Tag: Science Fiction

  • Science Fiction, LMC 3214, Summer 2014: Mary Shelley’s Frankenstein (Day 2 of 2)

    Georgia Tech: Engineering Great Minds.
    Georgia Tech: Engineering Great Minds.

    During today’s LMC 3214 Science Fiction class, I continued my lecture on the importance of the Biology of Mind to Frankenstein specifically and Science Fiction generally.

    In the last lecture, I ended on a discussion of the empiricist vs. rationalist debates. Then, I turned to the questions, “How and why do we enjoy literature?” I discussed solving puzzles (finding solutions), feeding our imagination (the novum), deploying our theory of mind and observing theory of mind at play in the novel, recognizing how the brain is a virtual reality simulator (it simulates our experience of the world and our experience of imagined worlds in fiction–in both cases there is a divide between us and the world itself–even more so in the case of the epistolary novel form), and finally, understanding that each person’s experience of the novel will be different based on wiring, hormonal production/reception, memories, and associations (we discussed how we observe this in the novel and how it is important to Romanticism).

    I ended the lecture on an etymology of hubris and nemesis and a discussion about how the novel is a critique of the Age of Enlightenment.

    In the last half of class, I asked the on-campus students to lead the discussion and raise those points, passages, or questions that they were most interested in concerning the novel. Our discussion ranged from Jurassic Park connections to women’s biological rights to the Creature’s missed potential due to his undutiful creator.

    There’s no class on Monday for Memorial Day or Wednesday due to a professional trip. Our class lecture for Wednesday (LS and QUP sections) will be available on T-Square under Resources as an MP4 video. In that lecture, I will discuss proto-SF, Voyages Extraordinaires, and Scientific Romances.We will continue our conversations on Twitter through this weekend and next week. We will resume normal classroom meetings and lecture recording on June 2.

  • Recovered Writing, PhD in English, Social Theory, Cultural Capital, Market Capital, and the Destabilization of the Science Fiction Genre Presentation, Nov. 17, 2008

    This is the fifty-sixth post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.

    The first seminar that I had with Professor Tammy Clewell was “Methods in the Study of Literature.” The second was “Social Theory.” This was an enjoyably challenging seminar in which Professor Clewell encouraged us to explore the them in our specific fields of study. In my case, I researched the exchange of cultural capital in Science Fiction.

    One of the best lessons that I gained from this class happened years afterward. While finishing my dissertation, I sent a lot of publishable-length manuscripts around for consideration. One of those was the longer version of the presentation-length draft included below (I will publish the full length final version on Friday as “Prize Based Cultural Capital Exchange and the Destabilization of the Science Fiction Genre”). In the rejection that I received, a number of factual errors relating to the lore section on the cyberpunks were pointed out by the journal editor. It was a hard lesson in verification and citation that I will not soon forget, and one that I share with my students to drive home the importance of corroboration.

    Due to a number of problems with this essay, including the inaccurate lore, I do not recommend citing this work. Instead, it is offered as a reminder for citation and a resource of ideas and sources.

    Jason W. Ellis

    Professor Tammy Clewell

    Social Theory

    17 November 2008

    Cultural Capital, Market Capital, and the Destabilization of the Science Fiction Genre Presentation

