This document discusses different perspectives on defining science fiction and its key characteristics. It examines views that science fiction involves introducing a "novum" or strange new element (Darko Suvin), exploring "what if" scenarios like thought experiments (Gwyneth Jones), emphasizing technology and symbolic objects over character (Damien Broderick), and satisfying readers' expectations of rational scientific explanations (Samuel Delany). The document also provides context on author Octavia Butler and her works like Lilith's Brood that feature symbiotic relationships between humans and aliens, exploring concepts like parasitism, commensalism, and mutualism.
This session will look at the politics of knowledge production and discuss the ways in which the establishment of the dominant discourses of legitimate knowledge relied upon the concomitant marginalisation of ‘other’ sources of knowledge. Mainstream approaches to the philosophy of social science have not, for the most part, been particularly concerned with the effects of epistemology on the racialized/ethnicized and/or the non-Western and non-white. This is because the West, as the location from which the majority of these viewpoints have been constructed, has either implemented a universalistic image of the world which proposes that it can be all encompassing, or because it has more directly ignored the world beyond Europe and the West. This session will critically discuss the emergence of ‘postcolonial studies’ and its positioning of the subaltern as the vantage point from which to critique these dominant discourses, as well as attending to the various problems present in such an undertaking, as identified in the writings of Spivak. It will also look at the problems of doing social research with or on ‘Other’ (non-white, non-Western) groups. We shall examine the problems of paternalism, tokenism, objectivism, victimisation and the intended or unintended abuses of power that can arise out of sensitive and highly politicised research situations. We also ask what a philosophy of social science would look like if it was purposefully dedicated to acknowledging the injustices borne of racism and colonialism and redressing them.
This PowerPoint serves as an introduction to Michel Foucault and one of his most famous theories. It includes an example of his theory in action, and a short bibliography.
This session will look at the politics of knowledge production and discuss the ways in which the establishment of the dominant discourses of legitimate knowledge relied upon the concomitant marginalisation of ‘other’ sources of knowledge. Mainstream approaches to the philosophy of social science have not, for the most part, been particularly concerned with the effects of epistemology on the racialized/ethnicized and/or the non-Western and non-white. This is because the West, as the location from which the majority of these viewpoints have been constructed, has either implemented a universalistic image of the world which proposes that it can be all encompassing, or because it has more directly ignored the world beyond Europe and the West. This session will critically discuss the emergence of ‘postcolonial studies’ and its positioning of the subaltern as the vantage point from which to critique these dominant discourses, as well as attending to the various problems present in such an undertaking, as identified in the writings of Spivak. It will also look at the problems of doing social research with or on ‘Other’ (non-white, non-Western) groups. We shall examine the problems of paternalism, tokenism, objectivism, victimisation and the intended or unintended abuses of power that can arise out of sensitive and highly politicised research situations. We also ask what a philosophy of social science would look like if it was purposefully dedicated to acknowledging the injustices borne of racism and colonialism and redressing them.
This PowerPoint serves as an introduction to Michel Foucault and one of his most famous theories. It includes an example of his theory in action, and a short bibliography.
Read through the following article and then write a short reaction e.pdfinfo706022
Read through the following article and then write a short reaction essay that reflects on the
concepts set forth in the article as well as your own ideas about scientific writing. Please refer to
specific points made by the author when you are writing. Aim for insight and depth in your
writing.
Title: Scientists as Writers
(Author: Laura Jane Martin)
Scientists study murky ponds, holes in space, and atoms that refuse to touch. Science is inspiring
and beautiful. But scientific articles are not. Most scientific articles are so impenetrable that even
scientists cringe to read them. Instead of expanding our collective wonder, they intimidate, and
we leave it to science journalists and university extension associates to translate these ciphers
into But shouldn’t good writing be required of scientists, too?
Today scientific articles are constrained by convention and myth.
The conventions of scientific writing have two goals: to convey authority, and to demonstrate the
author’s objectivity. Conventions that convey authority include a standardized article structure
(Introduction, Methods, Results, Conclusion); booster words (Scientific articles contain more
booster words [clearly,obviously] than other research articles, but less hedge words [may, seem,
possibly].); and invocations of doom (To justify experiments articles often begin with overblown
sentences like “As we all know, all species are dying.”)
Conventions that convey objectivity include the erasure of scientists as actors in their own
experiments via past passive voice (e.g. “the chemicals were heated” versus “I heated the
chemicals”) and the use of nominalizations or zombie nouns, which make increased population
density.”).
Scientists use these conventions consciously or unconsciously to assert distance between
themselves and their subject, to achieve objectivity through prose. But experimental integrity is
not the same thing as avoiding the first person – nor does avoiding adjectives protect scientific
work from bias. Scientists merely perform authority and objectivity through their conventions,
and the result is that experiments seem to unfold tidily and timelessly, making the scientific
process appear foreordained – and boring.
