  4. Although technology might be a prime element in many public issues, nontechnical factors take precedence in technology-policy decisions.
  5. All history is relevant, but the history of technology is the most relevant.
  6. Technology is a very human activity – and so is the history of technology.
lists

non-standard scholarship research list

(adapted from Paul Boshears)

 

“Academic publishers make Murdoch look like a socialist | George Monbiot | Comment is free | The Guardian”, n.d.

  

“Academic publishing: ‘economic parasitism’ – New APPS: Art, Politics, Philosophy, Science”, n.d.

  

“Bifo, Cognitariat & Semiokapital”, n.d. 

 

“Can the Cognitariat Speak? | e-flux”, n.d.

  

“DOAJ — Directory of Open Access Journals”, n.d. 

 

“Ethical Use of Neuroscience (Paul Boshears) – Academia.edu”, n.d. 

 

“Eurozine – The structure and silence of the cognitariat – Christopher Newfield”, n.d.

  

“IJLM”, n.d.

  

“In the Middle: Peer Review, Once More, But This Time With Feeling”, n.d. 

 

“In the Middle: The Place of Peer Review”, n.d.

 

“Innovating Peer Review | continent.”, n.d.

  

“Issue 16.1 (Fall 2011) – Kairos: A Journal of Rhetoric, Technology, and Pedagogy”, n.d.

  

“Leiter Reports: A Philosophy Blog: Time to End For-Profit Journals? (Leiter)”, n.d.

  

“New INC Research Network: Unlike Us – Understanding Social Media Monopolies and their Alternatives :: Institute of Network Cultures Blog”, n.d.

 

“On the future of journals – New APPS: Art, Politics, Philosophy, Science”, n.d.

  

“Open Journal Systems | Public Knowledge Project”, n.d.

  

“OUP: we want you to affirm that you’re just a hack – New APPS: Art, Politics, Philosophy, Science”, n.d.

  

“postmedieval – crowd review | The crowd review site for postmedieval’s Becoming-Media issue.”, n.d.

 

“SOPHIE 2.0 IN DEVELOPMENT! | Sophie”, n.d.

  

“SPARC Europe”, n.d.

  

“The Brief, Wondrous Life of the Theory Journal – The Chronicle Review – The Chronicle of Higher Education”, n.d. 

 

“The cognitariat « occasional links & commentary”, n.d.

  

“The ‘Life’ of the Theory Journal Has Not Been Brief, It Is Only Beginning”, n.d.

  

“Vectors Journal of Culture and Technology in a Dynamic Vernacular”, n.d.

 

“Work for Hire update « The Pinocchio Theory”, n.d.

  

“Work for Hire? « The Pinocchio Theory”, n.d.

 

Figure Ground – Jussi Parikka

 

Clemente Course 

Flying University

lists media

Paik Google Timeline

Paik  Google Search  timeline

lists

Alternative Institution Resources

Thomas Gokey‘s great list of Alternative Schools.  Reproduced here because I don’t trust the Internet.  Added to below

The Art School in the Art School (Syracuse)

The Art School in The Art School (The AS in The AS) seeks to generate a creative and intellectual community through an open school / open source structure. Through activities such as classes, discussions, forming groups of interest, reading groups, critique groups, workshops, eating and drinking, publishing, and making, The AS in the AS seeks to create an experimental environment for shared inquiry. All events are FREE and open to the public.

The school exists in relation (opposition, subversion, supplement, mimicry) to Syracuse University’s School of Art and Design, which embodies typical US art school and university educational practices.

The AS in The AS is a platform for self-organization: its activities are generated through suggestions, proposals, conversations, and finding ways to make things happen.

The University For Strategic Optimism (England)

Our basic public services, we are told, are simply too expensive. They must be thrown under the wheels ofthe megalithic debt that bears down upon us. They must be privatised, corporatised and commodified. All this so we can ensure the continuation of a system that funnels wealth into the hands of a privileged few. This failed and flailing market system, we are told, is the only one that is possible, drastic cuts the only alternative, the fairest thing to do. Any deviation from the path laid out for us will unleash the worst imaginable, a media-imagined Worst that threatens from our darkened skies.

