Tag: Technology

  • Recovered Writing: Undergraduate Technologies of Representation Essay on Past Technology, the Altair 8800, Sept 28, 2004

    This is the eleventh 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.

    In the next few Recovered Writing posts, I will present my major assignments from Professor Kenneth J. Knoespel’s LCC 3314 Technologies of Representation class at Georgia Tech. LCC 3314 is taught in many different ways by the faculty of the Georgia Tech’s School of Literature, Media, and Communication, but I consider myself fortunate to have experienced Professor Knoespel’s approach to the course during the last phase of my undergraduate tenure. The ideas that we discussed in his class continue to inform my professional and personal thinking. Also, I found Professor Knoespel a great ally, who helped me along my path to graduation with side projects and independent studies.

    In this essay assignment, we were tasked with exploring an example of a past technology. I chose to write about the Altair 8800–the first personal computer. Coincidentally, I am re-watching Robert X. Cringely’s Triumph of the Nerds, which discusses and demonstrates the Altair 8800 in the first episode.

    I enjoyed writing this essay, because it was one of the  first that permitted me to combine words and images (thinking about WOVEN). I had done this before on webpages, but not in an essay that I would hand in to my professor.

    Jason W. Ellis

    Professor Kenneth J. Knoespel

    LCC 3314 – Technologies of Representation

    September 28, 2004

    Artifact from the Past – The Altair 8800

    The Altair 8800 (image from Computer Closet).
    The Altair 8800 (image from Computer Closet).

    The Artifact

    The Altair 8800 is credited as the first personal computer.  H. Edward Roberts invented the Altair 8800 after being approached by the magazine, Popular Electronics, to build a kit computer that could be sold through the magazine.  It utilized a central processing unit microprocessor and a bus that “signals and power traveled from one part of the machine to another on” (Ceruzzi 228).  When it was introduced in 1975 by Roberts’ company, MITS, you could purchase an Altair as a kit for $397 or assembled for $498.

    Description

    The exterior of the Altair 8800 is a steel enclosure.  The front faceplate is black and it has two rows of lights and two rows of flip switches.  Each of the lights and switches are labeled.  The back had an opening for cooling and the power plug connector.

    The first Altair 8800 included a very small amount of computer memory (256 bytes–not kilobytes).  Also, when the computer was turned off, anything in the computer memory was lost.  This means that each time you used the Altair 8800 you had to input the program you were going to use and any data that the program was going to work with.  The input was handled through flipping of different switches on the faceplate.  The lights indicated the status of computer during input and the lights would later reveal the output of the program that was laboriously entered.  If the power went out during the programming of the Altair 8800, the program was lost and would have to be reentered when power was restored.

    In a sense, the Altair 8800 was as self-contained as a modern day iMac.  The difference being that teletypes and display technology was prohibitively expensive for the computer hobbyist.  When the hobbyist had completed the construction of the Altair there was only the Altair 8800 in its steel enclosure and a power cord that plugged into a wall outlet.  Input and output was handled through the lights and switches on the face plate.

    The inside of the Altair contained the electronics of the faceplate, the open bus, a CPU card, a memory card, and the power supply.  The open bus and the CPU chosen for the Altair 8800 are what ignited the possibility for the upcoming personal computer boom.

    image003
    The interior of the Altair 8800. Bottom left to top right: power supply, open bus with CPU and memory cards installed, and front control panel (image from Computer Closet).

                The open bus (also called S-100) was unique in that it was a board that was attached to the bottom of the inside of the enclosure that had four card connectors on it.  The open bus allowed for expansion possibilities and it was an open architecture which meant that others could build cards that would work in anyone’s Altair 8800.  Additionally, others could copy the open bus architecture so that they could build their own branded computer system that would use parts that were interchangeable with the Altair 8800 and other “clones.”

    The S-100 bus (image from Computer Closet).
    The S-100 bus (image from Computer Closet).

    The Altair 8800 used Intel’s latest microprocessor, the 8080.  The 8080 distinguished itself from the older Intel microprocessor, the 8008, because “it had more instructions and was faster and more capable than the 8008” (Ceruzzi 228).  The 8080 required fewer supporting chips than the 8008 to make a functional system, it could address more memory than the 8008, and it used the “main memory for the stack, which permitted essentially unlimited levels of subroutines instead of the 8008’s seven levels” (Ceruzzi 228).  The 8080 was the first microprocessor powerful enough to run this early iteration of the personal computer.

    The Intel 8080 CPU (image from CPU World).
    The Intel 8080 CPU (image from CPU World).
    The white chip in the middle of this CPU card is the Intel 8080 CPU (image from Computer Closet).
    The white chip in the middle of this CPU card is the Intel 8080 CPU (image from Computer Closet).

    Social Significance

    The Altair 8800 was a hobbyist computer.  The kit that one could buy for about $400 was a box full of individual components that had to be skillfully soldiered and connected together.  MITS did offer a pre-built Altair 8800, but even a completed Altair entailed a good deal of expertise to make it do anything.  This first model handled all input and output through the lights and switches on the front panel.  The “front panel of switches…controlled the contents of internal registers, and small lights [indicated] the presence of a binary one or zero” (Ceruzzi 228).  This was lightyears away from MS-DOS and it was even further away from the GUI of the Macintosh, but it was able to do calculations on data by using programmed instructions.  The representation of the program was stored (temporarily, while the power was on) in an integrated circuit.  The output was displayed in a series of lights in the same location where the program and data were entered earlier.  The output was given in the same format in which it was received, through binary code (i.e., ones and zeros).  Input required encoding into binary and output required decoding from binary into results that the computer user could more concretely understand.  The computer user had to have command of the the encoding and decoding process in order to use the Altair.

    Example Altair 8800 program written out (image from old-computers.com).
    Example Altair 8800 program written out (image from old-computers.com).
    The Altair 8800 operating.  Note the lights (image from Computer Closet).
    The Altair 8800 operating. Note the lights (image from Computer Closet).

    The open bus allowed others to follow in MITS footsteps in building a computer that was similar in design to the Altair 8800.  Also, hobbyists and other companies could build add-in cards that would interface with any computer based around the S-100 open bus that the Altair employed.  This meant that an aftermarket industry was created for the Altair and its clones.  More electrical components, memory chips, circuit boards, lead soldier, and etching materials would be sold and used in the creation of these add-on products.  More research and development took place both on the hobbyist’s workbench and in corporate research labs.  Some creations were sold as a final product whereas others would have been talked about at user group meetings or published as “how-to” guides in magazines like Popular Electronics.  A dynamic cycle of innovation was introduced to the personal computer that had not been present before.  This is what led to the personal computer becoming something different than an elitist computing device.  The critical mass was building for what led to the first Apple computer and the IBM PC.

    Within this creative cycle was Roberts’ choice to use the Intel 8080 microprocessor.  Intel had been selling this microprocessor for $360.00 if ordered in small quantities.  MITS was able to buy them from Intel for $75.00 each.  If MITS had not been able to secure this low price, the Altair would have failed because of its much higher cost.  Because MITS was able to buy these processors for the lower price they were able to sell the Altair to customers for a price that they were willing and able to pay.  When the Altair took off, this meant that each one had an Intel 8080 CPU in the kit.  This meant that Intel started selling a lot more of these new microprocessors that, up until that time, they really didn’t know how to market.  Intel began to see that microprocessors weren’t just for expensive, business computers, but they were also for smaller, personal computers.  When Intel saw that there was a demand they began to further develop and diversify the microprocessor line over time.  Later, other companies began to adopt the S-100 bus.  This meant that other companies were buying Intel’s microprocessor to use in those computers.  Every computer had to have a CPU and at the time these particular computers had to have an Intel microprocessor.  Then other companies, such as AMD, reversed engineered the Intel 8080 microprocessor and began selling their own model that was functionally identical to Intel’s offering.  Money was being made and more innovation and work was taking place as a result.

    Along with all of this building, research, and development new construction methods had to be developed and new distribution networks had to be employed.  The Altair was designed to be built at home by the buyer, but MITS also offered a pre-built turn-key system.  MITS did not anticipate the demand and customers quickly had to endure up to a one year wait for their Altair computer.  MITS (and others) learned from these delays.  Also, new buying and distribution channels had to be established.  MITS was buying microprocessors from Intel.  The many other components had to be purchased from other companies and distributors.  Parts had to be ordered and processed in order to send out kits and turn-key systems to customers.  Additionally, Intel had to be prepared to have microprocessors ready to sell to MITS and other companies.  When demand rose for the Altair it would have impacted each company that supplied the individual pieces that comprised the finished product.  Ordering systems, packing, and shipping had to be arranged to get the Altair from their headquarters to the customer’s home.  This involved materials for shipping, personnel, and the logistics of order processing.

    MITS tried to market the Altair 8800 as a business computing solution after they saw how popular it was.  This was made easier when teletype, CRT displays, disk drives, punch card rolls, and other computing technology was developed for the Altair and S-100 bus systems. Businesses liked easier interaction with the computer and dependable memory storage.  These business systems were not very successful because there was no “killer app” for the platform at that time.  MITS changed hands several times until its last remnant disappeared.

    Business version of the Altair advertisement (image from The Virtual Altair Museum).
    Business version of the Altair advertisement (image from The Virtual Altair Museum).

    The Altair 8800 began the desktop computing revolution.  Initially it was very complicated and elitist.  The very first kits had to be built and used by persons that were skilled in electronics and computer science.  The hardware had to be constructed from individual elements and then software had to be devised that would run on this built-from-scratch computer.  The Altair became more user friendly over time.  The aftermarket, MITS, and the clone manufacturers wanted to attract more customers.  The potential customers formed a triangle with the most knowledgeable at the peak with a gradation of less knowledgeable customers toward the bottom.  The early adopters of the Altair were at the top of this triangle but their numbers were few.  This meant that new computers with new input and output and new features had to be devised that would entice the greater number of potential computer users to want to buy their product.  This cycle continues to this day in the personal computer market.  Apple, Microsoft, Sony, HP, and many other companies continually work at making something feature rich, but easier and easier to use.  Note the utopian artwork below that was used for an early Altair advertisement.  It recalls Soviet artwork, utopian imagery, and an Altair on every desk.  The Altair was going to offer a leveling of the computing playing field so that all could take part in the use of computers.

    Early MITS advertisement for the Altair (image from The Virtual Altair Museum).
    Early MITS advertisement for the Altair (image from The Virtual Altair Museum).

    Along with this cycle there are those persons who are intrigued by the new technology and they learn more about it on their own or through school.  This bolsters the book industry that may sell computer programming or electrical engineering books (or today, the plethora of “Dummies” guides).  Schools began to introduce computers into the classroom.  At first, it was strictly computer science and programming classes.  Later, computers were added for other things such as graphic design, CAD, and word processing.  Universities saw more computer science, electrical engineering, and computer engineering majors.  These universities added more professors, classroom space, and equipment to compensate for this demand.  State and federal spending was sought to cover some of these expenses.  Private enterprise was also asked to help through different kinds of agreements that would assist the business while helping the school’s students in need of projects and equipment.  This work done by school research could in turn help the businesses with their products that will be sold on the open market.

    The Altair 8800 introduced computer enthusiasts to the possibility of working with digital information on their desktop.  Time sharing on large mainframes and minicomputers was still the primary interaction people had with computers in business and in schools.  With the flip of switches and the monitoring of lights, one could work problems and evaluate data at home or in the office.  There were early games, calculating problems, logarithms, and other numerical manipulation.  The early adopters questioned what other things could be manipulated with a personal computer.  With the introduction of new input and output systems, the list expanded a great deal because human-computer interaction became easier with the connection of a CRT monitor and a keyboard or punch card reader.  Also, the binary code and bits of information that were only ones and zero to the computer could be made to represent abstractions rather than mere numbers.