                Michael Chabon, a recognized and celebrated American author best described as mainstream with an admittedly healthy interest in genre fiction, routed the competition in two of the three most prestigious Science Fiction (SF) genre awards with his 2007 alternate history novel, The Yiddish Policemen’s Union. As an alternate history novel, it appeared in the SF section of bookstores, as well as the mainstream section due to Chabon’s widespread recognition as an eminent American author of literature, not genre literature. Also, the cross pollination of Chabon’s work in the SF ghetto is not wholly unique, because Philip Roth, another recognized American author, published his own alternate history novel, The Plot Against America, three years prior. However, what sets Chabon’s novel apart from Roth’s, is that The Yiddish Policemen’s Union swept the two big SF genre superprizes, the Hugo and Nebula, and arrived in second place to Kathleen Ann Goonan’s In War Times for the John W. Campbell Award. In order to evaluate the linkages connected to the Hugo Award, it is necessary to employ a theoretical framework that goes beyond the operations of real capital into the realm of cultural capital, such as that offered by James English in his work, The Economy of Prestige. Furthermore, Chabon’s recent successes raises questions about the purpose of the Hugo Award in relation to the SF cultural economy, the transfer of real capital to and from SF authors, and the meaning of SF in general. In this paper, I argue that Chabon’s Hugo Award triumph destablizes the meaning of SF as a genre due to the transfer of cultural capital and real capital away from the SF archive.

    English adroitly theorizes the exchange and movement of cultural capital via prizes and awards in his 2005 book, The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Capital. In this work, English expands Pierre Bourdieu’s developing “economic calculation to all the goods, material and symbolic” (qtd. in English 5). Bourdieu’s project refers to “cultural capital,” or an intangible, yet realizable, economy of cultural exchange. English chooses the prize as his object of study, and argues convincingly that prizes are one such signifier of cultural capital exchange. Coupled to English’s primary claim, he develops three significant supporting assertions supported by prize data and a number of regional and superprize cases (such as the Noble Prize for Literature and the Man Booker Prize), which are: 1) prizes are a widespread cultural practice, 2) the number of prizes has proliferated and prizes beget other prizes through virtual modeling or cloning, and 3) prizes are made possible by complex machineries and assemblages of people and distributed work, which have a material cost often in excess of the prize bestowed. It is from the third point that English reveals the cultural capital conveyed by prizes and awards, because it is the intangible but easily recognized priceless value of awards. Essentially, there are economies of cultural capital that do not readily translate into material capital, and cultural capital is circulated within fields where that particular cultural capital is meaningful to those persons within that field.

    Throughout The Economy of Prestige, English primarily uses examples of juried prizes, which feature jurors whose own cultural capital becomes part of the complex exchange between prize and winner. However, I want to discuss a special case, which English does not address in his book. My interest focuses on superprizes that are awarded based on the conclusion of a popular vote rather than the decision of a small group of recognized jurors. Specifically, I’m concerned with the oldest, extant SF genre award, the Hugo.

    The Science Fiction Achievement Awards, or more commonly known as the Hugo Awards in honor of the pulp SF editor, Hugo Gernsback, are an annually bestowed set of awards created in 1953 at the suggestion of SF fan Hal Lynch and modeled after the National Film Academy Awards, or Oscars (Nicholls 595). It is an early example of prize proliferation, because it replicates the voting and spectacle aspects of the Oscar superprize model as a means to elevate the prestige of popular, yet marginalized, SF genre literature. Additionally, the Hugos establishment as an institution within the SF genre operates in the same way that English says, “prizes have always been of fundamental importance to the institutional machinery of cultural legitimacy and authority” (37). The Hugos legitimate popularly regarded works of great SF through its authority as the first superprize in the genre. Furthermore, the Hugos, like the prizes that English studies, acquire greater cultural capital through scandal. English argues that:

    Far from posing a threat to the prize’s efficacy as an instrument of the cultural economy, scandal is its lifeblood; far from constituting a critique, indignant commentary about the prize is an index of its normal and proper functioning. (208).