This course offers an emphatic No! to this description of our current situation, and sees instead a magnificent opportunity, a multiplication of possibilities, the opening of a space in which we might think about, and bring about, a fairer and wealthier society for all. In short: Many good reasons for strategic optimism! High profile economists from all sides tell us that the cuts make no fiscal sense. This course seeks to move beyond this point, to interrogate how the cuts make sense, to whom, according to which logic. It urges a rampant questioning of the ideological basis for the relentless privitisation and privation of our lives: Are these cuts incoherent, as some have said? Or is this a specific move/set of moves on the part of neo-liberal capital? Are labour, education, healthcare, and the environment, mere commodities, to be consumed by those who will redeem them as more capital? Can the opposition to cuts begin moving towards a society ‘fit for purpose’? Is it still easier to imagine The End-of-the-World than The End-of-Capitalism?

The Experimental College (Saint Paul/Minneapolis)

At EXCO, the Experimental College of the Twin Cities, everyone can teach or take classes and all classes are free. EXCOtc is a collective of Experimental Colleges in the Twin Cities that shares visions of a better world, offers free and open classes and is building a community around education for social change.

The Public School (BrusselsChicagoHelsinkiLos AngelesNew YorkParisPhiladelphiaSan Juan)

THE PUBLIC SCHOOL is a school with no curriculum. At the moment, it operates as follows: first, classes are proposed by the public (I want to learn this or I want to teach this); then, people have the opportunity to sign up for the classes (I also want to learn that); finally, when enough people have expressed interest, the school finds a teacher and offers the class to those who signed up.

THE PUBLIC SCHOOL is not accredited, it does not give out degrees, and it has no affiliation with the public school system. It is a framework that supports autodidactic activities, operating under the assumption that everything is in everything.

The Gandhigram Rural University

Gandhigram was born  in 1947. A team of dedicated disciples and contemporaries of Gandhiji, Dr.T.S.Soundaram and Dr.G.Ramachandran, developed Gandhigram, the home of many rural development programmes.

The Gandhigram Rural Institute (GRI) was founded in 1956.  With undying faith and deep devotion to Mahatma Gandhi’s revolutionary concept of ‘Nai Talim’ system of education, Gandhigram Rural Institute has developed academic programmes in Rural Development, Rural Economics and Extension Education, Rural Oriented Sciences, Cooperation, Development Administration, Rural Sociology, English and Communicative Studies, and, Tamil and Indian Languages. Students who emerge from its portals tend to meet the personnel needs for rural development under various governmental and non-governmental schemes.

[…]

Today, it has become a nationally and internationally recognised Institute for its contribution to rural education, so much so that the New Education Policy of the Nation reflects the principles evolved here in developing the rural university concept.

Started  in a small way, the Institute has developed into a big educational complex, comprising seven different faculties, offering in all about fifty different programmes. It awards Doctoral, Master’s and Bachelor’s Degrees, Diplomas and Certificates through its seven academic faculties: Rural Development, Rural Social Sciences, Rural Oriented Sciences, English and Foreign Languages, Tamil, Indian Languages & Rural Arts, Rural Health & Sanitation, and, Agriculture & Animal Husbandry. It has, at present, about 2300 students and 125 teaching and 250 non-teaching staff.  The programmes offered here have attracted students from abroad every year.

16Beaver (New York)

16Beaver is the address of a space initiated/run by artists to create and maintain an ongoing platform for the presentation, production, and discussion of a variety of artistic/cultural/economic/political projects. It is the point of many departures/arrivals.

The Independent School of Art (Pittsburgh)

The Independent School of Art is an experimental art school that autonomously operates without external resources, accreditation, or a physical site. Run solely through the labor and efforts of its participants, the school fosters an action-based approach to college-level arts education, a real-world model where students are challenged to determine and create their own artistic realities. The school’s barter-based tuition system makes explicit the social contract between students and teachers and honors their collective labor as a vital form of cultural production. Locating nomadically, the school prioritizes social over physical architecture, and asks all involved to imagine how their practice might intersect and respond to a larger set of physical situations and cultural possibilities.

The ISA complements its curricular offerings with student and faculty designed exhibitions, fundraisers, lectures, grants, publications and now a play. These multi-disciplinary public actions are a central part of the school’s pedagogy, and serve a vital function by engaging the students in the direct creation of public culture. The ISA is designed for continual reinvention and experimentation, changing each season to reflect the ambitions, personalities and abilities of those in its community.

AnarchistU (Toronto)

The Anarchist U is an open, volunteer-run, non-hierarchical collective that organizes community events, workshops and a variety of courses on arts and sciences. Most courses run for ten weeks, and meet once a week. There are no admission fees.

