These days, the idea of the cyborg is less the stuff of science fiction and more a reality, as we are all, in one way or another, constantly connected, extended, wired, and dispersed in and through technology. One wonders where the individual, the person, the human, and the body are—or, alternatively, where they stop. These are the kinds of questions Hélène Mialet explores in this fascinating volume, as she focuses on a man who is permanently attached to assemblages of machines, devices, and collectivities of people: Stephen Hawking.
Drawing on an extensive and in-depth series of interviews with Hawking, his assistants and colleagues, physicists, engineers, writers, journalists, archivists, and artists, Mialet reconstructs the human, material, and machine-based networks that enable Hawking to live and work. She reveals how Hawking—who is often portrayed as the most singular, individual, rational, and bodiless of all—is in fact not only incorporated, materialized, and distributed in a complex nexus of machines and human beings like everyone else, but even more so. Each chapter focuses on a description of the functioning and coordination of different elements or media that create his presence, agency, identity, and competencies. Attentive to Hawking’s daily activities, including his lecturing and scientific writing, Mialet’s ethnographic analysis powerfully reassesses the notion of scientific genius and its associations with human singularity. This book will fascinate anyone interested in Stephen Hawking or an extraordinary life in science.
Historical and Philosophical Perspectives of Science was first published in 1970. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
The series of essays published in this book, which is Volume V of the Minnesota Studies in the Philosophy of Science, are (with the exception of two essays) based on papers presented or discussed at a conference devoted to exploring the relationships between the history and the philosophy of science, held at the University of Minnesota in the fall of 1969. In a forward Peter Caws notes that the conference grew out of the deliberations of subcommittee of the U.S. National Committee for the International Union of History and Philosophy of Science.
The contributors are Herbert Feigl, Ernan McMullin, Wesley C. Salmon, Peter Archinstein, Arnold Thackray, Mary Hesse, Edward Rosen, Paul K. Feyerabend, Erwin N. Hiebert, Gerd Buchdahl, Roger H. Stuewer, Howard Stein, and Kenneth F. Schaffner. Some of the papers draw philosophical conclusions from examples in the history of science; others point out the significance of philosophical insights for a study of the history of science; still others explore special aspects of the history or philosophy of science.
An investigation of how-to guides for sensor technologies
Sensors are increasingly common within citizen-sensing and DIY projects, but these devices often require the use of a how-to guide. From online instructional videos for troubleshooting sensor installations to handbooks for using and abusing the Internet of Things, the how-to genres and formats of digital instruction continue to expand and develop. As the how-to proliferates, and instructions unfold through multiple aspects of technoscientific practices, Jennifer Gabrys asks why the how-to has become one of the prevailing genres of the digital. How to Do Things with Sensors explores the ways in which things are made do-able with and through sensors and further considers how worlds are made sense-able and actionable through the instructional mode of citizen-sensing projects.
Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
In 1989 Michael Bishop and Harold Varmus were awarded the Nobel Prize for their discovery that normal genes under certain conditions can cause cancer. In this book, Bishop tells us how he and Varmus made their momentous discovery. More than a lively account of the making of a brilliant scientist, How to Win the Nobel Prize is also a broader narrative combining two major and intertwined strands of medical history: the long and ongoing struggles to control infectious diseases and to find and attack the causes of cancer.
Alongside his own story, that of a youthful humanist evolving into an ambivalent medical student, an accidental microbiologist, and finally a world-class researcher, Bishop gives us a fast-paced and engrossing tale of the microbe hunters. It is a narrative enlivened by vivid anecdotes about our deadliest microbial enemies--the Black Death, cholera, syphilis, tuberculosis, malaria, smallpox, HIV--and by biographical sketches of the scientists who led the fight against these scourges.
Bishop then provides an introduction for nonscientists to the molecular underpinnings of cancer and concludes with an analysis of many of today's most important science-related controversies--ranging from stem cell research to the attack on evolution to scientific misconduct. How to Win the Nobel Prize affords us the pleasure of hearing about science from a brilliant practitioner who is a humanist at heart. Bishop's perspective will be valued by anyone interested in biomedical research and in the past, present, and future of the battle against cancer.
A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.
Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.
This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?
Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.
John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.
WInner of the Best First Book from the Native American and Indigenous Studies Association
Winner of the Labriola Center American Indian National Book Award
Winner of the Ann Saddlemyer Award from the Canadian Association for Theatre Research
Reimagining how we understand and write about the Indigenous listening experience
Hungry Listening is the first book to consider listening from both Indigenous and settler colonial perspectives. A critical response to what has been called the “whiteness of sound studies,” Dylan Robinson evaluates how decolonial practices of listening emerge from increasing awareness of our listening positionality. This, he argues, involves identifying habits of settler colonial perception and contending with settler colonialism’s “tin ear” that renders silent the epistemic foundations of Indigenous song as history, law, and medicine.
With case studies on Indigenous participation in classical music, musicals, and popular music, Hungry Listening examines structures of inclusion that reinforce Western musical values. Alongside this inquiry on the unmarked terms of inclusion in performing arts organizations and compositional practice, Hungry Listening offers examples of “doing sovereignty” in Indigenous performance art, museum exhibition, and gatherings that support an Indigenous listening resurgence.
Throughout the book, Robinson shows how decolonial and resurgent forms of listening might be affirmed by writing otherwise about musical experience. Through event scores, dialogic improvisation, and forms of poetic response and refusal, he demands a reorientation toward the act of reading as a way of listening. Indigenous relationships to the life of song are here sustained in writing that finds resonance in the intersubjective experience between listener, sound, and space.
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