    The Hugos follow this counterintuitive “proper functioning” that English describes. The award began quietly enough, but following an initial sophomore setback in which it wasn’t administered and awarded again until 1955, the controversy began. The most recognized controversy throughout the history of the Hugos is best described by Peter Nicholls, when he writes:

    The Hugos have for many years been subject to criticism on the grounds that awards made by a small, self-selected group of hardcore fans do not necessarily reflect either literary merit or the preferences of the sf [sic] reading public generally; hardcore fandom probably makes up less than 1 per cent of the general sf readership. (596)

    The self-selection of voting members is problematic, because they are, unlike the juries that English discusses, a collection of individuals without discrete and recognized cultural capital to add to the award. However, the popular aspect of the Hugos supplements the popular aspect of SF literature. SF literature connects with a wide audience in many different ways through a myriad of vectors. SF, like any literature, is not homogenous. The themes, ideas, and narratives in SF literature are as varied as its audience. I conjecture that it is this egalitarian and popular aspect, further embedded in SF following the Second World War with the increase in women SF writers and readers as shown by Lisa Yaszek and others, as well as the explosion of the New Wave, that connected SF to a wider and energized audience.

    With the preceding controversy of the popular vote as an ever-present background to the Hugos, other controversial events took place in the 1980s, which added to the prestige of the SF genre superprize. The first recognized controversy involved the next big thing, building on the successes and innovations of New Wave SF, but integrating in the extrapolative potential of contemporary developments in computer technology and global capital. The cyberpunks didn’t so much as land as jack-in, and the way that they did this has since become lore. At the 1985 Worldcon, William Gibson and a coterie of his compatriot writers, Bruce Sterling and Pat Cadigan, stepped out of a stretch limo wearing ripped jeans, black leather jackets, and the immediately recognizable mirrorshades. Gibson’s punk antics and disregard of the traditional suit-and-tie sensibility of the Hugo Awards ceremony elevated his status and the cyberpunk movement he represented. However, this only solidified what he accomplished by winning the three major SF awards for his 1984 novel, Neuromancer–the Hugo, Nebula, and the John C. Campbell Award. In the following year, the only Hugo Award refusal took place when Judy-Lynn del Rey’s widow, Lester del Rey, refused her 1985 Hugo Award for Best Professional Editor, “on the grounds that she received the accolade only because of her death” (Mallett and Reginald 58). And a final notable example of Hugo Award controversy took place in 1989 when the Worldcon committee barred Stephen Hawking’s popular science work, A Brief History of Time (1988), from the potpourri nonfiction category (Nicholls 596).

    The Hugos have developed a considerable amount of cultural capital by English’s model, but the award is unlike those he analyzes. He establishes in his analysis of that scandal and gamesmanship strategies play an integral part in the development of awards and their followings, but in what he calls, “the higher, ‘art’ end of the art-entertainment spectrum” (English 189). I do not agree with his selection of prizes, because he characterizes them as “somewhat more elaborate” than supposedly lesser prizes (English 189). The sophistication of the Hugo Award mail-based balloting system, single transferable ballot counting, the spectacle of the annual awards ceremony in a different international host city, and the commentary, bookmaking, and reflecting on the awards in magazines, fanzines, and blogs, is in my opinion of sufficient elaborateness to warrant critical evaluation. Furthermore, the Hugo Awards represent a special case that English does not explore, which is a popular vote award that carries within its literary community a greater prestige than any other award. In fact, the Hugo Awards signify an attempt at greater transparency and egalitarian choice than that offered by English’s example of the Man Booker Prize. Additionally, its egalitarianism increases its complexity due to its broad base of voting readers and the ensuing machinery of influence and promotion.

    Michael Chabon’s The Yiddish Policemen’s Union recent win of the 2008 Hugo Award for Best Novel further exemplifies the special case of the Hugo Awards. SF readers and critics overwhelmingly welcomed Chabon and his work to the SF ranks with the publication of his sixth novel. However, Chabon, like other well-regarded mainstream, or dare I say literary, authors that have ventured across the genre divide has maintained a playful, but arm’s length distance from being labeled an SF author. Chabon is masterful at sidestepping genre identification, such as when he writes in his introduction to The Best American Short Stories 2005 that, “I have argued for the commonsense proposition that, in constructing our fictional maps, we ought not to restrict ourselves to one type or category” (xvi). He argues for a non-market supportable writing free-for-all that obviates any need on his part to assume a genre alignment. Furthermore, he playfully critiques the contemporary usage of genre in his introduction to McSweeney’s Enchanted Chamber of Astonishing Stories, when he writes, “I suppose there is something appealing about a word that everyone uses with absolute confidence but on whose exact meaning no two people can agree. The word that I’m thinking of right now is genre, one of those French words, like crêpe, that no one can pronounce both correctly and without sounding pretentious” (ix). To be fair, his analysis of genre construction is insightful, but it is impossible for him to ignore the claim that he became a SF writer with the publication of The Yiddish Policemen’s Union.