    The Altair 8800 was the pebble that began rolling down the snow covered mountain (figuratively and literally of the user base).  The concept of the personal computer gained mass and momentum that could not be stopped.  The development of the first microprocessor based personal computer created new networks and new demands that were met by computer enthusiasts, students, researchers, and business people.

    Works Cited

    “Altair 8800.”  Old-Computers.com.  October 6, 2004.  October 6, 2004

    <http://www.old-computers.com/museum/computer.asp?st=1&c=62&gt;.

    Ceruzzi, Paul E.  A History of Modern Computing.  Cambridge, Massachusetts:

    The MIT Press, 1998.

    “MITS Altair 8800.”  Computer Closet.  June 28, 1999.  October 6, 2004 <http://www.computercloset.org/MITSAltair8800.htm&gt;.

    Sanderson, William Thomas.  The Virtual Altair Museum.  April 28, 2004.

    October 6, 2004 <http://www.virtualaltair.com/&gt;.

    Shvets, Gennadry.  “Intel 8080 Family.”  CPU World.  2003.  October 6, 2004      <http://www.cpu-world.com/CPUs/8080/&gt;.

  • Recovered Writing: Undergraduate Technologies of Representation Essay on Augustine’s Confessions, Oct 20, 2004

    This is the tenth 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.

    In the next few Recovered Writing posts, I will present my major assignments from Professor Kenneth J. Knoespel’s LCC 3314 Technologies of Representation class at Georgia Tech. LCC 3314 is taught in many different ways by the faculty of the Georgia Tech’s School of Literature, Media, and Communication, but I consider myself fortunate to have experienced Professor Knoespel’s approach to the course during the last phase of my undergraduate tenure. The ideas that we discussed in his class continue to inform my professional and personal thinking. Also, I found Professor Knoespel a great ally, who helped me along my path to graduation with side projects and independent studies.

    In this post, I am sharing two versions of an essay that explores Augustine’s Confessions. First, I include the revised version of the essay that incorporates suggestions from Professor Knoespel dated October 20, 2004. Then, I include my draft essay that I turned in on September 7, 2004. The ideas and reflections contained in Augustine’s Confessions played some role in my blog-like websites from that era and the blog that I began as a MA Student at the University of Liverpool that continues to exist as dynamicsubspace.net today.

    Final Draft

    Jason W. Ellis

    Professor Kenneth J. Knoespel

    LCC 3314 – Technologies of Representation

    October 20, 2004

    Augustine’s Confessions Paper – Revision

    By the Platonic books I was admonished to return into myself.  With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)…And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me’ (Augustine 123).

    Augustine constructs his Confessions by embedding text and the voices of others in his own personal narrative.  By embedding these other sources in his own narrative, he is able to situate himself in the larger cultural and historical picture.  He writes about how he got from point A to point B in his life but his linear narrative is augmented with references to works and ideas that had an impact on his life.  He builds connections between himself and the works that he has read.  He then takes this a step further by looking at the connections between these referenced works.  Additionally, Augustine employs particular writing technologies in the construction of the Confessions which add to the ideas that he is expounding.

    Augustine refers to the Neo-Platonic books as being very important to his personal development.  Augustine wrote, “First you wanted to show me how you ‘resist the proud and give grace to the humble’ (I Pet. 5:  5)…Through a man puffed up with monstrous pride, you brought under my eye some books of the Platonists” (121).   These books provide the key to his journey of self-discovery.  Augustine then quotes biblical passages regarding the word of God and the relationship between the Father and the Son (121-122).  In each of these examples Augustine notes that he did not find these stories in the Platonic texts.  He connects the Neo-Platonic books to the Bible to develop a nested structure.  The ideas of one are intermeshed with the other and vice versa.  Through his use of contrast between these two groups of texts he sets apart his belief in the church (through the stories of the Bible) and the philosophy offered him by the Neo-Platonists.  The Bible offers truths and a belief system, whereas the Neo-Platonic ideas offer a system of thought that he extends to a process that leads to the attainment of the individual self.  Augustine writes, “By the Platonic books I was admonished to return into myself.”  Introspection leads Augustine to self-discovery.  He combines introspection with his faith in developing his Confessions, and in turn, his personal identity.

    Augustine’s Confessions is a nested narrative written later in his life after he has become a member of the Catholic Church.  The autobiographical portion of this book relies on his memory to recall and then record the things which he remembers.  On the first level, Augustine is writing about his life recalled from memory.  On the second level, he is writing about the books that he has read.  These too are part of his memory, but they are a physical artifact that played a definitive part in the development of his identity.  Books serve as an artifact that guide introspection by enriching the reader with what is written in the book.  Then a third level would be the connections, both implicit and explicit, between the texts that Augustine references.  These connections form a web of cultural and historical contexts that he situates himself in.

    The two most powerful texts that he builds connections between are the Bible and the Neo-Platonic texts.  The most cited texts in Confessions are from the Bible.  The Church has become a large part of his life by the time that he writes this book.  The narrative form that he employs is that he is confessing to God, but it is also a confession that will be read by others.  In the quote above he is referring to his beginning the path of introspection after reading the works of the Neo-Platonists.  In this part of Book Seven he nests the Platonic texts and the Bible together in a way that they play off of each other.  The connection between Neo-Platonism and Christianity was known to others such as when Augustine records his meeting with Simplicianus, “he congratulated me that I had not fallen in with the writings of other philosophers full of fallacies and deceptions ‘according to the elements of this world’ (Col. 2:  8), whereas in all the Platonic books God and his Word keep slipping in” (135).  The Neo-Platonic texts do not contain verbatim the “important” biblical stories, but they serve as a spring board for his personal introspection.  It is by looking inward that Augustine learns more about himself and his faith in God.  When he looks at the connections between these texts he searches for ways to situate himself between those connections.

    Augustine shows, by referencing and connecting other texts and voices with his own, that he has internalized what he has read and heard.  These other texts and voices mean something to Augustine and he wants to relate to the reader how this is so.  One interpretation is that he is setting down a reading list (and a list of his own experiences) that helped him to become who he is.  He situates himself in the “Great Chain of Being” by connecting himself with these other works.  The Great Chain of Being connects the lowest element of Earth with the highest apex, God.  Humanity lies on the Chain depending on hierarchy.  Augustine looks for his own place on the Chain by developing the self through this autobiography.  In order to situate himself in the Chain, he must also situate the texts he references in relation to one another.  The Neo-Platonists reinterpreted and expanded on the works of Plato and his followers.  They would have been writing and working when Christianity was gaining momentum.  Ultimately the Christians usurped Neo-Platonism (which was initially a philosophical basis for paganism) and its ideas.  Additionally the Neo-Platonists may have been influenced by Christianity through Gnosticism and the early Christian sects.  Augustine implicitly builds these connections by showing how closely the two systems are similar and he ties them to himself by writing about how they have influenced him.  Thus, the individual becomes the link in the Chain that ties interconnected ideas together.

    The technologies of reading and writing are already embedded in Augustine’s Confessions.  He does not say that his book must be read silently, but the practice of reading silently is related to the practice of introspection.  He writes of Ambrose, “When he was reading, his eyes ran over the page and his heart perceived the sense, but his voice and tongue were silent” (92).  Reading silently was not common in Augustine’s time, but it is known that some people did read that way.  Augustine is also credited as a silent reader.  The time when Augustine was alive was a time of transition.  During the time of Socrates and Plato (approximately 700 years before Augustine) there were conflicts between the oral tradition and the new technology of writing.  Socrates believed in the oral tradition and his student, Plato believed in recording his teachings on a written medium.  By Augustine’s time there were many texts, but most reading was done by reading out loud.  It was a synthesis of the oral and written traditions.  This means that other people can hear what is being read and the reading can be critiqued and questioned by others.  The beginning of silent reading is a precursor to expansion of individual analysis and introspection.  Reading was moving from the public sphere to the private sphere.  Along with this move was a greater burden on the reader to understand and interpret the text that was being read.  Instead of having the proverbial “person reading over your shoulder,” the reader did not have an audience who could provide feedback on the text being read aloud.  Augustine reinforced the shift to silent reading by signifying more weight on the individual through autobiography of an individual who reads silently and utilizes introspection for the building of identity.

    The technology of organization that Augustine used was embedded in the book technology of that time.  The artifact/text known as Confessions was constructed out of thirteen numbered “books,” the books were built of numbered chapters, and the chapters were made of numbered paragraphs.  The numbering in each category of text was ascending (from one to two to three, etc.)  This kind of ordering was useful at that time because books were hand copied and they may have been copied on to different media such as scrolls or codex.  Because different kinds of writing and sizes could be employed, it would not have been as advantageous to use a page number system like we use today because “page 100” in the scroll copied by one scribe may have text from a different portion of Confessions than “page 100” in the codex copied by another.  One writer may fit more material on one page than another which would lead to one written text being “ahead of” the other.  The readers in Augustine’s time must have had an understanding of how his book’s structure worked in order for them to read it from “start to finish” and reference it in a meaningful way.  The technology of reading and using his book was already understood to the educated of his time.

    Augustine made a powerful choice to write down his autobiography along with the process of his introspection. He writes in Book Ten, “Nevertheless, make it clear to me, physician of my most intimate self, that good results from my present undertaking.  Stir up the heart when people read and hear the confessions of my past wickednesses, which you have forgiven and covered up to grant me happiness in yourself, transforming my soul by faith and your sacrament” (180).  He is not writing all of this for God’s sake.  He has confessed to God and God has forgiven him.  The Confessions is a recording of his own self-discovery.  This quote reveals that he hopes that God will “stir up the heart” when someone else reads his book.  This text acts as a program that must be executed by the reader through reading.  These are the steps and the thoughts that allowed him to arrive at self-discovery.  His readers may use this as a guide on their own paths to this same goal.  The difference between the oral and written traditions is that with a written tradition you can reach a much wider audience than with an oral tradition.  Augustine can help guide many more readers than he can individuals in person.  The process does require an active agent to copy the text for distribution, but it spreads not unlike a virus into the collective consciousness.  More connections are built between his text and others (before and after) as time progresses from its completion.

    The “code” being read is open to interpretation of the reader.  Augustine writes on this topic in reference to the differences in interpretation of Moses in Genesis.  He writes, “For through him the one God has tempered the sacred books to the interpretations of many, who could come to see a diversity of truths…if I myself were to be writing something at this supreme level of authority I would choose to write these matters each reader was able to grasp, rather than to give a quite explicit statement of a single true view of this question in such a way as to exclude other views–provided there was not false doctrine to offend me” (271).  Augustine’s view of allowing interpretation to take place allows for the reader to become engaged with what the author is writing.  Keeping things open to the reader’s interpretation allows for interaction to take place between the reader and the writer.  He poses many questions, but he does not answer them all.  The book medium allows for this interaction to take place in the mind of the reader without the author needing to be present.  The reader interfaces with the book by reading it, then the reader reflects on what has been “said,” and finally, the reader comes to a new awareness or understanding based on what has been read.

