What constitutes a ‘document’ and how does it function?
According to the Oxford English Dictionary, the etymological origin is the Latin ‘documentum’, meaning ‘lesson, proof, instance, specimen’. As a verb, it is ‘to prove or support (something) by documentary evidence’, and ‘to provide with documents’. The online version of the OED includes a draft addition, whereby a document (as a noun) is ‘a collection of data in digital form that is considered a single item and typically has a unique filename by which it can be stored, retrieved, or transmitted (as a file, a spreadsheet, or a graphic)’. The current use of the noun ‘document’ is defined as ‘something written, inscribed, etc., which furnishes evidence or information upon any subject, as a manuscript, title-deed, tomb-stone, coin, picture, etc.’ (emphasis added).
Both ‘something’ and that first ‘etc.’ leave ample room for discussion. A document doubts whether it functions as something unique, or as something reproducible. A passport is a document, but a flyer printed in offset equally so. Moreover, there is a circular reasoning: to document is ‘to provide with documents’. Defining (the functioning of) a document most likely involves ideas of communication, information, evidence, inscriptions, and implies notions of objectivity and neutrality – but the document is neither reducible to one of them, nor is it equal to their sum. It is hard to pinpoint it, as it disperses into and is affected by other fields: it is intrinsically tied to the history of media and to important currents in literature, photography and art; it is linked to epistemic and power structures. However ubiquitous it is, as an often tangible thing in our environment, and as a concept, a document deranges.
The-documents.org gathers documents and provides them with a short textual description, explanation, or digression, written by multiple authors. Regularly, new files will be added, and old files will be altered. In Paper Knowledge, Lisa Gitelman paraphrases ‘documentalist’ Suzanne Briet, stating that ‘an antelope running wild would not be a document, but an antelope taken into a zoo would be one, presumably because it would then be framed – or reframed – as an example, specimen, or instance’. The files gathered on this website are all documents – if they weren’t before publication, they now are. That is what this website, irreversibly, does. It is a zoo turning an antelope into an ‘antelope’.
Navigating the website can be done in different ways. There are links in the textual descriptions leading to other documents; there is a collection of all files published; at the right, the sidebar allows users to filter and arrange files based on themes, authors, types, etc. You can hit ‘random’. As the visitor makes his/her/their way through the collection, the-documents.org tracks the entries that have been viewed. It documents the path through the website. Your path can be saved digitally, printed at home, or ordered as a book. As such, the time spent on the-documents.org turns into a new document.
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Contact: info [@] the-documents.org
The-documents.org is a project by De Cleene De Cleene; design & development by atelier Haegeman Temmerman.
De Cleene De Cleene is Michiel De Cleene and Arnout De Cleene. Together they form a research group that focusses on novel ways of approaching the everyday, by artistic means and from a cultural and critical perspective.
contact: info [@] decleenedecleene.be
This project was made possible with the support of the Flemish Government and KASK, the School of Arts of HOGENT and Howest.
Briet, S. Qu’est-ce que la documentation? Paris: Edit, 1951.
Gitelman, L. Paper Knowledge. Toward a Media History of Documents. Durham/London: Duke University Press, 2014.
Oxford English Dictionary Online. Accessed on 13.05.2021.
‘The masons in training pour a concrete slab and build four walls upon it in a stretcher bond. Then the block comes to our department and the students in the course Electrical installer (residential) can grind channels and drill cavities in it.’
‘It’s not always a success from the outset, but they learn quickly.’
‘Never grind horizontally, always vertically. Diagonally if there is no other way.’
‘Two fingers wide.’
‘After this it goes to the sanitary department. After the bell drilling, the demolition hammer follows and the masons make us a new block.’
Competentiecentrum VDAB, Wondelgem, July 2019.
First published in A+ Architecture in Belgium, A+ 279, Schools (August, September 2019), https://www.a-plus.be/nl/tijdschrift/schools