    So, what does it mean for a non-self-identified SF writer to win the most prestigious SF award, or conversely, what does it mean for the most prestigious SF award to be given to a self-identified writer without genre classification, or more harshly association? There are two considerations to be made regarding the exchange of capital in the case of Chabon’s Hugo Award win. The first has to do with the prestige exchange between Chabon, the Hugo Awards, and the archive of SF works. Were the Hugo voters eager to add a prestigious, non-genre author, because it, in a way, validates SF as more than genre literature? I cannot answer that, but I can approach the question after the fact. Mainstream entrance into the SF archive creates slippage, and undermines what we mean when we say, “Science Fiction.” It illustrates a problem where accomplished writers, such as Chabon, may enter the genre at will, without acknowledgement, and make off with one of the greatest bearers of SF cultural prestige. Turning the issue around, Chabon walks a fine line as a legitimated literary writer, who stands to lose that prestige if identified as a genre writer. This is not always the case, as evidenced by Doris Lessing, an admitted SF writer and author of the Canopus in Argos: Archives five novel sequence, who won the 2007 Nobel Prize for Literature. Though, this is a stark exception to the rule of ghettoization as evidenced by the early struggles of Kurt Vonnegut for literary legitimacy. Genre fiction carries heavy markers for literary hopefuls that are most assuredly on the minds of such authors, and it is not surprising that Chabon hedges his bets in his authorial identification in spite of the SF accolades bestowed on his works. However, Chabon’s success and conveyance of prestige away from the SF archive reveals the other and arguably more important consideration of exchange–monetary capital and lost book sales for unpretentious SF authors who can only dream of advances comparable to those Chabon receives for his work. But, what of genre? I will have to save this much more weighty question for my longer paper, but I will say that Chabon and other extraordinary non-SF winners of the Hugo may point the direction to a far future–a Science Fiction story in itself–one in which the pragmatic reality of “the law of genre” is no more.

     

    Works Cited

    Best, Joel. “Prize Proliferation.” Sociological Forum 23.1 (2008): 1-27.

    Chabon, Michael. Introduction. The Best American Short Stories 2005. Ed. Michael Chabon. New York: Houghton Mifflin, 2005.

    —. Introduction. McSweeney’s Enchanted Chamber of Astonishing Stories. Ed. Michael Chabon. New York: Vintage Books, 2004. ix-xv.

    —. The Yiddish Policemen’s Union. New York: HarperCollins, 2007.

    English, James F. The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Value. Cambridge, Massachusetts: Harvard UP, 2005.

    Mallett, Daryl F. and Robert Reginald. Reginald’s Science Fiction and Fantasy Awards: A Comprehensive Guide to the Awards and Their Winners. San Bernardino, CA: The Borgo Press, 1993.

    Menard, Louis. “All That Glitters; Literature’s Global Economy.” The New Yorker 26 December, 2005: 136.

    Nicholls, Peter. “Hugo.” The Encyclopedia of Science Fiction. Eds. John Clute and Peter Nicholls. New York: St. Martin’s Press, 1994. 595-600.

    North, Michael. Rev. of The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Value by James F. English. Modernism/modernity 13:3 (2006): 577-578.

    Polumbaum, Judy. Rev. of The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Value by James F. English. Journal of Communication 57 (2007): 179-181.