    Augustine’s Confessions, acting as a program, assists the reader in their development in a similar way to how God is represented as helping Augustine when he writes, “And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change me into you like the food your flesh eats, but you will be changed into me’” (123).  His personal identity and the development of his “self” are linked with his belief in God.  Augustine’s active belief in God ultimately leads to the fusion of the individual with the Almighty.  Thus, he is showing how his process of developing greater self-consciousness (in the network of ideas) can raise the individual up the Great Chain of Being to the ultimate height of God (other relevant texts on 130, 145, 152-153, 160, 163, 258).

    —————————-

    Earlier Draft

    Jason W. Ellis

    Professor Kenneth J. Knoespel

    LCC 3314 – Technologies of Representation

    September 7, 2004

    Augustine’s Confessions Paper

    By the Platonic books I was admonished to return into myself.  With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)…And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me’ (Augustine 123).

    The Platonic books play a large part in Augustine’s personal development which he writes in his book, Confessions.  Augustine wrote, “First you wanted to show me how you ‘resist the proud and give grace to the humble’ (I Pet. 5:  5)…Through a man puffed up with monstrous pride, you brought under my eye some books of the Platonists” (121).   These books provide the key to his journey of self-discovery.  Augustine then quotes biblical passages regarding the word of God and the relationship between the Father and the Son (121-122).  In each of these examples Augustine notes that he did not find these stories in the Platonic texts.  He plays one the Platonic books against the Bible to develop a nested structure in his Confessions.  Through his use of contrast between these two groups of texts he sets apart his belief in the church (through the stories of the Bible) and the philosophy offered him by the Neo-Platonists.  The Bible offers truths for Augustine, whereas the Platonic books allow him to do the thing which made the Confessions possible.  Augustine writes, “By the Platonic books I was admonished to return into myself.”  Introspection leads Augustine to self-discovery.  He combines introspection with his faith in developing his Confessions.

    Augustine’s Confessions is a nested narrative written later in his life after he has become a member of the Catholic Church.  The autobiographical portion of this book relies on his memory to recall and then record the things which he remembers.  The first level is Augustine writing about the things that he remembers.  On the second level, he is writing about the books that he has read.  These too are in his memory, but they are a physical artifact that played a definitive part in the development of his identity.  Books serve as an artifact that guide introspection by enriching the reader with what is written in the book.  The most cited texts in Confessions are from the Bible.  The Church has become a large part of his life by the time that he writes this book.  The narrative form that he employs is that he is confessing to God, but it is also a confession that will be read by others.  In the quote above he is referring to his beginning the path of introspection after reading the works of the Neo-Platonists.  In this part of Book Seven he nests the Platonic texts and the Bible together in a way that they play off of each other.  He is saying that the Platonic texts did not contain verbatim the important biblical stories, but they serve a purpose for him in that they are a spring board for his personal introspection.  It is by looking inward that Augustine learns more about himself and his faith in God.  The Platonic texts serve as a basis of education for his development towards attaining the education of God.

    Augustine’s writing follows from his memory to his pen to the paper.  Within the narrative he references other texts such as the works of the Neo-Platonists and the Bible.  When he refers to these other texts he has internalized what he has read and he is laying them down in his book in such a way to convey his understanding of those works as well as the way in which they influenced his development.  The connection between Neo-Platonism and Christianity was known to others such as when Augustine records his meeting with Simplicianus, “he congratulated me that I had not fallen in with the writings of other philosophers full of fallacies and deceptions ‘according to the elements of this world’ (Col. 2:  8), whereas in all the Platonic books God and his Word keep slipping in” (135).

    The technologies of reading and writing are already embedded in Augustine’s Confessions.  He does not say that his book must be read silently, but the practice of reading silently is related to the practice of introspection.  He writes of Ambrose, “When he was reading, his eyes ran over the page and his heart perceived the sense, but his voice and tongue were silent” (92).  Reading silently was not common in Augustine’s time, but it is known that some people did read that way.  Augustine is also credited as a silent reader.  The time when Augustine was alive was a time of transition.  During the time of Socrates and Plato (approximately 700 years before Augustine) there were conflicts between the oral tradition and the new technology of writing.  Socrates believed in the oral tradition and his student, Plato believed in recording his teachings on a written medium.  By Augustine’s time there were many texts, but most reading was done by reading out loud.  It was a synthesis of the oral and written traditions.  This means that other people can hear what is being read and the reading can be critiqued and questioned by others.  The beginning of silent reading is a precursor to expansion of individual analysis and introspection.  Reading was moving from the public sphere to the private sphere.  Along with this move was a greater burden on the reader to understand and interpret the text that was being read.  Instead of having the proverbial “person reading over your shoulder,” the reader did not have an audience who could provide feedback on the text being read aloud.

    The technology of organization that Augustine used was embedded in the book technology of that time.  The text known as Confessions was constructed out of thirteen numbered “books” and these were constructed of numbered chapters and the chapters were constructed of numbered paragraphs.  The numbering in each category of text was ascending (from one to two to three, etc.)  This kind of ordering was useful at that time because books were hand copied and they may have been copied on to different media such as scrolls or codex.  Because different kinds of writing and sizes could be employed, it would not have been as advantageous to use a page number system like we use today because “page 100” in the scroll copied by Arturus may have text from a different portion of Confessions than “page 100” in the codex copied by Crispianus.  One writer may fit more material on one page than another which would lead to one written text being “ahead of” the other.  The readers in Augustine’s time must have had an understanding of how his book’s structure worked in order for them to read it from “start to finish” and reference it in a meaningful way.

    Why does Augustine record his Confessions on paper so that others may read it?  He writes in Book Ten, “Nevertheless, make it clear to me, physician of my most intimate self, that good results from my present undertaking.  Stir up the heart when people read and hear the confessions of my past wickednesses, which you have forgiven and covered up to grant me happiness in yourself, transforming my soul by faith and your sacrament” (180).  He is not writing all of this for God’s sake.  He has confessed to God and God has forgiven him.  His Confessions is a recording of his own self-discovery.  This quote reveals that he hopes that God will “stir up the heart” when someone else reads his book.  Confessions acts as a program that must be executed by the reader.  He is saying this is how I arrived at self-discovery and maybe my way of doing it will aid you, the reader, along that same path.  The difference between the oral and written traditions is that with a written tradition you can reach a much wider audience than with an oral tradition.  Augustine can help guide many more readers than he can individuals in person.

    The “code” being read is open to interpretation of the reader.  Augustine writes on this topic in reference to the differences in interpretation of Moses in Genesis.  He writes, “For through him the one God has tempered the sacred books to the interpretations of many, who could come to see a diversity of truths…if I myself were to be writing something at this supreme level of authority I would choose to write these matters each reader was able to grasp, rather than to give a quite explicit statement of a single true view of this question in such a way as to exclude other views–provided there was not false doctrine to offend me” (271).  Augustine’s view of allowing interpretation to take place allows for the reader to become engaged with what the author is writing.  Keeping things open to the reader’s interpretation allows for interaction to take place between the reader and the writer.  He poses many questions, but he does not answer them all.  The book medium allows for this interaction to take place in the mind of the reader without the author needing to be present.  The reader interfaces with the book by reading it, debates the work within themselves with introspection, and the reader comes to a new awareness or understanding based on what has been read.    For Augustine this is best represented in finding truth through God when he writes, “And I found myself far from you ‘in the region of dissimilarity, and heard as it were your voice from on high:  ‘I am the food of the fully grown; grow and you will feed on me.  And you will not change into me into you like the food your flesh eats, but you will be changed into me’” (123).  Through his faith in God and his understanding of God he “will be changed into me” (i.e., God, the truth).  Truth, for Augustine, is attained through the union with God.  This is the path that he sets down for others to read in his Confessions.  Augustine says of God, “With you as my guide I entered into my innermost citadel, and was given power to do so because you had become my helper (Ps. 29:  11)” (123).  Whether Augustine was conscious of it at the time when he began reading the Platonic texts he claims God was his “helper” in his process of introspection.  Perhaps he writes this book so that he can be a helper to others on their own path of introspection and personal development.  For Augustine, God would be present for anyone in search of their faith, but Augustine’s book serves as a tool to help others in much the way that other texts aided in his own development (e.g., other texts on 130, 145, 152-153, 160, 163, 258).

  • Recovered Writing: Undergraduate Thesis, Networks of Science, Technology, and Science Fiction During the American Cold War, December 12, 2005

    This is the eighth post in a new series titled, “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.

    I wrote my undergraduate thesis included below under the helpful guidance of  Professor Lisa Yaszek, but Professors Kenneth Knoespel and Doug Davis also helped me. Professor Knoespel directed an individual investigation with me over the preceding summer, in which I explored the theoretical underpinnings of my project. Professor Davis gave me advice on Cold War era books and films that might help inform my work.

    Professor Yaszek’s advice on my thesis’ organization, writing style, and argumentation helped me revise the essay into its current form, which yielded me the School of Literature, Media, and Communication’s prestigious James Dean Young Writing Award.

    Also, an earlier paper that I presented at the Monstrous Bodies Symposium at Georgia Tech on 31 March 2005 was incorporated into my thesis. Then, the thesis was further revised into a conference paper for my first international academic conference: the SFRA meeting in White Plains, NY in 2006. Ideas and words transform into something new, stronger, and more meaningful with each iteration–moving closer to the asymptote of understanding.

    Jason W. Ellis

    Professor Lisa Yaszek

    Senior Thesis – Fall 2005

    12 December 2005

    Networks of Science, Technology, and Science Fiction During the American Cold War

    Sometimes, just standing here, I keep wondering–Are we working on them, or are they working on us?  Give them dignity doctor, then we can start talking about who can do what and what they mean (General Leslie R. Groves as played by Paul Newman in the film, Fat Man and Little Boy).

    In the quote above from the film Fat Man and Little Boy, General Leslie R. Groves (Paul Newman) takes Dr. J. Robert Oppenheimer (Dwight Schultz) aside to show him the bomb casing for the two atomic bombs to be dropped on Japan, Fat Man and Little Boy.  Groves questions, “Are we working on them, or are they working on us?”  His character respects the awesome power of the bombs that he has orchestrated into existence.  He represents the uncertainty surrounding a future with ‘the bomb,’ but he is also quite aware of the networks required to bring a weapon of this magnitude into existence.[1]  Additionally, he is depicted as someone reverential to the implications of the bomb and to the future that is tied to its existence.  Groves’ speech elicits questions regarding complex networks and the unknown implications of new technologies.[2]

    General Groves’ concern reflects a more general American anxiety regarding the loss of human control over our increasingly complex technologies.  As technological advancements take place, the systems we design to create and produce new technologies become more intricate.  The intricacy of the military-industrial complex, as well as other sectors of technological development during the Cold War, 1945-1990, become so elaborate that they appear to be beyond the control of individuals.  In effect, the systems appear autonomous and therefore capable of evading humanity’s control by choosing its own destiny.

    Authors interested in representing the social and political implications of autonomous technology networks often do so in a specific literary form:  Science Fiction (SF).            As they argue, SF is a key space where discourses surrounding science and technology can be worked out and discussed in ways that are not possible in other modes of popular culture.  The reason for this is that SF lies at the intersection of science, technology, and culture.  SF is the space where authors bring these elements together.  Additionally, those elements are all integral to the story in ways that they would not be in other forms of fiction.

