Index
Note: Italics indicate a figure; n denotes a footnote
Adorno, Theodor, 19
aesthetics: as unifying element for ibm,
126; changes in divide between sub-
jectivity and objectivity, 82, 83–84, 85,
97–98; of data visualization, 14–15; in-
fluence of cybernetic concepts on, 28,
31, 36, 82; role of a history of, 24–25,
74; sense and perception as determi-
nants of, 24–25, 29, 143; as tools to
communicate ideas, 132–33; transfor-
mations of human sensibilities and,
23–24, 251, 262
Archigram: Archigram journal, 244–45;
fantasy cities of, 245–47, 249–50; in-
fluence of on smart cities, 32–33; pur-
pose of, 243, 248. See also utopias
architecture: as a machine, 9–10, 11;
Benjamin on, 6; Bentham on, 9; com-
puter, 47, 75–76, 160, 282n72; Fuller’s
influence on practices, 14; Negro-
ponte’s “architecture machines,” 10–11,
119; Noguchi’s aesthetics concern-
ing, 266; of ibm’s Yorktown labora-
tories, 127–29; of Songdo, 6–7, 31–33,
235, 239; postwar design, 82, 273n7,
299n100; roles of, 113, 134–35, 284n21;
subordination of to technology in
smart cities, 6–7, 11–12, 31–34, 239–43,
272–73n8; Wiener’s influence on prac-
tices, 12–13
Architecture Machine Group (miT),
10–11, 273n10
archive: and memory, 67, 70, 75–76, 139,
143; as meeting of storage and tem-
poral process, 27; Kepes’s of images,
87–92, 125
archiving: as conceived by Charles
Eames, 108–10; reconceptualization
of, 13, 17, 80, 83, 108, 159; and storage,
73, 75; understanding and comprehen-
sion as, 108–10, 133, 181, 225, 230
Arendt, Hannah, 18–19, 178, 184
attention: as pedagogical concern, 110,
129, 132–33, 136; cybernetic measure-
ment of, 44–45; influences of time and
environment on, 23–25, 82, 244; and
information inundation, 14, 211, 237–
38; as interactivity, 17, 23, 28, 225; re-
formulation of individual into units of,
4–5, 30, 228–29, 239, 240, 249; research
by the Eameses and their colleagues
on, 102, 132–33, 136, 142, 203, 220–21
automata, 49, 53, 55, 68, 145–46, 175
autostereogram, 64
bandwidth, 1, 3–5, 26, 32, 37, 240, 243–44
Banham, Reyner, 244, 247, 285n29
Barthes, Roland, 49–50, 51, 56, 75, 215
Bateson, Gregory: academic background
of, 162–63, 295n44; concept of men-
tal plateau, 195; on conscious versus
unconscious mind, 172; critique of
game theory by, 196; family therapy
innovation by, 166–67, 192–93; influ-
ence of, 162; innovations in recording
of therapy sessions, 166–67; model of
double bind, 162–63, 167, 191, 193, 194;
on paranoia versus schizophrenia,
194–95; porpoise example of mem-
ory and learning, 191–93; research on
schizophrenia by, 163, 166–67, 192–93,
194–95
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