    Showalter, Elaine. “In the Age of Awards.” Times Literary Supplement 3 March 2006: 12.

    Wijnberg, Nachoem M. Rev. of The Economy of Prestige: Prizes, Awards, and the Circulation of Cultural Value by James F. English. Journal of Cultural Economics 30 (2006): 161-163.

  • Science Fiction, LMC 3214, Summer 2014: Mary Shelley’s Frankenstein (Day 1 of 2)

    Popular or Sci-Fi depictions: The Creature in Boris Karloff disguise and Victor Frankenstein as the mad scientist.
    Popular or Sci-Fi depictions: The Creature in Boris Karloff disguise and Victor Frankenstein as the mad scientist.

    Today, my LMC 3214 students and I shifted our attention away from contemporary science fiction as represented by Ted Chiang’s “The Truth of Fact, the Truth of Feeling” towards the beginning of the genre.

    My goal was to shift my students’ thinking about Frankenstein away from the popular conception (photo above) to the novel’s original depiction of these important characters in science fiction and English literature (photo to the right, below). When time and materials permit, I will bring in other Lego models to illustrate some of my larger points in class.

    SF original: Mary Shelley's learned and angry Victor Frankenstein and grotesque, gargantuan Creature.
    SF original: Mary Shelley’s learned and angry Victor Frankenstein and grotesque, gargantuan Creature.

    During today’s class, I lectured on precursors of the genre beginning with the Epic of Gilgamesh (connecting each of these earlier works to either Chiang’s story or Frankenstein to illustrate how the themes in SF influences still remain today) and moved forward to modernity. I glossed the Age of Enlightenment, the Scientific Revolution, the Industrial Revolution, Romanticism, and the Gothic.

    With that groundwork established, we began discussing Mary Shelley’s Frankenstein (1818). I lectured on her biography and significant themes in the novel (science saturated novel, all three protagonists are scientists–Walton, Victor, and the Creature, and the biology of mind). The latter theme of mind (empiricism vs. rationalism) was what I rounded out the lecture with by discussing how the rationalists via Noam Chomsky eventually won out over the empiricists (the tabula rasa/the blank slate).

    My students are building their discussions on Twitter using the hashtag #lmc3214. Please join in and participate in the conversation!

  • Recovered Writing, PhD in English, Teaching College Writing, Annotated Bibliography of Teaching SF Resources, June 29, 2008

    This is the fifty-third post in a series that I call, “Recovered Writing.” I am going through my personal archive of undergraduate and graduate school writing, recovering those essays I consider interesting but that I am unlikely to revise for traditional publication, and posting those essays as-is on my blog in the hope of engaging others with these ideas that played a formative role in my development as a scholar and teacher. Because this and the other essays in the Recovered Writing series are posted as-is and edited only for web-readability, I hope that readers will accept them for what they are–undergraduate and graduate school essays conveying varying degrees of argumentation, rigor, idea development, and research. Furthermore, I dislike the idea of these essays languishing in a digital tomb, so I offer them here to excite your curiosity and encourage your conversation.

    Before I could accept my teaching fellowship at Kent State University, I needed to take the graduate seminar, “Teaching College English.” I was fortunate to have the opportunity to take this class from Professor Brian Huot. At the time, I thought my primary concern was putting together my first syllabus, but through the seminar, I learned the importance of meeting student needs, considering outcomes, meeting students on the page, helping students improve their command of rhetoric and multimodality with a portfolio, and considering student work holistically (something that I continue to do with the Georgia Tech WCP’s WOVEN modalities and programmatic rubric).

    This second of four Recovered Writing posts from Teaching College Writing is a brief annotated bibliography of teaching science fiction resources. Professor Huot asked us to do research in our specific discipline and report back what we found. This kind of work has become an integral part of my professionalization as an educator (research+pedagogy) and reflective practitioner (how did this other person do that–how can I incorporate/modify/adapt their approach into mine–what worked/didn’t work and how can I make it better?).