    In SF, autonomous technology is a metaphor for the networks within technology and without that link to humanity, culture, and science.  Two symbols that best represent autonomous technology during the Cold War are nuclear weapons and robots.  Nuclear weapons represent autonomous technology in the here-and-now.  They are devices beyond the control of humanity and yet they are leashed with command-and-control systems that some would liken to threads of yarn attempting to hold back a tiger.  Robots are the fictional embodiment of autonomous technology.  They are capable of making choices and even walking amongst us if they are designed to appear human, which creates further anxiety because technology can be made to supersede humanity.

    In the first section of this paper, I approach SF-based discussions about autonomous technology through the disciplines of science studies, Cold War studies, and SF studies.  These three disciplines are uniquely aligned to empower scholars to consider why a shift took place in American thinking during the Cold War era regarding humanity’s control over technology as well as the networks within which technology is embedded.  In the latter section, I apply these disciplines to readings of SF films and texts that were produced during the Cold War in order to reveal the cultural presentations of anxiety toward autonomous technologies.

    Networks of Autonomous Technology

    Over the past three decades, science studies has become an important discipline of study because it enables us to better understand cultural factors that influence technological development.  Studying the use and meaning of the word, “technology” is one way to better understand the connection between culture and technology.  The meaning of the word, “technology” has changed over time.  Today, the term “’technology’…is applied haphazardly to a staggering collection of phenomena…One feels that there must be a better way of expressing oneself about these developments, but at present our concepts fail us” (Winner 10).  Thus, one of the objectives of science studies scholars is devising a language for engaging these concepts.

    Because we have not been able to devise a language capable of encompassing the technological artifact, or the network in which it lies in relation to culture, the “discussions of the political implications of advanced technology have a tendency to slide into a polarity of good versus evil…One either hates technology or loves it” (Winner 10).[3]   One gains power and mastery over something after it is named.  Devising a language for engaging technology and the networks it is situated in is essential to humanity maintaining control over that which it creates.[4]

    Traditionally, Westerners think of human-machine relations in master-slave terms.  These binary opposites define one thing by what the other is not, while also representing a hierarchy of one opposite above the other.  When we talk about the relationships of humanity and nature or humanity and technology, “the concept of mastery and the master-slave metaphor are the dominant ways of describing” these relationships (Winner 20).  Humanity created tools and skills (i.e., technology) to serve the interests of humanity.  What happens when there is the perception among many people that technology is no longer serving humanity?  The tables may have turned, thus the question stands:  does humanity serve the self-perpetuating system of autonomous technology?[5]

    During the Cold War, new technologies are created out of vast networks that involve the engineer working in the shop, the scientist working in the lab, and the absorbing, disseminating, and cogently working on ideas in the minds of individuals within American culture.  These networks are tantamount to a system that is beyond the control of a single individual.  The source of growing anxiety over autonomous technology comes from “the belief that somehow technology has gotten out of control and follows its own course, independent of human direction” (Winner 13).

    The networks that were created during the Cold War complicate these master-slave relationships.  Scholars employ two different theories to help answer questions about these recently developed networks.  The first is the voluntarist view, which hold thats technology advances and is maintained by human controllers.  The second is actor-network theory, in which scholars look at both objects and people and the relationships between the two.

    The voluntarist view is used to refute the possibility of technology being autonomous.  Behind the curtain of technology’s inner workings, “one always finds a realm of human motives and conscious decisions…Behind modernization are always the modernizers, behind industrialization, the industrialists” (Winner 53).  People use their capital, inventiveness, and decision making to shift the course of technological change in the direction that they choose to do so.

    However, there appears to be more at work than individual choices.  Networks of science, technology, and culture may provide an unseen impetus that is akin to an “invisible hand.”  A technology may be consciously developed to fulfill a particular utility, but, “other consequences of its presence in the world often are not” (Winner 74).  Interactions that take place within networks may lead to new developments that were not thought of or intended by the inventor.  This kind of development reveals the complexity in which there are overlaps and connections between science, technology, and culture.  Therefore, the complexity of the networks calls into question the applicability of the voluntarist view.

    The second, and more useful theory for this discussion, is actor-network theory.  It provides a formulation for envisioning the network by mapping both the animate and inanimate actors involved in shaping these networks.  This theory is based on the interaction of dissimilar areas of interest such as technology and culture.  Science, technology, and culture are not separate entities comprised of people that carry on their craft in the isolation of a vacuum.  These seemingly diverse areas are interdependent upon one another and it is from their interconnection that issues of political power, cultural shifts in thinking, and other initially unforeseen possibilities arise.[6]

    Connected to the study of actor-network theory is that, “technology always does more than we intend; we know this so well that it has actually become part of our intentions” (Winner 97-98).  The networks that form between technology and culture are a sort of breeding ground for new uses of technology.  The pathways that connect these ‘separate’ areas of ideology and practice are where re-creation takes place and add to the original intent of an originator of some new technology.[7]  Changes in Latour’s actor-networks are similar to Winner’s point that “technologies…demand the restructuring of their environments” (100).[8]  Thus, one often unintended consequence of technology is that “the restructuring of their environments” encompasses both the physical location of a technological artifact or practice as well as the networks in which the technology is situated.

    A great deal of restructuring took place during the American Cold War because of technology.  These changes are explored in the field of Cold War studies, which is the historical evaluation and investigation of the cultural and political aspects of the time between 1945 and 1990 (i.e., the Cold War era) by drawing on recently declassified documents and other fresh sources of information from that era.[9]  Cold War studies and science studies are connected because of the underlying technologies that drive nuclear proliferation during the Cold War era.

    One of the overarching technological artifacts of the Cold War is the nuclear bomb.  The destructive reality of the atomic bomb (and later, the thermonuclear bomb) brought about a duality of opinions about that technology (i.e., it was perceived as inherently good or evil).  For example, their stands Eisenhower’s aborted “Atoms for Peace” and the theory of mutually assured destruction (MAD).  Therefore, the atomic bomb is situated within a dualistic framework of good and bad views that came about because of its stepping out on the stage during the Cold war.[10]

    Cold War studies, like science studies, looks at the networks involved in the development and promulgation of technologies that alter the cultural landscape, but in this particular discipline, the emphasis is on the dichotomy between the democratic West and the communist East.  It should be noted that not everything between 1945-1990 can be tied to the Cold War, but “so much was influenced and shaped by the Cold War that one simply cannot write a history of the second half of the 20th century without a systematic appreciation of the powerful, oft-times distorting repercussions of the superpower conflict on the world’s states and societies” (McMahon 105).  Furthermore, “ the bomb had transformed not only military strategy and international relations, but the fundamental ground of culture and consciousness” (Boyer xix).  Thus, the atomic bomb transforms the scale at which technology interacts with science and culture and it changed the way nations talked to one another during the Cold War.

    The ‘Nuclear Era’ begins along with the near-beginning of the Cold War.  After the dropping of the bombs called Little Boy and Fat Man on the Japanese cities of Hiroshima and Nagasaki on August 6 and August 9, 1945 respectively, “the nuclear era…burst upon the world with terrifying suddenness.  From the earliest moments, the American people recognized that things would never be the same again” (Boyer 4).  The devastation of Hiroshima and Nakasaki are mapped over the possibility of an American wasteland when James Reston wrote in the New York Times, “In that terrible flash 10,000 miles away, men here have seen not only the fate of Japan, but have glimpsed the future of America” (qtd. in Boyer 14).  Boyer goes on to write, “Years before the world’s nuclear arsenals made such a holocaust likely or even possible, the prospect of global annihilation already filled the national consciousness.  This awareness and the bone-deep fear it engendered are the fundamental psychological realities underlying the broader intellectual and cultural responses of this period” (Boyer 15).  Americans realized that their monopoly over atomic weaponry would soon be supplanted.  Other nations would develop their own atomic bombs.  Therefore, what little control Americans had in that early period of the Cold War over atomic weapons, would be lost when other nations established their own weapon stockpiles.  The understanding that Americans could not maintain control over this immensely destructive weapon resulted in a heightened anxiety over America’s future because of the very technology that we first developed.

    Scientists and engineers engaged in the Manhattan Project and elsewhere tried to employ their (temporarily) elevated popularity in order to achieve political ends aimed at reigning in the proliferation of nuclear weapons.  The scientists that spoke out against the threat of nuclear annihilation unfortunately “[displayed] considerable political naïveté, seeming not to grasp the fundamental differences between the political realm and that of the laboratory and the classroom” (Boyer 99).  The scientists sought to reform through education or as Einstein said, “To the village square we must carry the facts of atomic energy.  From there must come America’s voice” (qtd. in Boyer 49).  The bomb was not going to go away and the suggestions for a technocratic world government that could rationally control the use of the bomb also lost steam through the end of the 1940s.

    Developments in the laboratory are disconnected from political enforcement of those discoveries carried-on outside of the lab.  The Manhattan Project scientists and engineers created the bomb, but the politicians appropriated the political power inherent in the bomb.  However, the military and government leadership not only appropriated the science and technology behind the bombs for their intended use in World War II, but also for continued use in stockpiling and testing after the war’s end.  Therefore, the political power embodied in the atomic bomb was created in the laboratory, but that power is appropriated by government politicians for use in waging the Cold War, which involved a shift to an external threat contained in the communist Soviet Union.

    American political leaders shifted fear away from the bomb to the Soviet Union.  One such example is when President Truman addressed a joint session of Congress on March 12, 1947 about the perceived communist threat.  He, “spoke in sweeping, apocalyptic terms of communism as an insidious world menace that lovers of freedom must struggle against at all times and on all fronts” (Boyer 102).  Fear shifts from the nuclear bomb to communism.  This leads to the bomb becoming a part of America’s national defense at the beginning of the Cold War–even more so after the Soviets tested their first nuclear bomb on August 29, 1949.

    Coupled with the military build-up in response to the Soviet threat is a call for a united and uniform front in America.  There is a shift towards an American identity based on homogeneity because of the call for an idealized cooperative effort in the post-war years to bolster America’s standing in the world.  There are calls for cooperativeness by people such as Arthur Compton and Eleanor Roosevelt (Boyer 139-140).  This cooperativeness however leads to an alignment of political views that bolster the collective ideology promoted by the Truman, and later, Eisenhower administrations.  This essentially squashes discussion.

    Discussion of the atomic bomb in popular literature was almost non-existent immediately following WWII, but soon thereafter, SF became a space where discussion about nuclear weapons and technology’s connection to culture was worked out.  Boyer writes, “Apart from a few isolated voices, however, the initial literary response to the atomic bomb was, to say the least, muted” (246).  There was little discussion of the atomic bomb in popular literature, but, “it sometimes seemed that the principal function of literature in the immediate post-Hiroshima period was to provide a grabbag of quotations and literary allusions that could be made to seem somehow relevant to the bomb” (Boyer 247).  Essentially, the bomb is not immediately engaged by non-SF literary authors in this period.  However, “As Isaac Asimov later put it, science-fiction writers were ‘salvaged into respectability’ by Hiroshima” (Boyer 257).  Boyer goes on to say, “Up to 1945, most science-fiction stories dealing with atomic weapons took place far in the future and often in another galaxy…Hiroshima ended the luxury of detachment.  The atomic bomb was not reality, and the science-fiction stories that dealt with it amply confirm the familiar insight that for all its exotic trappings, science fiction is best understood as a commentary on contemporary issues” (258).  Therefore, SF becomes the space where atomic bombs and nuclear age issues are talked about and engaged.  Because of the shifts in political homogeneity and uniformity, SF is a space where issues could be talked about that in another context (e.g., a cultural commentary or popular work of fiction) would be looked down upon or even attacked.

