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From: andyr@sag4.ssl.berkeley.edu (Andy Rose)
Newsgroups: comp.graphics.visualization
Subject: Re: Out of the lab, into the classroom
Keywords: reuse fabulous
Message-ID: <1991Apr4.190844.19803@agate.berkeley.edu>
Date: 4 Apr 91 19:08:44 GMT
References: <1991Apr3.215031.7763@nas.nasa.gov> <1151@durer.cme.nist.gov> <18226@crdgw1.crd.ge.com>
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In article <18226@crdgw1.crd.ge.com> meltsner@crd.ge.com writes:
>
>Visualization can help reduce the information
>overload, but it doesn't help with the insight or analysis to make the
>conceptual leap from the video to understanding the real world.

I thought the whole purpose of visualization was to help with the
insights or analysis to make the conceptual leap.  Is visualization
just for reducing the information overload? What's the difference?

>Visualization people will only be useful when they understand that
>they are actually one of the least important parts of the whole
>process.  Critical, yes, but not the part that actually contributes to
>the scientific world or towards a solution of an engineering problem.

People will only be useful when they understand that they are actually
one of the least important parts of the whole process.  Critical, yes,
oh yes, in this day and age, critical indeed.  Important?

The 'process' of science seems to place little importance on communicating
results to the layman, relying on "Popular Science" and technical
reporters to get the word out.  Perhaps visualization can make 
inroads into increasing the amount of knowledge disseminated to the
common people in the common(?) language(?) of pictures and moving 
pictures.

         
>Ken Meltsner                        | meltsner@crd.ge.com (518) 387-6391

Andy Rose