    Jason W. Ellis

    Professor Brian Huot

    Teaching College Writing

    29 June 2008

    Teaching Science Fiction Annotated Bibliography

    Attebery, Brian. “Teaching Fantastic Literature.” Science-Fiction Studies 23:3 (Nov. 1996): 406-410.

    Instead of focusing his course on Science Fiction, Attebery combines fantasy and SF into one course under the umbrella of the fantastic. Again, this is a literature, and not a composition course, but the important lesson to take away from his essay is that students with fantasy/SF backgrounds, which are not necessarily the same thing, as well as students without an inkling of experience with the fantastic all have something to bring to class discussion. Also, some fantastic literature carries more cultural or historic baggage than students may already be acquainted with, which may break down discussion, or require more lecturing or assigned reading in order to prepare students for engaging a particular text.

     

    Bengels, Barbara. “The Pleasures and Perils of Teaching Science Fiction on the College Level.” Science-Fiction Studies 23:3 (Nov. 1996): 428-431.

    Bengels builds on examples from Science Fiction and criticism, both on teaching SF, “to address the inherent and unique difficulties of teaching a body of literature that is changing even as we attempt to examine it…to convey the excitement and sense of wonder that continues to set science fiction apart from any other form of literature” (428). Most importantly, she suggests that, “There’s a special sense of community in the sf world that finds its way right into the classroom; new ideas must be bounced off one another, making for very exciting classroom discussions: new words, new worlds, new concepts all to be explored together” (430).

     

    Csicsery-Ronay, Jr., Istvan. “The Seven Beauties of Science Fiction.” Science-Fiction Studies 23:3 (Nov. 1996): 385-388.

    Csicsery-Ronay begins his essay with this striking line: “Like being hanged, teaching introductory sf courses to undergraduates focuses the mind wonderfully” (385). He is addressing the teaching of Gunn’s SF genre course, but he provides a great framework for introducing students to SF through a handout titled, “WHAT MAKES SCIENCE FICTION SCIENCE FICTION?” (386). This handout, perhaps given after having students read an emblematic SF short story, would be a powerful tool for opening discussion about what constitutes SF and what our students think SF is. Furthermore, he responds to what is implicitly said in Bengels, Gunn, and others when he writes, “My sf texts must also introduce students to important philosophical, social, and literary ideas that they might not encounter anywhere else, given the state of contemporary higher education” (386). This significant accusation reflects the potential of SF to engage students in ideas and critical thought that they would not otherwise encounter.

     

    Elkins, Charles and Darko Suvin. “Preliminary Reflections on Teaching Science Fiction Critically.” Science-Fiction Studies 6 (1979): 263-270.

    There are some very practical and insightful contributions by Elkins and Suvin in this Marxist essay regarding the teaching of SF.          The authors propose that, “The main and the highest goal of SF teaching–as of all teaching–ought, in our opinion, to be a specific form of civic education” (267). SF is great for inculcating critical thinking, because SF often turns accepted systems upside-down. Introducing students to this and discussing what’s in the text and what the text leaves out should raise their ability to see beneath the surface of the text. Elkins and Suvin go on to suggest that, “Teaching SF…involves description and assessment, interpretation and evaluation; teaching SF is an act of literary criticism fused with the communication of that criticism” (268). In this passage, the authors are not literary saying that SF is literary criticism in the academic sense of an analysis of Shakespeare, but rather, SF is a critical literature that engages social issues. This is the power of SF that is useful for generating discussion in the introductory college writing classroom.

     

    Evans, Arthur B. and R.D. Mullen. “North American College Courses in Science Fiction, Utopian Literature, and Fantasy.” Science-Fiction Studies 23:3 (Nov. 1996): 437-528.