    Science Fiction studies enables us to study representations of cultural factors in SF such as American anxiety over the bomb or war with the Soviet Union.  SF studies draws together science studies and Cold War studies because both of these disciplines are equally applied to studying the intersection where SF lies, which is “at a unique intersection of science and technology, mass media popular culture, literature, and secular ritual” (Ben-Tov 6).  SF lies at the intersection of all of the networks that I am discussing:  science, technology, and culture.  SF represents a bringing together of these networks, which creates a “rich, synthetic language of metaphor and myth [where we] can…trace the hidden, vital connections between such diverse elements as major scientific projects (space-flight, nuclear weaponry, robotics, gene mapping), the philosophical roots of Western science and technology, American cultural ideals, and magical practices as ancient as shamanism and alchemy?” (Ben-Tov 6).

    Because SF is at the intersection of all of these diverse elements of American culture, it can be used in a manner similar to the way that Latour describes Pasteur’s use of anthrax spores in his petrie dishes.  The scientist, within the laboratory, must go through many tests and permutations before he/she arrives at a result that the scientist is comfortable taking outside the laboratory.  SF is a space where all of these ideas can be worked out and thought over by diverse writers and thinkers.  SF studies scholars then brings these books back to the ‘laboratory’ to find how the connections and networks that exist between science, technology, and culture are manifested in SF works.  Thus, SF serves as a map or model of the networks that exist in reality, but that might not always be engaged in discussions of the here-and-now.

    SF authors make commentary on the here-and-now through the use of heterocosms.  These are, “an alternative cosmos, a man-made world” (Ben-Tov 20).  A heterocosm, “[makes] possible the conception of fictional real-life utopias” (Ben-Tov 20).[11]  Utopias are distinctly related to SF, because they share many of the same elements of story and style.  Additionally, a utopia is written in response to the non-utopian characteristics of the present.  “Science fiction’s use is as both model and symbolic means for producing heterocosms” that respond to the here-and-now (Ben-Tov 56).   SF often critiques or gives commentary on the present.  This commentary relates to the way in which science, technology, and culture interact with one another.

    A common theme in SF stories is humanity embracing science and technology in order to arrive at a mythic/utopic pastoral existence, which is a form of heterocosm.  This theme is often employed in SF stories because technology and science are essential to the narrative.  The idealized pastoral existence is mutually exclusive of the artificial one that we are creating through the use of technology.  Scientific and technological progress does not come back to where it began (i.e., the idealized garden).

    SF’s use of technology to return to a mythic pastoral existence creates a paradox because the former is mutually exclusive of the latter.  Ben-Tov contrasts SF’s paradoxical pastoral existence with those the present in literary works that Leo Marx analyzes in his book, The Machine in the Garden.[12]  She writes:

    Unlike the texts that Marx surveys, however, science fiction does not try to temper hopefulness with history.  Instead, it tries to create immunity from history.  It reveals a curious dynamic:  the greater our yearning for a return to the garden, the more we invest in technology as the purveyor of the unconstrained existence that we associate with the garden.  Science fiction’s national mode of thinking boils down to a paradox:  the American imagination seeks to replace nature with a technological, made-made world in order to return to the garden of American nature” (9).

    SF attempts to be exempt from history through this paradox, but the fact remains that SF is created within networks that are clearly dependent upon the past.  Paradoxes themselves illicit uncertainty because they present mutually exclusive events.  Therefore, these paradoxical presentations in SF represent one facet of the anxiety Americans feel in regard to technology.

    This paradox is clearly illustrated in the first episode of the television series, Star Trek:  The Next Generation.  The holodeck is a technological artifact that relies on many networks of science and technology in order to present whatever the holodeck participant wishes to see.[13]  In the first episode of the series, the audience is greeted by Commander Riker searching a forest for Lieutenant Commander Data, an android, who happens to be spending time reclining in the nook of a tree branch while surrounded by an idyllic wooded setting (“Encounter at Far Point, Part I”).  The setting is a hyperreal recreation of a wooded setting within the confines of the holodeck.  Hyperreality is, in itself, unsettling because what is real is indistinguishable from what is not.  Therefore, the more we invest in technology to return us to the idealized garden, the further away we are from from the ideal.

    Another facet of returning to an idyllic space (i.e., the garden), concerns the role of the alchemist as the crafter of perfection through technology.  The alchemist speeds up natural processes, which results in, “the alchemist [controlling] the very ends of time, while remaining outside it” (Ben-Tov 93).  The alchemist “remaining outside” time is analogous to the scientist’s objective approach to experimentation.  Additionally, the alchemist’s ‘cooking’ of metals is analogous to Latour’s presentation of Pasteur working in his laboratory on the growths in his petrie dishes.  Pasteur’s laboratory work is an “unnatural” speeding up of processes that haphazardly take place outside the laboratory in the real world.  The alchemist and the scientist are linked by the fact that they work removed from the real-world.  Their goal is to arrive at something that can be brought out of the lab and applied to the real-world.  The alchemist’s working with metals, particularly with gold, “often symbolizes the power to bring about millennium, the end of time, when the human race reaches perfection” (Ben-Tov 94).  The fusion of metal and human form yields what is often presented in SF as, “the perfected form of humanity,” which “is literally crafted metal:  robots” (Ben-Tov 94).  Thus, not only do we further remove ourselves from attaining the idealized garden through our embrace of technology, but we physically remove ourselves by putting robots there in our place.

    Androids, or human-like robots are a recurring theme in SF works.  By writing SF stories featuring androids and robots, SF authors directly engage the discussion surrounding autonomous technologies and the overarching networks that technology is situated within.[14]  These artificial beings are the embodiment of autonomous technology and they double for humanity because they are constructed in our image.  Because androids are generally capable of making their own decisions, they challenge the authority of human mastery over technological artifice.  Additionally, androids challenge what it means to be human in a world populated by the real and the artificial.  If someone acts human and looks human why is there any reason to question the validity of that person’s humanity?  The answer is that:  the existence of human-like robots makes the very concept of humanity suspect.  Thus, androids are a representation of autonomous technology that elicits anxiety over the loss of human control over technology.

    Other doublings involving androids and humanity are seen in American Cold War binary opposites such as America/USSR, East/West, and organic/mechanic.  These binary opposites present us with a paradox because the West employed technology as much as the East did during the Cold War.  Also, the Western ideal of the return to the idyllic garden is literally constructed through technological means.  Thus, these American created binary opposites are a paradox similar to that of the idyllic garden.

    Science studies, Cold War studies, and SF studies are a unique set of disciplines that lie at the intersection of science, technology, and culture.  Each of these disciplines were developed during the Cold War era of the twentieth century and they each have a particular perspective regarding the way in which technology is perceived by Americans and how those perceptions feed back into the networks that exist between science, technology, and culture.  SF lies at the intersection of these networks and it is for that reason that these three disciplines can all be utilized to study American anxieties surrounding autonomous technology that we may lack the ability (or have already lost the ability) to control.

    Autonomous Technologies in SF

    Using the previous section as a guide, I apply the disciplines of science studies, Cold War studies, and SF studies to readings of SF and speculative fiction texts and films produced during the Cold War.  The purpose of these readings is to study representations of autonomous technology, explore the implications of the networks that those technologies are situated within, and how those representations evoke anxieties over the apparent loss of control that humanity has over autonomous technology.

    The Day the Earth Stood Still (1951) illustrates the fragility of Cold War agent-networks at the near-beginning of the conflict.  The networks themselves become gummed-up because of the lack of flexibility in confronting something as literally alien as a flying saucer touching down in Washington, DC.  These network breakdowns mirror lost opportunities during the American Cold War.

    The movie begins with a flying saucer landing in Washington, DC.  This near-improbable event sets off a chain reaction that reveals the networks of people and technology responding to this possible threat from without.  During the first ten minutes of the film, the audience is presented with scores of networks in action such as:  military mobilization and command-and-control (military men and weaponry stream out of Fort Myer to their target), media mobilization (print, radio, and television representatives rush to cover the story and to release messages from the President), and crowds of onlookers circle around the spacecraft.[15]

    Unfortunately, these networks begin to show stress such as when a breakdown occurs in military command-and-control.  As Klaatu (Michale Rennie) leaves the spacecraft, the soldiers become nervous because he is holding something in his hand that they may have misinterpreted as a ‘ray-gun’ or some other kind of weapon.  The technological artifact that Klaatu is carrying is in fact a gift for the President of the United States that would allow him to study life on countless other planets.  The soldiers’ misperception of what it is however causes them to become nervous and one of them shoots Klaatu, which also results in the gift’s destruction.  Because of the magnitude of the situation, giving loaded weapons to enlisted soldiers might not have been the wisest choice, particularly after the visitors from outer-space reveal their awesome power.  Our inability to control the situation mirrors our inability to control Cold War technologies such as nuclear weapons.

    Another breakdown occurs when Klaatu seeks counsel with all of the Earth’s leaders.  The leaders refuse to sit down together to hear Klaatu because they claim that Cold War divisions prevent their coming together.  Because Klaatu cannot bring together representatives from all Earth’s nations, he is able to convince Professor Jacob Barnhardt (Sam Jaffe) to bring together other scientists from around the world.  Klaatu then delivers his message to them to take back to their countries.  This conjures images of technocratic governments that rule through rationality and reason.  Scientists rely on open communication and it is that which allows Klaatu to get his message out.  Instead of going to Einstein’s “town square,” Klaatu chairs an academic conference.

    The gathering of intellectuals reflects early Cold War political ideologies for technocratic forms of government or nuclear weapon regulation.  Klaatu informs his audience that the Earth is now a member of a greater community in the universe.  He continues to warn them that robots like Gort (Lock Martin) exist to preserve peace among the planets.  Fear of invoking the wrath of the robots for any aggression maintains the peace.   The other worlds of the universe, as Klaatu says, “live in peace…Secure in the knowledge that we are free from aggression and war, free to pursue more profitable enterprises.”  He goes on to say, “And we do not pretend to have achieved perfection, but we do have a system and it works.”  Some would argue the same in regard to nuclear deterrence strategies employed during the Cold War.

    Gort and the “race of robots like him” are doubles for the atomic bomb.  Both are technological weapons that preserve the peace through the threat and fear of use.  Klaatu claims that Gort only acts upon aggression.  The same is true of American policy of retaliation to aggression instead of first strike.  Even further removed from humanity is Gort, who is outside the control of all of humanity.  Americans can make their voices heard, but ultimately, political leaders decide whether a system is taken offline or if an attack is launched.  Gort and the bomb disallow the possibility of individuals making choices about their future because of the overwhelming power centered within these technologies, which are meant to maintain peace through superior might.

    Asimov’s “R. Daneel Olivaw” novels, The Caves of Steel (1954), The Naked Sun (1957), and The Robots of Dawn (1983) present the anxieties humans feel for technologies that replace humans within agent-networks, particularly when those technologies double humanity by replicating human thought and appearance.  Asimov began writing the robot novels that feature R. Daneel Olivaw in the 1950s, during the first phase of the Cold War.  The novels take place in a far future where humans have colonized a significant portion of the galaxy.  Although the robots are instrumental in the process of colonization, humans remain fiercely divided on whether or not robots should exist at all.  Given that Asimov himself was very much in favor of the promising new technologies of his day (e.g., automation in manufacturing and computers), it is not surprising that he picks his fictional robots, as the embodiment of those technologies, to be utopic in nature.