We offer an open, collaborative, radical way of learning built on democratic models of education, structure and process. We are working to build a vibrant and productive community free from the struggles for power, profit and prestige that are the consequences of existing social and economic structures. The AFU also acts as a space that critiques the ongoing forms of oppression that result from this.

The Anhoek School (New York)

The Anhoek School is an educational experiment. It investigates alternatives to traditional American education at a moment in time when many experimental schools have closed (Black Mountain School and Antioch College) or ceased to develop inventive and/or radical methodologies.

In short, The Anhoek School is an experimental all-women’s graduate school. The curriculum is based on cultural production (political, aesthetic, and theoretical). Classes are small (5 to 7 people). Tuition costs are mediated by a barter system; that is students labor for the school in exchange for classes. The location of the school shifts according to invitation or the the topic of the course. To date, workshops and classes have been held in Brooklyn, New York and Marfa, Texas.

The Bruce High Quality Foundation University (New York)

Something’s got to give. The $200,000-debt-model of art education is simply untenable. Further, the education artists are getting for their money is mired in irrelevance, pushing them into critical redundancy on the one hand and professional mediocrity on the other. Blind romanticism and blind professionalism are in a false war alienating artists from their better histories.

At root, it’s a form/content problem. Arts education is divided between the practical problems of form (e.g., money: how to get it, raise it, administer it, and please the powers that control it) and the slippery problems of metaphor (e.g., education: how to learn, what to learn, why to learn).
Artists are the people who spend their time figuring out how best to resolve form and content problems. That’s what we do when we stretch a canvas, edit a video, implement a social space, and develop a history. It is both reasonable and generatively ridiculous to believe that artists ought to be figuring out how arts education should work. This is the premise of BHQFU: that artists can figure this thing out.

Tent State University

Tent State University is a national movement (started at Rutgers in 2003) that believes democracy and education are inseparable social rights that belong to everyone.
Tent State wishes to dispel the myth of a “budget crisis,” which is used as an excuse year after year to justify cuts to social capital like education, while money for wars of aggression or corporate welfare is always available. This is a crisis of values and leadership. This is important now more than ever in this global economic meltdown.
Tent State is a space where students, faculty, staff, community members and organizations can come together and practice democracy. Only by building our own institutions of art, politics, and education can we generate enough social power to change the undemocratic structures and practices of our universities and society.

University of the People

University of the People (UoPeople) is the world’s first tuition free online academic institution dedicated to the global advancement and democratization of higher education. The high-quality low-cost global educational model embraces the worldwide presence of the Internet and dropping technology costs to bring university level studies within reach of millions of people across the world. With the support of respected academics, humanitarians and other visionaries, the UoPeople student body represents a new wave in global education.

Peer 2 Peer University

The Peer 2 Peer University (P2PU) is an online community of open study groups for short university-level courses. Think of it as online book clubs for open educational resources. The P2PU helps you navigate the wealth of open education materials that are out there, creates small groups of motivated learners, and supports the design and facilitation of courses. Students and tutors get recognition for their work, and we are building pathways to formal credit as well.

Open Badges Project

# Today’s learning happens everywhere, not just in the classroom. But it’s often difficult to get credit for it.
# Mozilla and Peer 2 Peer University are working to solve this problem by developing an Open Badges infrastructure.
# Our system will make it easy for education providers, web sites and other organizations to issue badges that give public recognition and validation for specific skills and achievements.
# And provide an easy way for learners tomanage and display those badges across the web — on their personal web site or resume, social networking profiles, job sites or just about anywhere.
# The result: Open Badges will help learners everywhere unlock career and educational opportunities, and regonize skills that traditional resumes and transcripts often leave out.

The Saxifrage School (Pittsburgh)

A Saxifrage School student does not need to “enter the world” upon graduation because they have already been in it. Rather than moving home, they find that they have already made a new home for themselves in the campus’ neighborhood and are more than capable of taking care of themselves. They continue in the work of their life with money in their pocket and enjoy the freedom that comes upon renovating their home, maintaining their vehicle, and growing their own food. After completing two very different fields of study, they recognize the value of a balance between physical and intellectual work. The graduate has their choice of employment because they have versatile and proven skills, speak fluent Spanish, and–since they owe no money–have loose salary requirements. They paid for an education that was simple and honest: a transaction between the teacher and the student.