    Evans and Mullen compiled this list of SF, utopian, and fantasy courses complete with descriptions and book lists from colleges and universities all over the world. It also includes lists of works, authors, and films most often assigned.

     

    Finch, Sheila. “Dispatches from the Trenches: Science Fiction in the Classroom.” Extrapolation 41:1 (Spring 2000): 28-35.

    Finch writes that SF is a uniquely appropriate genre for stimulating student involvement and discussion, because it serves all the functions of other literature with, “the added distinction of being…a literature of ideas to think about in a peculiarly new way, what Albert Einstein called Gedankenexperimenten” (29). The thought experiment aspect of SF is indeed powerful for generating discussion, because it presents a new view to a (perhaps) mundane subject, and it begs the reader to critically evaluate the thought experiment on the surface narrative as well as what lies beneath. Like Bengels, Finch declares, “SF is a literature of ideas,” which can be employed as a useful tool in developing writing students skills at responding to things that they might not have considered before (31).

     

    Gunn, James. “Teaching Science Fiction.” Science-Fiction Studies 23:3 (Nov. 1996): 377-384.

    Gunn’s essay primarily concerns his own approaches to teaching SF as a genre course, and he makes the claim that of all of the SF courses available at various schools, “They seem to be as varied as the colleges and universities at which they are taught, and a number seem to address the question of what science fiction is and how to read it, that is, they are genre courses. But I would argue that there should be more” (377). In regard to his own various approaches to teaching SF, he identifies three course themes: 1) “the great books,” 2) “the ideas in science fiction,” and 3) “the historical approach.” He doesn’t address SF in the introductory writing classroom, but I believe his “ideas” theme is appropriate for generating discussion and leading into student essay topics without the course taking on a literature-laden mood.

     

    Mullen, R.D. “Science Fiction in Academe.” Science-Fiction Studies 23:3 (Nov. 1996): 371-374.

    This is a short history of the introduction of SF into the American college classroom. It includes early course descriptions and book lists.

     

    Ontell, Val. “Imagine That! Science Fiction as a Learning Motivation.” Community & Junior College Libraries 12:1 (2003): 57-70.

    This essay overflows with numerous examples of SF and fantasy stories, TV shows, and films, and how they may be used to engage our students’ attention and imagination. In addition to all of Ontell’s fabulous lists and contextualizations, she points out how the fantastic is an important learning tool: “Whether the students are in the elementary grades, middle school, high school, or higher, it is the function of teachers and librarians to provide the tools that enable them to question intelligently. Science Fiction provides many vehicles for inculcating those tools in a variety of subjects by stimulating the imagination and thus motivating students to learn” (57). In the writing classroom, building our students’ ability to “question intelligently” is essential to their success as readers and stronger writers.

     

    Samuelson, David N. “Adventures in Paraliterature.” Science-Fiction Studies 23:3 (Nov. 1996): 389-392.

    Samuelson provides a plethora of author and work successes in his classes. Also, he notes the usefulness of group presentations on particular works or authors to share with the class, and he lauds the use of a “cumulative journal” or portfolio in the classroom.

  • Science Fiction, LMC 3214, Summer 2014: Definitions of SF and Ted Chiang’s “The Truth of Fact, the Truth of Feeling”

    During Wednesday’s class, we will continue laying groundwork for our work in Science Fiction, LMC 3214 this summer. First, we will discuss the assigned reading: Ted Chiang’s “The Truth of Fact, the Truth of Feeling.” Then, while exploring the list of SF definitions that I assembled for us, we will test Chiang’s novella against those definitions. These definitions will also be a continuing part of our discussions in the weeks ahead.

    If you are interested in Chiang’s story, you might want to listen to this speech that Chiang gave at EXPO 1: New York on July 8, 2013:

    Next week, we will turn away from contemporary SF and go back to its beginning, which I will argue (as others have done before me) is Mary Shelley’s Frankenstein (1818, NB: we will be reading the 1831 edition).