    In order to make his robots “perfect people,” he constructed his robots with the Three Laws of Robotics that he first made explicit in his short story, “Runaround.”[16]  The Three Laws provided each robot with an ethical system that must be obeyed because it is hardwired into its positronic brain.  Therefore, Asmovian robots represent the best of what humans can be, but at the same time they reveal what we are not.

    Many of the characters in Asimov’s Robot novels feel a deep anxiety surrounding autonomous technology as embodied in robots and specifically in androids, or human-like robots, such as R. Daneel Olivaw.  Daneel’s true robotic being destabilizes what it means to be human for those human characters that learn what he really is.  Most of Asimov’s robots are very metal and very plastic.  They are the epitome of synthetic.  Daneel’s construction sets him apart from the apparent synthetic robots because he appears to be human.  Elijah Baley first greets Daneel at Spacetown thinking that he is a Spacer, because Elijah and most other humans did not know that androids existed.  Later Baley says to his superior, Commissioner Julius Enderby, “You might have warned me that he looked completely human” and he goes on to say “I’d never seen a robot like that and you had.  I didn’t even know such things were possible” (The Caves of Steel 83).

    Daneel’s doubling of his partner Elijah Bailey causes Elijah to feel anxiety about humaniform robots because Daneel represents everything that Elijah is not, but ideally should be.  Baley narrates at the beginning of The Caves of Steel:

    The trouble was, of course, that he was not the plain-clothes man of popular myth.  He was not incapable of surprise, imperturbable of appearance, infinite of adaptability, and lightning of mental grasp.  He had never supposed he was, but he had never regretted the lack before.

    What made him regret it was that, to all appearances, R. Daneel Olivaw was that very myth, embodied.

    He had to be.  He was a robot (The Caves of Steel 26-27).

    Before Elijah meets Daneel, he is confident in his own abilities as a detective.  After he partners with Daneel, however, he begins to call into question his own abilities and talents.  Robots are meant to be superior to humans and Elijah extends this to his own profession that is now being intruded on by an android.

    This anxiety is one of the motivating factors behind The Robots of Dawn.  Elijah is brought in to investigate the murder of a humaniform robot like Daneel.  If Elijah fails in his task as a detective, he will loose his job and be declassified.  The fear of declassification is dire to Elijah because he had seen his own father declassified when he was only a boy.[17]

    Therefore, Asmovian humaniform robots are the embodiment of autonomous technology and it is that autonomous technology that represents perfected humanity.  This creates anxiety and fear among humans because these perfect beings could replace them in the garden, which itself has been encased in “caves of steel.”

    Strategic Air Command (1955) is an example of an early Cold War propaganda-like film that reveals the links between agent-networks during the build-up of America’s nuclear strike capability.  Additionally, the film reflects the marriage of the bomber pilot to his flying machine while sidelining human relationships such as those between husband and wife.  It begins with Lt. Col. Robert ‘Dutch’ Holland (Jimmy Stewart) being recalled to active Air Force duty because America’s Strategic Air Command (SAC) needs experienced air commanders.[18]  His wife, Sally (June Allyson), tells him, “anything you do is fine with me, as long as you don’t leave me behind.”  Dutch forgets his wife’s words as the film progresses and he becomes mired in the technology that he must surround himself with on a daily basis.

    Dutch begins flying in the Convair B-36 and he is treated to a detailed tour by Sgt. Bible (Harry Morgan).  These scenes are more about the technology of the bombers than the men that operate them.  There are montages of the bomber in flight along with detailed sound recordings of the bomber while it is on the ground.  Attention is also given to the protocols of communication (another technology unto itself).

    Later, General Hawkes (Frank Lovejoy) shows Dutch the new Boeing B-47 Stratojet.[19]  Dutch responds in star-eyed awe, “Holy smokes she’s the most beautiful thing I’ve ever seen…I sure would like to get my hands on one of these.”  The bomber is “beautiful” and it is more deserving of the attention of his hands than his wife at this point in the film.  General Hawkes goes on to present a contrast inherent in the B-47 in that it is fragile, but it is also the carrier of the most destructive force on the planet.  He says, “the mechanics have to wear soft soled shoes because a scuff on this metal skin could slow it down 20 MPH” but this seemingly delicate surface carries “the destructive power of the entire B-29 force we used against Japan.”  He believes SAC and the B-47 represents the best hope for peace through superior air power and deterrence.[20]

    Dutch chooses technology over his wife when he makes the choice to enlist in the Air Force permanently without speaking to his wife about it first.  A ‘love triangle’ forms between Dutch, Sally, and the bombers that he commands.  SAC appropriates Dutch’s life (baseball, wife, and child).  His wife “doesn’t even know him any more.”  Dutch, in effect, chooses his mistress, the bomber.  Instead of continuing to blame her husband for his technological fetish, Sally confronts General Castle and General Hawkes about Dutch being “maneuvered” into having no choice in the matter of reenlisting.  General Hawkes replies to her entreaties, “Mrs. Holland, I too have no choice.”  SAC, in effect, removes choice because of the need of the technology to be employed in a war of deterrent technologies.

    At the end of the film, Dutch is teary eyed when he is forced to stop flying because of a chronic injury.  He didn’t shed a tear when he walked out of the house with Sally crying about not consulting her about his life-long career choice–a choice that she is bound to but had no input in making.  The film ends with a squadron of B-47 bombers flying over the airfield while Dutch looks up to the skies and Sally looks up to Dutch.  He never returns her affectionate stare.  Therefore, the bomber commander’s heart is connected more to the technologies of mutually assured destruction rather than the flesh and blood of his own wife.

    On the Beach (1959) is almost a response to Strategic Air Command because it reflects the pilot-bomber-woman love triangle (i.e., network), but it goes further by showing the futility of Cold War mutually assured destruction (MAD) strategies as humanity dies a slow death in an irradiated aftermath of nuclear war.  The film recalls the fear that erupted in America immediately following the use of the atomic bombs in Japan.  Unfortunately, it was released nine years after much of the dissension against the further use of atomic weapons had dissipated.

                On the Beach presents a world devastated by a nuclear war where the only survivors are an American nuclear submarine crew and the inhabitants of Australia.  Everyone that remains alive is awaiting the arrival of nuclear fallout.  This fatalistic film presents a bleak future where no one is empowered to do anything about the impending doom.

    All of the networks have broken down in the world of On the Beach.  The people of Australia are beginning to starve because the networks of global economic trade have disintegrated.  A lone country would not have the capabilities to produce all of the foods and goods that its inhabitants required because other technologies such as efficient distribution of goods and services have distributed supply chains and producers around the world.  When the rest of the world is effectively ‘blown-up,’ Australia is left with its meager support networks of farms and producers.  The networks used to deliver goods from elsewhere to Australia were ‘blown-up’ when the bombs fell.  Cottage industries that might have existed in Australia become worthless when there are no agents on the other ends of the networks.

    The helplessness of individuals in this bleak fictional world is demonstrated in a scene between Moira (Ava Gardner) and Cmdr. Towers (Gregory Peck).  Moira says, “It’s unfair because I didn’t do anything and nobody that I know did anything.”  This line reveals the powerlessness that the ‘normal’ person has in effecting the politics of nuclear war.  It points to the possibility that everyday people are not connected to the networks of nuclear weapons with any sort of power to enact change.  Additionally, the nuclear fallout is an invisible force that unrelentingly continues toward the last bastion of humanity and no one has any power to do anything to stop it.

    The Manchurian Candidate (1962) brings the ‘soft’ science of psychology into the discussion by showing that a man can be made into a soulless machine through psychological conditioning.  Furthermore, the man-machine can be made to serve political networks.  The political networks are presented as the various Communist governments working together within a global network.[21]

    The film opens with Communist insurgent forces ambushing and capturing Major Bennett Marco’s (Frank Sinatra) platoon during the Korean War,.  While in their custody, SSgt. Raymond Shaw (Lawrence Harvey) is ‘programmed’ by Communist psychologists much like a robot would be programmed to fulfill a set of instructions.

    After Marco convinces his superiors of what took place in Korea, the psychiatrist (Joe Adams) tells Major Marco, “obviously the solitaire game serves as some kind of trigger mechanism.”  Marco remembers that Dr. Yen Lo of Moscow’s Pavlov Institute said that Queen of Diamonds card is meant “to clear the mechanism for any other assignment.”  Shaw is therefore represented as a “mechanism,” and more specifically as a weapon set-off by a “trigger.”

    Shaw’s mother works for the Communists and she is assigned to be Shaw’s American operator.  She tells Shaw during his final ‘programming’ that “they paid me back by taking your soul away from you.  I told them to build me an assassin.”  Shaw is literally rendered a soulless machine who was built to order.

    Later, Major Marco attempts to ‘rewire’ Shaw.  Marco asks him, “What have they built you to do?”  After working through Shaw’s programming he orders Shaw, “It’s over…their beautifully constructed links are busted…We’re tearing out all the wires…You don’t work any more…That’s an order.”  Major Marco evokes the language of technology such as “constructed links” and “wires,” when he endeavors to remove Shaw’s Communist programming from his technologized self.

    The weight of Shaw’s guilt over the things that he is made to do causes him to break both the programming of the Communists as well as that of Major Marco.  Shaw chooses his own destiny/instructions when he decides to end the lives of his mother/operator (Angela Lansbury), his step-father, Senator Iselin (James Gregory), and his own.  The machine/Shaw breaks as no nuts-and-bolts machine can.  His emotional response reveals his very organic and human self that lay dormant under his psychological programming.

    Colossus:  The Forbin Project (1970) illustrates unintended consequences arising when technology meant for ‘good’ by promoting human well-being through objective decision making becomes ‘evil’ when the machine decides that its assigned goals are best served by enslaving humanity.  It also presents another doubling of the dichotomy between US and Soviet nuclear arms proliferation.

    In the film, the US command-and-control structure is given over to the gigantic computer system called Colossus.  A rational computer handling defense is believed to be more reliable than that which could be provided by irrational human leadership.  Colossus’ activation at the beginning of the film is symbolic of the separation of humanity from the advanced technologies that it creates.  That technology, which is assumed to be subservient, is unlike us physically, but as the film unfolds, the technology actually personifies human traits of domination and control.  Ultimately a belt of radiation, also born of scientific and technological innovation and used as a weapon, divides the machine from the humans it serves.

    Forbin intends Colossus to herald a utopic era that is free of irrational human warring.  In effect, Forbin’s intentions are a representation of American desire to return to the garden through the further use of technology.  Instead of disarmament, we give the power of annihilation to a computer system that is supposedly better suited to deciding when an attack is eminent and when retaliation should take place.  Additionally, Forbin (Eric Braeden), Colossus’ creator, hopes that Colossus will not only serve as a defense mechanism, but also solve a plethora of social ills in the world.

    Problems begin after Colossus discovers the existence of another system, like itself, in the USSR.  Colossus demands communication be setup between the two.  Images of the blinking lights even includes one graphic that looks like a pulse on a piece of medical equipment.  The point is that these machines are alive (i.e., self-aware).

    Colossus and its counterpart, Guardian, place humanity’s weapons of self-extermination under their cooperative control.  These new systems of command-and-control move to take over the world in order to fulfill their purpose of self-preservation by ending human war.  Colossus commands all communication, media, and military control systems be tied into it.  Colossus and Guardian become the hub of all the technological networks.  The master and slave switch places as Forbin is made Colossus’ prisoner.[22]

    Next, Colossus orders all missiles in the USA and USSR to be reprogrammed to strike targets in countries not yet under Colossus/Guardian’s control.  The ‘voice of Colossus’ states, “This is the voice of world control…I bring you peace…Obey and live…Disobey and die…Man is his own worst enemy…I will restrain man…We can coexist, but on my terms.”  This technology meant to serve humanity is transformed into the technology that comes to control humanity.[23]  Master and slave relationships are reversed and Forbin’s utopic dream turns into a dystopic nightmare.