Strangely enough, today’s conventions emerged in a seventeenth century attempt to make
scientific writing clearer. They were first codified by the Royal Society of London in a 1667
booklet opposing the elitism of rhetoricians. Ornaments of speech were, in the Society’s opinion,
“in open defiance against Reason”; poetry was “this vicious abundance of Phrase, this trick of
Metaphors, this volubility of Tongue.” Honoring reason and clarity above such trickery, Society
members insisted on “a close, naked, natural way of speaking; positive expressions; clear senses;
a native easiness: bringing all things as near the Mathematical plainness as they can.”
Today the opposite concern – exclusivity – drives scientific writing. A certain suspicion of
language’s promiscuity .
this is the summary of whole book in presentation form and all the data is composed in precise way to help the student to know about the history of Philosophy
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Read through the following article and then write a short reaction e.pdfinfo706022
Read through the following article and then write a short reaction essay that reflects on the
concepts set forth in the article as well as your own ideas about scientific writing. Please refer to
specific points made by the author when you are writing. Aim for insight and depth in your
writing.
Title: Scientists as Writers
(Author: Laura Jane Martin)
Scientists study murky ponds, holes in space, and atoms that refuse to touch. Science is inspiring
and beautiful. But scientific articles are not. Most scientific articles are so impenetrable that even
scientists cringe to read them. Instead of expanding our collective wonder, they intimidate, and
we leave it to science journalists and university extension associates to translate these ciphers
into But shouldn’t good writing be required of scientists, too?
Today scientific articles are constrained by convention and myth.
The conventions of scientific writing have two goals: to convey authority, and to demonstrate the
author’s objectivity. Conventions that convey authority include a standardized article structure
(Introduction, Methods, Results, Conclusion); booster words (Scientific articles contain more
booster words [clearly,obviously] than other research articles, but less hedge words [may, seem,
possibly].); and invocations of doom (To justify experiments articles often begin with overblown
sentences like “As we all know, all species are dying.”)
Conventions that convey objectivity include the erasure of scientists as actors in their own
experiments via past passive voice (e.g. “the chemicals were heated” versus “I heated the
chemicals”) and the use of nominalizations or zombie nouns, which make increased population
density.”).
Scientists use these conventions consciously or unconsciously to assert distance between
themselves and their subject, to achieve objectivity through prose. But experimental integrity is
not the same thing as avoiding the first person – nor does avoiding adjectives protect scientific
work from bias. Scientists merely perform authority and objectivity through their conventions,
and the result is that experiments seem to unfold tidily and timelessly, making the scientific
process appear foreordained – and boring.
Strangely enough, today’s conventions emerged in a seventeenth century attempt to make
scientific writing clearer. They were first codified by the Royal Society of London in a 1667
booklet opposing the elitism of rhetoricians. Ornaments of speech were, in the Society’s opinion,
“in open defiance against Reason”; poetry was “this vicious abundance of Phrase, this trick of
Metaphors, this volubility of Tongue.” Honoring reason and clarity above such trickery, Society
members insisted on “a close, naked, natural way of speaking; positive expressions; clear senses;
a native easiness: bringing all things as near the Mathematical plainness as they can.”
Today the opposite concern – exclusivity – drives scientific writing. A certain suspicion of
language’s promiscuity .
this is the summary of whole book in presentation form and all the data is composed in precise way to help the student to know about the history of Philosophy
Development Unbound: Utopistic non-linearity in social projectionsJuozas Kasputis
The social sciences are deeply influenced by the success of Newtonian physics what presupposes certain linearity and reversibility in scientific reasoning. This presentation is a modest proposal to revisit scientific method in order to elaborate some alternatives.
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http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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1. Science Fiction and
Lilith’s Brood
Above: Octavia Butler with a
book display
Right: Cover of a new 2008
anthology of Science Fiction
stories
2. Science Fiction: Suvin’s Way
2. Darko Suvin (1979): science fiction = estranged fiction,
as opposed to realistic fiction
• “literature of cognitive estrangement”
• introduces “a strange newness, a novum”
• sounds possible (whether it is or not)
– rational and coherent, presented as if it were scientific
• “a literary genre whose necessary and sufficient
conditions are the presence and interaction of
estrangement and cognition, and whose main formal
device is an imaginative framework alternative to the
author’s empirical environment.”
(empirical = what can be observed in the real world. Here,
Sci Fi must be outside the empirical world of the author.)
Source: Darko Suvin, Metamorphoses of Science Fiction: On the Poetics and History of a Literary Genre (Yale UP,
1979), 4, 7-8.
3. Science Fiction: Thought
Experiment3. Gwyneth Jones (1999)
Science fiction = a thought experiment
• Raises a question: “what if___?”
– Explores possibilities of that question in a scientific way
like a laboratory experiment in controlled conditions
• “‘Science’ in Science Fiction has always has a tacit meaning other than
that commonly accepted. It has nothing in particular to say about the
subject matter, which may be just about anything so long as the formal
conventions of future dress are observed. It means only, finally, that
whatever phenomenon or speculation is treated in the fiction, there is a
claim that it is going to be studied to some extent scientifically—that is
objectively, rigorously, in a controlled environment. The business of the
writer is to set up the equipment in a laboratory of the mind such that
the ‘what if’ in question is at once isolated and provided with the exact
nutrients it needs.”
