The Perspective Research Centre presents established knowledge alongside original research, new classifications and developing theory. This page explains how these different kinds of material should be understood and used.
Most of the material published by the PRC is based on established historical, geometrical, optical, artistic and scientific knowledge. Where the PRC introduces a new term, classification, interpretation or theoretical proposal, this is identified as clearly as possible.
This distinction allows readers to consult the website and publications both as reference sources and as records of an active, continuing programme of perspective research.
Established Knowledge and New Research
The PRC brings together knowledge developed across art, architecture, geometry, optics, visual perception, photography, cartography, imaging science, computer graphics and related fields. Much of this material is established knowledge that has been reorganised within a unified perspective framework.
The research also identifies gaps, inconsistencies and conflicts in existing terminology and classification. Where necessary, the PRC proposes new or refined terms, distinctions, categories and theoretical relationships to describe perspective more accurately and systematically.
Approximately 7–8% of Dictionary Terminology
Of the approximately 4,000 terms included in the Dictionary of Perspective, about 300—approximately 7–8 per cent—are new, substantially refined or significantly reclassified by the PRC.
The remaining terminology records established, historical or specialist usage drawn from the many disciplines concerned with perspective. The new and refined material extends this inherited knowledge and helps connect terms and concepts that have previously been treated separately.
Developing Research
Some PRC concepts and classifications form part of developing research rather than established academic consensus. They are presented as reasoned proposals supported by historical evidence, comparative analysis, geometry, optics and the systematic study of perspective terminology and phenomena.
Developing research should be distinguished from settled knowledge, but it should not be confused with speculation unsupported by evidence. New classifications and theoretical proposals are introduced to clarify recurring problems, reveal overlooked relationships and provide a more coherent account of the field.
These proposals may be revised as the research develops, further sources are examined and more rigorous geometrical, optical and mathematical analysis is completed.
Students and Formal Assessment
Students should distinguish between established knowledge and terminology introduced or substantially revised by the PRC. For formal courses, examinations and assessed work, the terminology and requirements of the relevant teacher, institution or examining body should normally be followed.
PRC classifications may nevertheless be used for comparison, critical discussion and further research, provided their status and source are clearly identified.
Perspective Category Theory
Perspective Category Theory is the principal organising framework developed by the PRC. It examines the categories, classes, types, forms, phenomena, functions and products of perspective, together with the relationships between them.
The theory brings together natural, visual, optical, graphical, mathematical, instrumental, simulated and digital forms of perspective within a shared structure. It is a developing research framework intended to organise existing knowledge, resolve inconsistencies and support the development of new concepts.
Revision and Scholarly Use
PRC publications and online resources form part of a continuing research programme. Entries may be expanded, corrected or refined as new evidence is found and the underlying theory develops.
Readers using PRC material in academic or professional work should cite the relevant page, publication, edition and date of access. Where a term or classification is identified as new, refined or developing, that status should be retained in any citation or discussion.
Corrections, relevant sources and constructive scholarly responses are welcomed. This process of examination and revision is central to the development of a more comprehensive and reliable account of perspective.