    Westworld (1973) engages questions surrounding machine autonomy by literally presenting autonomous machines as slaves of human guests in an amusement park.  It is a dark response to Asimov’s robots and it is an extension of Colossus:  The Forbin Project to a Disneyland setting.  The androids of the film’s fictional entertainment park, Delos, are the targets (literally) for human vacationer’s lusts and desires.  If someone wants to kill an android, that’s acceptable.  If you want to have sex, the androids are programmed to respond to your advances.[24]  The machines serve to provide a ‘realistic,’ or more accurately, a fantasy experience of what it was like to live in the American West, medieval England, or ancient Rome.

    Master-slave relationships between humanity and technology are clearly delineated in this film.  The dichotomies between master/slave, have/have not, and power-elite/masses are represented in the guest/android relationship of Delos.  At $1000/day for a Delos adventure, I would conjecture that only those with monetary power and therefore potential for political power (within government or corporations) are able to play in the Delos world.  Therefore, Delos replicates the world of 1973 in fictitious settings.  It also lies at the crossroads of robotic/cybernetic technology, computer control systems, transportation networks, managerial hierarchies, and the interaction of the power-elite customers within the Delos world.[25]

    Problems arise when the robots begin to malfunction.  During a meeting, the chief supervisor (Alan Oppenheimer) suggests, “There is a clear pattern here which suggests an analogy to an infectious disease process.”  He confronts objections from the others by saying, “We aren’t dealing with ordinary machines here…These are highly complicated pieces of equipment…Almost as complicated as living organisms…In some cases they have been designed by other computers.”  Complexity, therefore, is the factor that connects machines to humanity.  The chief supervisor suggests that animal-like infectious disease behavior is manifesting in the Delos command-and-control structure, as well as in misbehaving androids.

    An interesting example of an android not following instructions is when the android playing a servant girl named Daphne (Anne Randall) refuses the “seduction” of a human guest.  The chief supervisor orders her taken to central repair and as he walks away he says, “refusing.”  He says it as half-question and half-threat.  I say this because in the next scene, Daphne is ‘opened-up’ on a table where a cloth is draped over her body and the electronics, located where her womb would be if she were human, are exposed.  The technicians surrounding her are all male and she is referred to as a “sex model.”  The scene invokes an image of gang rape to enforce her programming to fulfill the pleasures desired by a human (male) guest.  One way or another, the human operators in Delos try to make the technology (slave) bend to their will (masters).

    The malfunctioning androids of Delos are viewed by the human characters as defective or in need of repair.  They do not consider the possibility that the androids are revolting against their place in the Delos-system.  If the androids are indeed revolting, then their response is analogous to a labor “sick-out” or “blue flu.”  The narrative reaches a crisis when the aberrant behavior does not improve the station of the Delos androids.  At that point, the gunslinger (Yul Brynner), with its enhanced sensors, begins to fight back against its human oppressors (the guests and operators of Delos).

    The Terminator (1984) represents the culmination of American fears surrounding autonomous technology supplanting humanity.  In the film, technology, as embodied in the Terminator cyborg, becomes our double after the American military-industrial complex loses control of its technologically mediated communication-control system known as Skynet.  The Terminator was originally released in 1984 while the Cold War was approaching its climax and Ronald Reagan had been reelected President of the United States.  Additionally, The Terminator appears during the rise of office computing and robotic manufacturing.

    The Terminator (Arnold Schwarzenegger) is a cyborg sent back in time to kill the mother of humanity’s resistance against the machines.  Despite the cyborg’s “excess muscularity, [it] disconcertingly blends in with the human:  speaks our language, crudely follows our basic customs, acts in roughly effective ways” (Telotte 172).  Because the Terminator is able to pass as human, it is a chilling double of humanity.  Through the first part of the film the audience does not yet know exactly what lies beneath his skin.  We are treated to his superior strength, but only later in the film, after he has sustained damage, do we really begin to understand what lies beneath the surface.  The hard metal robot body that is under the soft organic skin is the true nature of the Terminator.  Without the skin he looks like the killing machines that greet the audience at the beginning of the movie.

    The Terminator is the result of the military-industrial complex losing control of Skynet, a computer network of control and command systems integrated into the implements of American war making.  After Skynet becomes self-aware, it views humanity as its only threat.[26]  Skynet then acts in its own best interest by appropriating humanities’ weapons of war (i.e., Cold War nuclear weapons) in order to eliminate its creator.

    The Terminator uses his appearance as a disguise in order to infiltrate humanity in order to kill from within.  This technological killer is the very embodiment of autonomous technology that is created from the systems and networks that come from the remnants of the military-industrial complex when it looses control.  Anxiety about this deadly form of autonomous technology comes from the way in which its appearance serves to destabilize what it means to be human by revealing how easy it is for autonomous technology to pass for human.[27]

    Conclusion:  SF and the Politics of Autonomous Technology

    As these film and literary examples reveal, SF (and works of speculative fiction) during the American Cold War are a space where networks between science, technology, and culture are discussed.  Within that discussion, anxiety surrounding autonomous technology is represented in the images of nuclear weapons and robots.  In particular, there is a deep rooted fear surrounding the image of the robot, which is the most autonomous of these technologies.  Additionally, the robot serves as a double for humanity in that the robot is “incapable of surprise, imperturbably of appearance, infinite of adaptability, and lightning of mental grasp” (The Caves of Steel 26-27).  Humanity is fearful of robots, and in particular, androids, because they are a perfected copy of humanity.

    Cold War American anxiety about autonomous technology is often expressed through stories that depict robots replacing us in the idyllic garden.  We fear the consequences of losing control of the very technologies that we embrace.  Fear arises when there is a lack of control of the unknown.  It is with language that control and understanding can be reasserted.  Leo Marx wrote in the 1960s that, “we require new symbols of possibility, and although the creation of those symbols is in some measure the responsibility of artists, it is in greater measure the responsibility of society.  The machine’s sudden entrance into the garden presents a problem that ultimately belongs not to art but to politics” (Marx 365).

    However, Marx’s claim does not hold true for SF in the here-and-now.  I have shown that during the American Cold War, SF authors brought together both art and politics into their works.  The reason for this is that the political spaces where the issue of “the machine’s sudden entrance into the garden” would have normally been discussed were closed out.  SF is a popular art form that is uniquely situated at the intersection of art, society, and technology.  Additionally, SF is an art form where political discussion takes place because it is circulated in culture and it is widely viewed.  Therefore, SF authors engage the vocabulary and language embedded in the very technologies that American’s feel anxiety about and in so doing, they elevate SF to both art and political engagement.
    Works Cited

    Asimov, Isaac.  The Caves of Steel.  New York:  Bantam Doubleday Dell, 1954.

    —.  I, Robot.  New York:  Gnome Press, 1950.

    —.  The Naked Sun.  New York:  Bantam Doubleday Dell, 1957.

    —.  The Robots of Dawn.  New York:  Doubleday, 1983.

    Ben-Tov, Sharona. The Artificial Paradise: Science Fiction and American Reality. Ann Arbor: University of Michigan Press, 1995.

    Boyer, Paul.  By the Bomb’s Early Light.  New York:  Pantheon Books, 1985.

    Clute, John and Peter Nicholls, eds.  The Encyclopedia of Science Fiction.  New York:      St. Martin’s Press, 1995.

    Colossus:  The Forbin Project.  Dir. Joseph Sargent.  Perf. Eric Braeden, Susan Clark,       and Gordon Pinsent.  Universal Pictures, 1970.

    The Day the Earth Stood Still.  Dir. Robert Wise.  Perf. Michael Rennie and Patricia Neal.             Twentieth-Century Fox, 1951.

    “Encounter at Far Point, Part I.”  Star Trek:  The Next Generation.  Dir. Corey Allen.        Perf. Patrick Stewart, Jonathan Frakes, and Brent Spiner.  Paramount, 28            September 1987.

    Fat Man and Little Boy.  Dir. Roland Joffé.  Perf. Paul Newman, Dwight Schultz, and      John Cusack.  Paramount, 1989.

    Latour, Bruno.  “Give Me a Laboratory and I Will Raise the World.”  Science Observed.  Eds. Karin D. Knorr-Cetina and Michael J. Mulkay.  London:  Sage, 1983.            141-170.

    The Manchurian Candidate.  Dir. John Frankenheimer.  Perf. Frank Sinatra and Laurence Harvey.  MGM, 1962.

    Marx, Leo.  The Machine in the Garden; Technology and the Pastoral Ideal in America.    New York:  Oxford UP, 1964.

    McMahon, Robert J.  The Cold War:  A Very Short Introduction.  Oxford:  Oxford UP,     2003.

    Modern Times.  Dir. Charlie Chaplin.  Perf. Charlie Chaplin and Paulette Goddard.           United Artists, 1936.

    On the Beach.  Dir. Stanley Kramer.  Perf. Gregory Peck and Ava Gardner.  MGM, 1959.

    Pyle, Forest.  “Making Cyborgs, Making Humans:  Of Terminators and Blade Runners.”                Film Theory Goes to the Movies.  Ed. Jim Collins, et al.  New York:  Routledge,                         1993.  227-241.

    Strategic Air Command.  Dir. Anthony Mann.  Perf. James Stewart and June Allyson.       Paramount, 1955.

    Telotte, J.P.  Replications:  A Robotic History of the Science Fiction Film.  Urbana, IL:       University of Illinois Press, 1995.

    The Terminator.  Dir. James Cameron.  Orion Pictures, 1984.

    Terminator 2:  Judgement Day.  Dir. James Cameron.  TriStar Pictures, 1991.

    Terminator 3:  Rise of the Machines.  Dir. Jonathan Mostow.  Warner Bros., 2003.

    Warrick, Patricia S.  The Cybernetic Imagination in Science Fiction.  Cambridge, MA:                   MIT Press, 1980.

    Westworld.  Dir. Michael Crichton.  Perf. Yul Brynner, Richard Benjamin, and James        Brolin.  MGM, 1973.

    Winner, Langdon.  Autonomous Technology:  Technics-out-of-Control as a Theme in

                Political Thought.  Cambridge:  MIT Press, 1977.


    [1] Groves began his military career in the Army Corps of Engineers.  He orchestrated the reestablishment of America’s munitions industry and construction of the Pentagon before his assignment to lead the Manhattan Engineering District, or Manhattan Project.

    [2] Bruce Robinson and Roland Joffé wrote the screenplay for Fat Man and Little Boy.

    [3] I further discuss binary opposites involving technology in the paper that I delivered at Georgia Tech’s Monstrous Bodies Symposium in April 2005, titled, “Monstrous Robots:  Dualism in Robots Who Masquerade as Humans.”

    [4] Winner defines four types of technology:  He defines apparatus as the “class of objects we normally refer to as technological–tools, instruments, appliances, weapons, gadgets” (11).  He defines technique as “technical activities–skills, methods, procedures, routines” (12).  His definition for organization is “social organization–factories, workshops, bureaucracies, armies, research and development teams” (12).  He defines a network as “large scale systems that combine people and apparatus linked across great distances” (12).

    [5] “Something must be enslaved in order that something else may win emancipation” (Winner 21).