Free University of Los Angeles

“We will have our own schools that are not designed to re-produce ignorance, obedience, helpless docility, fear, and hate”

University of Openess

The University of Openess is a framework in which individuals and organisations can persue their shared interest in emerging forms of cultural production and critical reflection such as unix, cartography, physical and collaborative research. Campus at Limehouse Town Hall, London.

Manoa Free University

The MFU is dedicated to the quest for alternative emancipative structures – main research fields for now are collective organizing, anarchitecture, soundings and political subjectivities, maybe they can be connected by some weird naval activities.

Informelle Universität in Gründung

Informelle Universität in Gründung: die Idee ist, ein Netzwerk zu schaffen, in dem wir, soziale Veränderungen im Sinn, Resourcen und Produktionsmittel teilen. Dieser Raum soll uns als Grundlage dienen Wissen zu produzieren, zu verbreiten und im Spannungsfeld von Form (Strukturen), Kultur und Gesellschaft zu recherchieren.

L’universite tangente

L’université tangente est une université zéro. Elle se constitue en rupture avec les recherches scientifiques, les productions et transmissions de connaissance, les pratiques culturelles et artistiques domestiquées par l’État ou le marché.

 


art lists

a list of people who call themselves artists (systems aestheticians)

lists readings

list of names (communications)

from here

Aalto, Alvar 1898-1976

Abelard, Pierre 1079-?1144

Adorno, Theodor 1903-1969

Albinoni, Tommaso 1671-1750

Althusser, Louis 1918-1990

Anaxagoras 0500-0428

Anaximander 0611-0547

Anderson, Benedict 1936-

Anderson, Hans Christian 1805-1975

Aquinas, Thomas (Saint) 1225-1274

Arcesilaus 0315-0240

Arendt, Hanna , 1906-1975

Aristotle 0384-0322 BCE

Arnold, Matthew 1822-1888

Auden, W. H. 1907-1973

Augustine of Hippo (Saint), 354-430

Austin, John L. 1912-1960

Babbage, Charles 1792-1871

Bach, Johann Sebastien 1685-1750

Bachelard, Gaston 1884-1962

Bacon, Francis 1561-1626

Bakhtin, Mikhail 1895-1975

Balenciaga, Crostobal 1895-1972

Balla, Giacomo 1871-1958

Barthes, Roland 1915-1980

Bataille, Georges 1897-1962

Bateson, Gregory 1904-1980

Baudrillard, Jean 1929-

Bazin, Andre 1918-1958

Beauvoir, Simone de 1908-1986

Behrens, Peter 1869-1940

Benedict, Ruth 1887-1948

Benjamin, Walter 1892-1940

Bentham, Jeremy 1748-1832

Bergson, Henri 1859-1941

Bernays, Edward L. 1891-1995

Bialetti, Alfonso 1888-1970

Bingham, Hiram 1875-1956

Blake, William 1757-1832

Bourdieu, Pierre 1930-2002

Brahe, Tycho 1546-1601

Brecht, Bertolt 1898-1956

Breton, Andre 1896-1966

Bruno, Giordano 1548-1600

Buddha, Gautama Siddhartha 0563-0483

Caillois, Roger 1913-1978

Calvin, John 1509-1564

Campbell, Joseph 1904-1987

Castiglione, Baldassare 1478-1529

Chanel, Coco 1883-1971

Chaplin, Charlie 1889-1977

Cheret, Jules 1836-1932

Chomsky, Noam 1928-

Cixous, Helene 1937-

Colt, Samuel

Columbus, Christopher 1451-1508

Comte, Auguste 1798-1857

Condorcet, Marquis de (Marie-Jean-Antoine-Nicholas Caitat) 1743-1794

Cooley, Charles Horton 1864-1929

Copernicus 1473-1543

Corax 0467 BCE (c.)

