"This collection aims to re-assess the existence and re-evaluate the contribution of the Toronto School of Communication. Both editors and contributors are to be commended for assembling a well researched and timely study featuring excellent papers, insightful views, and vigorous critical assessment. The Toronto School of Communication Theory will certainly appeal to media students and scholars, as well as anyone interested in the individuals who come under discussion." -- Derrick de Kerckhove, Director of the McLuhan Program in Culture & Technology, University of Toronto "The Toronto School of Communication Theory is an interesting and important collection that succeeds in extending the classic theories of the Toronto School into contemporary studies of media. Anyone who is currently working in the field of Communication Studies and in the cognate social sciences will find this a fascinating volume. As well, those interested in the work of Marshall McLuhan and Harold Innis will find this to be enjoyable reading." -- Peter Simonson, University of Colorado at BoulderVom Verlag:
While never formally recognized as a school of thought in its time, the work of a number of University of Toronto scholars over several decades - most notably Harold Adams Innis and Marshall McLuhan - formulated a number of original attempts to conceptualize communication as a phenomenon, and launched radical and innovative conjectures about its consequences. This landmark collection of essays re-assesses the existence, and re-evaluates the contribution, of the so-called Toronto School of Communication.While the theories of Innis and McLuhan are notoriously resistant to neat encapsulation, some general themes have emerged in scholarly attempts to situate them within the discipline of communications studies that they helped to define. Three such themes - focus on the effects and consequences of communications, emphasis on communications as a process rather than as structure, and a sharp focus on the technology of communication, or the 'medium' - are the most fundamental in characterizing the unique perspective of the Toronto School. This collection not only represents a crucial step in defining the 'Toronto School,' it also provides close analysis of the ideas of its individual members.
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