Source: Gwyneth Jones, Deconstructing Starships: Science, Fiction and Reality (Liverpool UP, 1999) 4.
4. Science Fiction: Technology Focus
4. Damien Broderick (1995)
• Considers why science fiction became popular in 19th
-
20th
- centuries:
– Responds to massive changes: cultural, scientific,
technological
– Changing epistemologies: ways of testing the limits of
knowledge
• Proposes that science fiction departs from conventional
literature in
– Emphasis on materials and symbolic objects of culture
– working with a stock set of symbols/images associated with
popular sci fi (i. e. Martians, nuclear holocaust, space travel, etc)
– Less attention to individual character development. More
interested in objects than subjects
Source: Adam Roberts, The History of Science Fiction (Palgrave, 2005) 2.
5. Science Fiction:
Readers’ Expectations
Samuel Delany
• Acclaimed sci fi writer of the 1960s and 70s
• Wrote Sci fi confronting gender and race issues: transgendered aliens
• Octavia Butler’s writing professor
• Perspective on Science Fiction as set of reading expectations:
• We read a sentence differently if we think it’s in a science fiction text:
Example:
“Her world exploded.”
• Science fiction offers a novum, as Suvin claims. That novum is symbolic,
because it corresponds to our world in some way, even while taking us
beyond it
• Strange newness (novum) = strange materials that work as symbols,
whose meaning is revealed in the coded world of the text
Examples: hotel room at end of universe, electric sheep, tentacles/hair
Source: Adam Roberts, Science Fiction (Routledge, 2000) 16.
6. Hybrid of Realistic and Fantastic?
Science Fiction:
• Fantastic/ Fantasy: in sense that it must
present something new and strange
(novum)
• Realistic in the sense of presenting
something possible according to a
rational, scientific or pseudoscientific
epistemology
7. Science Fiction and
Epistemology
Epistemology: study of the nature, sources,
and limits of knowledge. Asks the
question, “how do we know?”
– A science fiction text can be epistemological, if it
explores the limits of knowledge in its world.
– Can satisfy our expectations (projecting scientific
authority)
– Or it can shock us into awareness of our
uncertainty! (We DON’T really know what we
think we know…)
8. Octavia Butler (1947-2006)
Unusual approach to sci fi:
– strong emphasis on personal,
subjectivity, characterization
– black women as lead characters
– Characters of color—race as a
factor in identity
– changes fan base for sci fi!
– Nova: what’s new and strange:
• Aliens!!!
• perspectives on gender
• communities: who and what can be
included
9. Biologial Concepts Relevant to
Lilith’s Brood
symbiosis: biological interaction between two
parties in which at least one benefits
– “I can’t live without you!”
– LOTS OF POSSIBILITIES for the kinds of
relationships that might develop
• symbiotic interaction: any intimate
relationship formed between two kinds of
organisms (whether destructive to one party or
beneficial to both…)
– Cooperative idea--usually the rule rather than the
exception in nature.
10. What KIND of Symbiosis…?
• parasitism: biological interaction in which one party uses the
other, and either destroys or weakens it
– Examples: Brood parasite: one species lays eggs in nests of other species—diversion of
host energies in raising offspring of another species
– Insects laying eggs in bodies of other organisms… eggs hatch, larvae destroy host
• commensalism: biological interaction in which one party
benefits, and the other neither benefits nor loses
– Example: epiphytes or “air plants”: organisms growing on tree bark. No problem for tree,
good for smaller species, dependent on larger one for survival
– Barnacles on backs of whales: tiny organisms get scraps of food / nutrients from gigantic
organism
– Example: animal species relying on coral reef for food/protection/survival… May or may
not benefit reef…
• mutualism: biological interaction that benefits both parties
– Examples: insects and flowers: relying on each other for pollination and food…
Barnacles on backs of whales…
– Fungi growing on roots of plants—help plants absorb nutrients from soil, while fungus
feeds on nutrients produced in plant root tissue
– Bacteria in our intestines
11. The Oankali and Darko Suvin’s Nova
– Sexes: male, female, and ooloi
– Way of life
• Living ship
• Division of community: Dinso, Toaht, Akjai (35)
• Biological memory (36)
– Genetic trading (meaning of name Oankali) (41)
– View of human beings
• What we think of as flaws, problems (cancer)
– Great potential… (p. 41)
• What they think of as fatal flaw in humans
– Mismatched pair of genetic characteristics (pp. 38-39)
• What they’ll DO with humans???
12. “…we aren’t like mitochondria or helpful bacteria, and
they know it.” (427)
• Diagram of a eukaryote cell (with a nucleus
and organelles)
• Serial
Endosymbiosis
– Theory that over time,
cell organelles
established symbiotic
relationships with
host cells
– Led to eukaryote cells
– (like mitochondria or