Corelli, Arcangelo 1653-1713

D Avenel, Georges, Viscomte de 1855-1939

Daguerre, Louis JAcques Mande 1789-1851

Darwin, Charles 1809-1882

Debord, Guy-Ernest 1931-1994

Delvaux, Paul 1897-1994

Descartes, Rene 1596-1650

Dewey, John 1859-1952

Diderot, Denis 1713-1784

Dilthey, Wilhelm 1833-1911

Diogenes 0404-0323

Dior, Christian

Dos Passos, John

Duchamp, Marcel 1887-1968

Durer, Albrecht 1471-1528

Edison, Thomas Alva 1847-1931

Einstein, Albert 1879-1955

Eisenstein, Sergei 1898-1948

Eliade, Mircea 1907-1986

Eliot, Thomas Stearns 1888-1865

Erasmus, Desiderius 1466-1536

Faraday, Michael 1791-1867

Faure, Gabriel-Urbain 1845-1924

Fessenden, Reginald

Feuerbach, Ludwig 1807-1872

Fichte, Johann Gottlieb 1762-1814

Ford, Henry 1863-1947

Foucault, Michel 1926-1984

Fox Talbot, William Henry 1880-1877

Freud, Sigmund 1856-1939

Friedan, Betty 1921

Frye, Herman Northrop 1912-1991

Gadamer, Hans-Georg 1900-2002

Galle, Emile 1846-1904

Garfinkel, Harold 1917-1987

Geertz, Clifford 1923-

Giddens, Anthony 1938-

Goebbles, Joseph 1897-1945

Goethe, Johann 1749-1832

Goffman, Erving 1922-1983

Gorgias of Leontini 0483-0378 BCE

Gramsci, Antonio 1891-1937

Grant, George 1918-1988

Greere, Germain 1939-

Greimas, Algirdis Julien 1917-1992

Grierson, John 1898-1972

Gropius, Walter 1883-1969

Guimard, Hector 1867-1942

Habermas, Jurgen 1929-

Hall, Edward Twitchell 1914-

Hall, Stuart 1932-

Handel, Georg Fredrick 1685-1758

Havelock, Eric A 1903-1988

Hearst, William Randolph 1863-1951

Hegel, Georg 1770-1831

Heidegger, Martin 1889-1976

Hesiod 0775 BCE (fl.)

Hobbes, Thomas 1588-1679

Hoffmann, E. T. A. Ernst Theodor Wilhelm (AKA Ernst Theodor Amadeus) 1776-1822

Homer 800 BCE (c. )

Horkeheimer, Max 1895-1973

Hovland, Carl 1912-1961

Huizinga, Johannes 1872-1945

Hume, David 1711-1776

Hus, Jan 1369-1415

Husserl, Edmund 1859-1938

Innis, Harold Adams 1894-1952

Isocrates 0436-0338 BCE

Jackobson, Roman 1896-1982

James, William 1842-1910

Janynes, Julian 1920-1997

Jarry, Alfred 1873-1907

Jauss, Hans Robert 1921-1997

Jauss, Hans-Robert 1921-1997

Jaynes, Julian 1920-1997

John Scotus Arigena (John Scotus) 0810-tr0877

Jones, Owen 1809-1874

Joyce, James Augustine Aloysius 1882-1941

Jung, Carl Gustav 1875-1961

Kant, Emmanuel 1724-1804

Kepler, Johannes 1571-1601

Lalique, Renee 1860-1945

Lasswell, Harold D. 1902-1978

Lazarsfeld, Paul Felix 1910-1976

Le Corbusier (Charles-Edouard Jeanneret-Gris) 1887-1965

Leavis, Frank Raymond 1895-1978`

LeBon, Gustave 1841-1931

Lee, Ivy 1877-1934

Lefebvre, Henri 1901-91

Leger, Ferdinand 1881-1968

Leibniz 1646-1716

Levi-Strauss, Claude 1908-

Lewin, Kurt 1890-1947

Lewis, Matthew David 1775-1817

Lewis, Wyndham 1884-1954

Linnaeus, Carolus 1707-1778

Locke, John 1632-1704

Loewy, Raymond 1893-1986

Loos, Adolf 1870-1933

Luther, Martin 1483-1546

Lyotard, Jean-Francois 1924-1998

Machiavelli, Niccolo . 1469-1527

MacIntosh, Charles Rennie 1868-1928

Mackmurdo, Arthur 1851-1942

Macpherson, C. B . 1911-1987

Magritte, Rene 1898-1967

Mallarme, Stephane 1842-1896

Marconi, Guglielmo 1874-1937

Marcuse, Herbert 1898-1979

Marinetti, Tommaso 1876-1944

Marx, Karl 1818-1883

Mauss, Marcel 1872-1950

Maxim, Hiram 1840-1916

Maxim, Hiram Sir 1840-1916

McCracken, Grant 1951-

McKeon, Richard 1900-1985

McLuhan, Herbert Marshall . 1911-1980

Mead, George Herbert 1863-1931

Merleau-Ponty, Maurice 1908-1961

Merton, Robert K 1910-

Michelangelo (Bonorotti) 1475-1564

Mies van der Rohe, Ludwig 1886-1969

Mill, John Stuart 1806-1873

Milton, John 1608-1674

Moholy-Nagy, Laszlo 1895-1946

Mondrian, Piet 1872-1944

Morris, William 1834-1896

Moses 00-1300 BCE (fl.)

