Week 12: Inventing education; Digital humanities

We will read the remaining chapters of Lienhard's How Invention Begins, and learn about William Wulf's work on digital support for the humanities. 

You will also have many opportunities to attend technology-related talks; see below.

Goals:

• Finish reading Lienhard. Think more about the effects of technology on education and academic discourse.
• Draft your research paper.

Monday, April 20: The Printing Press 

Read Lienhard chapters 9 - 11 (pp. 137 - 193)

1. On page 138, Lienhard writes, "We must also remember that none of these technologies was regarded as necessary until it was developed to the point of being ubiquitous. Before that, each was seen, to some extent, as frivolous." Why do you think Lienhard uses this idea to introduce these chapters on the printing press?
2. Lienhard uses the evolution of books to illustrate what he believes to be general mechanisms by which technology evolves. (For example, on page 151, Lienhard notes a feedback look between the development of eyeglasses and handwritten books. This kind of feedback loop would seem to be a general mechanism that could speed or influence the development of a technology.) Explain one such mechanism, with appropriate citations.
3. What connections do you see to other ideas from this course?
4. What is one question about the reading that you would like to discuss?
5. About how long did you spend on the reading and your response?

Assignments:

• Students whose last names begin with N - Z should post their answers to the above questions in the appropriate forum. As a reminder, reading responses are due by 7:30 the day before the class meeting.

Tuesday, April 21: Physics Seminar

• Tuesday, April 21, noon, SCI 1023: Paden Roder, "Graphene Electron Microscopy and Nanofabrication"

Wednesday, April 22: Inventing Education

Read Lienhard chapters 12 - 14  (pp. 195 - 242)

1. What does Lienhard mean when he says that education was "invented"? How is this connected to printing?
2. What new idea(s) concerning the "evolution of technology?" does Lienhard develop in Chapter 14?
3. What was the most important thing you learned from this book?
4. What is one question about the reading that you would like to discuss?
5. About how long did you spend on the reading and your response?

Assignments:

• Students whose last names begin with A - M should post their answers to the above questions in the appropriate forum. As a reminder, reading responses are due by 7:30 the day before the class meeting.

Wednesday, April 22: Humanities Center Spring Symposium

Please consider attending the following talk. You may email me a response for 5 points of extra credit.

4:15, JRC 101: Kembrew McLeod, Copyrights, Trademarks and Patents, Oh My! Resisting the Privatization of Culture

Thursday, April 23: Phi Beta Kappa Lecture

Please consider attending the following talk. You may email me a response for 5 points of extra credit.

William Wulf: Responsible Citizenship in a Technological Democracy

The talk is at 11 a.m. in Herrick Chapel. There will also be an opportunity for informal chats with Dr. Wulf in Mears Cottage, 4:15 - 5:15 p.m.

Friday, April 24: Digital Humanities

Phi Beta Kappa guest lecturer William Wulf will (hopefully) give a guest lecture on his work with computer support for the humanities.

Friday, April 24: HMMI Speaker

The HHMI interdisciplinary teaching grant, Computer Science, Theater, and Technology Studies have all come together to bring computer graphics researcher Michael Neff to campus. You may attend any of the following and email me a short response for 5 points of extra credit.

• noon, SCI 3821: "Designing Computational Representations of Expressive Movement" (with pizza - please email me to RSVP)
• 3:15, SCI 3821: "A History of Computer Animation"
• 4:15, SCI 3819: informal chats with students

Friday, March 24, 5:30 p.m.: Draft research paper due

Your research paper should be in a state where I and your teammates can read it and give you feedback.

• The draft should have a meaningful title; it should be 1.5- or double-spaced, in a 10-12-point font, with at least 1" margins; each page should include a page number and your name.
• The draft should have a clear thesis, an introduction, a conclusion, and appropriate transitions to help the reader follow the logical flow of your argument or analysis.
• The draft must have appropriate citations and a bibliography in MLA style.
• The final version of your paper should be around 1500-3000 words. This draft could be a bit shorter or longer, depending on your working style. I won't count words.
• I encourage you to include at least one reading from the course in your draft, but this is not required.

• Argument: Does the paper have a main point?  Is there a clear and logical progression of ideas expanding on that main point?
• Evidence: Is the argument supported by an adequate number of concrete facts and vivid details?  Are points well enough developed to be convincing?
• Research: Does the text cite an adequate number of high-quality sources?  Were any important sources or substantive issues overlooked?
• Handling of Sources: Does the text draw a clear distinction between the author's perspective and the perspectives of the sources consulted?  Has the author taken a critical approach to the sources available?

Janet Davis (davisjan@cs.grinnell.edu)