Whenever I get into a conversation with someone about classes, and I mention that I’m taking an introductory course on digital humanities, he or she always asks, “What is digital humanities?” It seems like most students have never heard of digital humanities as a field, and it’s understandable because it is a rather new discipline, especially in a university setting where dominant majors and minors have been set in place for a long time. I only heard of digital humanities through a friend who minored in it and recommended that I take the introductory class to see if it was something I’d be interested in. Seeing that digital humanities is a growing field, I can see why there are a lot of discussions about whether it can be a solid and teachable field like chemistry, psychology, or history.
In “Introduction: Theory and the Virtues of Digital Humanities”, Natalia Cecire writes about the controversy that the field has to face as many people still have doubts and negative opinions about digital humanities being a new discipline. Cecire provides a quote from Geoffrey Rockwell that states that digital humanities “is undertheorized [in] the way any craft field that developed to share knowledge that can’t be adequately captured in discourse is. It is undertheorized the way carpentry or computer science are.” Ramsay elaborated that digital humanities is characterized by a “move from reading to making”, which makes the field “nondiscursive”. Digital humanities is not a normal field when compared to other disciplines that have gone through the test of time and the production of knowledge. Basically, almost all other disciplines have some sort of structure and universal way that they can be taught in a school setting through textbooks and other collections of knowledge. However, digital humanities is different because there is no step-by-step way it can be taught and there is no basis or foundation of collection of knowledge like the other disciplines. Much of the learning is experiential; there is shift from reading to making. Cecire compares digital humanities to “hacking”, and I thought it was an interesting comparison because Cecire describes a hacker as someone who looks at data and “learns about them from making or doing”. This changed the way I viewed digital humanities as a field, and I understood why this DH 101 class revolves around a final project — it is about learning by doing.
I stumbled on an article titled “More Hack, Less Yack?” In it, the author declares that practitioners of digital humanities should be more concerned about building and getting things done than to get into problematic discussions about the discipline of digital humanities. I think this is exactly what we should do, and I’m glad that we are focusing on our projects to really experience the new and exciting field of digital humanities.