Mucha, Alphonse 1860-1939

Mumford, Lewis 1895-1990

Munch, Edvard 1863-1944

Mussolini, Benito 1883-1945

Nadar (Gaspard-Felix Tournachon) 1820-1910

Newton, Isaac 1642-1727

Niepce, Josph Nicephore 1765-1833

Nietzsche, Friedrich Wilhelm 1844-1900

Ong, Walter SJ 1912-2003

Park, Robert Ezra 1864-1944

Parmenides 0515-0445

Parsons, Talcott 1902-1979

Pausanias 0143-0176

Petrarch (Franceso Petrarca) 1304-1374

Picasso, Pablo 1881-1973

Pierce, Charles Saunders 1839-1914

Plato 427/428-347

Plutarch 46- after 119 CE

Poe, Edgar Allan 1809-1849

Propp, Vladimir 1895-1970

Pyrrho 0365-0270

Pythagoras 0582-0500 (0570-0497)

Quesney, Francois 1694-1774

Quetelet, Adolphe 1796-1874

Richards, Ivor Armstrong 1893-1979

Ricoeur, Paul 1913-

Rivera, Diego 1886-1957

Robinson, Gertrude Joch 1927-

Rousseau, Jean-Jacques 1712-1778

Rubin, Edgar 1886-1951

Said, Edward William 1935-2003

Saint-Simon, Claude Henri de 1760-1825

Sapir, Edward 1881-1939

Sartre, Jean-Paul 1905-1980

Saussure, Ferdinand de 1857-1913

Scarlatti, Domenico . 1685-1757

Schelling, Friedrich 1775-1854

Schiller, Johann 1759-1805

Schliemann, Heinrich 1822-1890

Schopenhauer, Arthur 1788-1860

Schutz, Alfred 1899-1959

Schwitters, Kurt 1887-1948

Seurat, Georges 1859-1891

Shannon, Claude 1916-

Sheraton, Thomas 1751-1806

Sighele, Scipio 1868-1913

Simmel, Georg 1858-1918

Sloan, Alfred P 1892-1966

Smith, Adam 1723-1790

Smythe, Dallas 1907-1992

Socrates 470-399 BCE

Solomon 900 BCE (c.)

Spencer, Herbert 1820-1903

Spinoza 1632-1677

Spry, Graham 1900-1983

Spry, Irene 1907-1998

Tarde, Gabriel 1843-1904

Tatlin, Vladimir 1885-1953

Teague, Walter Dorwin

Teilhard de Chardin, Pierre 1881-1955

Thales 640-546 BCE

Thompson, Edward Palmer 1924-1993

Thonet, Michael 1796-1871

Thoreau, Henry David 1817-1862

Thucydides 401 BCE (d. c.)

Tiffany, Louis Comfort 1843-1933

Toennies, Ferdinand 1855-1936

Toulouse Lautrec, Henri de 1864-1901

Tylor, Sir, Edward Burnett 1832 – 1917

Van Gogh, Vincent 1853-1890

Veblen, Thorstein Bunde 1857-1929

Velde, Henry Clemens van de 1863-1957

Verlaine, Paul Marie 1844-1896

Verne, Jules 1828-1905

Vico, Giovanni Giambatista 1668-1744

Vinci, Leonardo Da . 1452-1519

Vitruvius, Marcus Vitruvius Pollo 1st c BCE

Vivaldi, Antonio . 1678-1741

Voltaire (Francoise-Marie Arout) 1694-1778

Wang Bi 0226-0249

Warner, Marina 1946-

Watson, John Broadus 1878-1958

Watzlawick, Paul 1921-

Weber, Max . 1864-1920

Wiener, Norbert 1894-1964

Williams, Raymond 1921-1988

Wittgenstein, Ludwig 1889-1951

Wright-Mills, C. 1916-1962

Wright, Frank Lloyd 1869-1959

Wycliffe, John 1330-1383

Xenophanes 570-475