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• W3175268966 abstract "Many environmental historians have embraced Geographical InformationSystems (GIS) as a tool and an analytical framework for their research (e.g.Bonnel and Fortin 2014), but little has been written about its companion technology, the handheld GPS (Global Positioning Systems) device. GPS sensorshave become ubiquitous over the last decade, and are now routinely embeddedin computers, telephones, tablets, watches, and so on. Yet, the GPS is also functionally blackboxed in discussions about the meaning and experience of place,making it into either an invisible technology or one that has predetermineddetrimental effects. This chapter argues that in the dialog between what we seeon the screen in our hand and the world out there, the GPS represents a way ofseeing and interpreting nature that we need to incorporate in our scholarship. Asenvironmental historians, we should investigate the digital mediation of landscape just as closely as we investigate the landscapes that are being mediated. Todo that we need to pay close attention to the workings of technology, challenging what we see on the surface and opening up the black box of technology forcultural analysis (Winner 1993; Latour 2013). In both teaching and research,critical investigation of the GPS allows us to reflect on the influence of technology on the perception of the landscapes surrounding us. It lets us explore thetheoretical and methodological implications of writing and teaching environmental history in a world where people increasingly experience nature throughor with the assistance of a diverse range of technologies.This chapter proposes that object lessons can be productively applied touncover the methodological implications of thinking about the GPS as a technology for engaging with place and space. I am here not thinking about the mostcommon contemporary usage of the phrase “object lesson,” typically used to“demonstrate some inviolable but self-evident principle-and often offered as awarning to those who might stray from it” (Young 2013, p. 6). Instead, I proposethe older history of object lessons, developed as a pedagogical method of teaching attention to and awareness of the world through objects. In doing so, thischapter serves a dual methodological purpose. First, it asks how we as environmental historians can interrogate material objects, both made and found, in ourresearch and teaching. Second, it examines in detail one particular object-thehandheld GPS unit-and places it in its larger societal and infrastructuralcontext. The chapter ends with a reflection on whether space and place hascome to mean something else in the digital age than before. How does thesensory and epistemological experience of a landscape change with the tools andtechnologies we have at hand to experience it through? The attention-buildingstructure of the object lesson will serve to shift our attention from the objectitself towards the relationships that the GPS enables, between the mind, thebody, and nature.I will begin by introducing object lessons and their history more thoroughly,before I turn our attention to the GPS unit, loosely following the structure set upby Elizabeth Mayo in her 1831 book Lessons on Objects. I will argue that a GPSdevice can hold an object lesson for environmental historians and as such has aplace in our teaching and research. It is an extraordinarily complex object thatlinks age-old navigational practices, everyday landscape experience, and ColdWar space technology. The GPS unit begs us to engage with a set of questionsabout how we know and make sense of the world around us, rather than simplybeing passive users of a technology that tells us where we are. The GPS becomesan object lesson which uncovers the entanglement of the digital and the material, of media and environment. It offers us a way to think about the presence ofdata in and about nature." @default.
• W3175268966 created "2021-07-05" @default.
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• W3175268966 date "2016-11-10" @default.
• W3175268966 modified "2023-09-27" @default.
• W3175268966 title "Walking with GPS: An object lesson" @default.
• W3175268966 doi "https://doi.org/10.4324/9781315665924-32" @default.
• W3175268966 hasPublicationYear "2016" @default.
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