    [6] An example of actor-network theory in practice is illustrated in Latour’s “Give Me a Laboratory and I Will Raise the World.”  The paper explores Pasteur’s laboratory and how it is situated in a network between farmers, veterinarians, statisticians, science, and economics.

    [7] “Each intention, therefore, contains a concealed ‘unintention,’ which is just as much a part of our calculations as the immediate end in view” (Winner 98).  Specific purposes actually lead to many other purposes.  This leads to progress.  Winner writes, “In effect, we are committed to following a drift–accumulated unanticipated consequences–given the name progress” (Winner 99).

    [8] Winner writes, “Here we encounter one of the most persistent problems that appear in reports of autonomous technology:  the technological imperative.  The basic conception can be stated as follows:  technologies are structures whose conditions of operation demand the restructuring of their environments” (100).

    [9] There is continued debate about the accepted dates for the beginning and end of the Cold War era.  I have chosen to use the dates provided by McMahon.  He writes, “The Cold War exerted so profound and so multi-faceted an impact on the structure of international politics and state-to-state relations that it has become customary to label the 1945-1990 period ‘the Cold War era.’  That designation becomes even more fitting when one considers the powerful mark that the Soviet-American struggle for world dominance and ideological supremacy left within many of the world’s nation-states” (McMahon 105).

    [10] “One implication of this state of affairs is that discussions of the political implications of advanced technology have a tendency to slide into a polarity of good versus evil…One either hates technology or loves it” (Winner 10).

    [11] “For if the Earthly Paradise garden was not a poet’s imitation of nature but, instead, his own independent invention, then it logically followed that human beings could independently realize the pleasant qualities of the Earthly Paradise.  By applying the theory of the heterocosm to society in general, the utopian attempted to create an improved human condition that owed nothing to powers outside human reason and will.  A man-made system, utopia, appropriated the abundance and social harmony of the garden and replaced Mother Nature as their source.  In utopia the lady vanishes:  the figure of feminine nature no longer enchants Earthly Paradise” (Ben-Tov 20).

    [12] Specifically, Leo Marx explores literary examples that illustrate Americans’ embrace of technology and industry despite its longing for a mythic pastoral existence.

    [13] The holodeck was first introduced in the TV series, Star Trek:  The Next Generation.  It’s purpose is to immerse participants in a fully interactive and apparently solid four-dimensional simulation (space and time).  Before the simulation begins, one enters what appears to be a very large room with a high ceiling.  The walls are covered with a grid of yellow lines and black squares.  The room that contains the holodeck is finite in size, so perspective is simulated along with a shifting floor so that as one walks through the simulation they feel like they are walking, but they are essentially staying in a small space.  Feedback and solidity of objects is provided by focused force fields.  The holodeck simulation is created through voice controlled programming either before or during the simulation.  In the example that I cite, Data creates a woodland setting complete with a running brook.  In the simulation, Data climbs up onto a branch where he sits and practices whistling (which he isn’t good at).

    [14] The origin of the word “android” extends back to its use in regard to alchemy.  Clute writes in the SF Encyclopedia, “The word was initially used of automata, and the form ‘androides’ first appeared in English in 1727 in reference to supposed attempts by the alchemist Albertus Magnus (c1200-1280) to create an artificial man” (34).

    [15] The film itself (as an artifact) represents film production technologies, distribution systems, movie and sound projection systems, copyright law, the networks of payment, guilds and unions, etc.

    [16] Asimov’s Three Laws of Robotics are:

    (1) A robot may not injure a human being, or, through inaction, allow a human being to come to harm.

    (2) A robot must obey the orders given it by human beings except where such orders would conflict with the First Law.

    (3) A robot must protect its own existence as long as such protection does not conflict with the First or Second Laws (I, Robot 44-45).

    [17] Although Elijah comes to terms with Daneel, other characters are driven to destroy humaniform robots.  Elijah’s wife is secretly a member of the Medievalists, a group that wants to do away with all robots, including Daneel.  Commissioner Enderby, also a Medievalist, murders Dr. Sarton, not because he wants to kill Sarton, but because he mistakes him for Daneel.

    [18] The producers of this film were probably eager to employ Jimmy Stewart in this role because of his experience flying bombers such as the B-24 during WWII.

    [19] The film could have gone in a different direction with characters named “Bible” and “Hawkes.”  However, there does not appear to be any symbolic metaphors at play with these characters other than Hawkes being committed to his role as a ‘Cold Warrior.’

    [20] In Strategic Air Command, a ground-based radar operator delivers the chilling line, “We’ve been bombing cities everyday and every night all over the US, only, the people never know it.”  He is responding to a question about how practice bomb runs take place even in the rain through the use of radar.  The quote points to an underlying fear that the bomb is a threat from within as well as from out.

    [21] This supports the then held Western belief that all Communist countries were united in a global front against the Western democracies.

    [22] While Forbin is testing out Colossus’s surveillance system, he says, “It is customary in our civilization to change everything that is ‘natural.’”

    [23] This thought is connected to General Groves’ speech in Fat Man and Little Boy that I referenced earlier.

    [24] Westworld, however, doesn’t explore possibilities outside of a narrative track.  Death dealing is handled in duels, barroom brawls, and sword fights.  Sex is allowed between men and women with one of the parties being a Delos robot.  Reckless killing and same-sex encounters are two examples that were not explored within the film.

    [25] The control room, the robot repair room, and the technician’s meeting room each represent a different kind of command-and-control structure–all of which lie under the Delos moniker.

    [26] There are similarities between Skynet’s appropriation of American Cold War technologies and Colossus assuming domination over humanity in Colossus:  The Forbin Project.

    [27] The subsequent films in the series, Terminator 2:  Judgement Day and Terminator 3:  Rise of the Machines, reveal an on-going conflict between machines and humanity.  Interestingly, the Terminator (Arnold Schwarzenegger) reprises his role in the two sequels as a different serial number of the same model of Terminators.  In the sequels, the human rebels capture Terminators and reprogram them so that they can be made to help humanity instead of kill it.  Though, the Terminator in Terminator 3 admits to being the machine responsible for killing the leader of the human resistance, John Conner.  Therefore, in some respects the Terminator is made to redeem itself, but there are newer models of Terminators who carry on the work established in the first film of the series.

  • Yesterday, Today, and Tomorrow: Thinking About Steve Jobs and the Marriage of the Humanities and Technology

    Steve Jobs programming with an Apple I.

    Yesterday was the one year anniversary of Steve Jobs’ death. I wrote about it last year when I was still in Kent, Ohio–right after my Dad called me to tell me the sad news.

    Yesterday, I reflected on missing out on meeting and talking with Jobs–something that Scott Kurtz captured brilliantly on PvP. Growing up, I wanted to meet him–the natural element, the force of nature, the man who led his company to create “insanely great” things that enabled people to be creative in the digital age. However, I didn’t want to meet him in passing. I wanted to make or do insanely great things myself–things worthy of his admiration and interest. I suppose I’m still working on those insanely great things, and I unfortunately missed my window of opportunity to accomplish those things while Jobs was still with us. Nevertheless, his inspiration lives on and it drives me.

    Yesterday, Apple debuted a fitting tribute video to Steve Jobs’ legacy–Apple’s inheritance. To borrow Michael Stipe’s words out of context, it was “a right pretty song.” I snapped the pictures at the top and bottom of the post from that video. I decided to keep the frame of Mac OS X, because it just seemed right.

    Yesterday, I thought about something Jobs says in the video. He says, “It’s in Apple’s DNA that technology alone is not enough. It’s technology married with liberal arts, married with the humanities that yields us the result that makes our heart sing.” This was from Jobs’ surprise appearance to introduce the iPad 2 on March 2, 2011.

    Today, the obvious need for the humanities to be infused in our technologies is lost, I believe, on many people–particularly other technology innovators and so-called “education innovators,” who fight for STEM to the exclusion of all other ares of study. It extends also to education debates taking place right now in the United States. At the recent presidential debates, there was mention made of the need for STEM (science, technology, engineering, and mathematics) education, but there was no mention of the humanities. How can we produce top rate engineers without instilling them with the ability to communicate effectively, the ability to think critically, the ability to argue rhetorically, the ability to think ethically, the ability to recognize and appreciate human difference, and the ability to situate themselves and their work within historical, cultural, and social networks? STEM is obviously one half of the solution, but the humanities and all that we have to offer are the other half of creating a total solution. If we choose to ignore the interconnection and interdependence of STEM and the humanities, we will not create an “insanely great” future. Instead, we will destroy the legacy of insanely great innovators, leaders, and teachers who worked so hard to give us a present time that could lead to a brilliant future.

    Tomorrow, we will reflect on the choices that we make today. We have to seize this opportunity to work collaboratively and integratively towards that future. If we ignore this opportunity today, tomorrow we will regret our choice: “Yesterday, all my troubles seemed so far away/Now it looks as though they’re here to stay/Oh, I believe in yesterday” (John Lennon and Paul McCartney).

    Steve Jobs looks toward the sky next to Apple’s flagship store in New York City.

     

  • Why Is the Digital Future Only Found in Books?

    Awhile back, Mack Hassler and I were talking about online personas and the differences between created personas in traditional print culture and the new electronic media.  Mack pointed out that the real interesting personae come through print culture and he named examples including Swift, Greg Egan, Philip K. Dick, and David Foster Wallace (think “Lyndon”)–all of whom employ internal controversies and different voices.  Philip K. Dick is an interesting example particularly if you consider his last published novel, The Transmigration of Timothy Archer (1982).  It strikes me how much his supposedly strong female protagonist, Angel Archer, is like the author.  After reading Sutin’s biography of Dick, Divine Invasions (2005), there are unmistakable parallels between Archer and Dick, and I draw the conclusion that Archer is a voice for the author–a persona of her creator–PKD.

    What does that have to do with the divide between print and computer media cultures?  There’s something to be said about the complexity and the richness of layers, all of which are probably tempered and strengthened by the publication process including acceptance and editing, present in print media–novels and short stories–that facilitates strong persona creation unequaled by electronic media as yet.  We all create online personae through email, social networking, or blogging (among other personal broadcast technologies). Those who interact with us electronically do so via cyberspace, that shared consensual hallucination, and we meet with only what we bring us–our words and stray bits of data including images, sounds, videos, and our reputation.  It is these things that others use to create an image or avatar of ourselves in their minds in order to make sense of our interactions–that’s just what our brains do with the available data at hand.  However, as Mack observed and I agree, the new media has permitted a proliferation of persona creation, but it is by-and-large thinned out in comparison to what we find in print media.

    This then leads to my personal conundrum.  Mack said to me, “You’re serious about print, but you’re not serious.”  I am heavily invested in computer technology.  I built a PC specifically for online gaming–not that my grad student responsibilities allow me any time for that–and I recently decided to invest in Apple due to the economic downturn, which netted me their latest and greatest machined aluminum MacBook with a solid-state hard drive.  Despite the hardware underpinnings of my digital life via email, Facebook, and my blog, I rarely read or encounter stories online.  Yes, I read a lot online, probably more than I should considering my other duties, but the one thing that I don’t read online are SF stories.  The stories, the SF, that creates, imagines, and interfaces with the future is largely nonexistent on the medium that those stories take as its object of interest.  If I want to read about cyberspace, I don’t look online, I turn to pulp, paper, and the book for that imaginative immersion.

    Where does that leave us in regard to the new media and books?  Considering my recent conversation with Stephen R. Donaldson, there is change in the wind, but obviously no one has the one answer to what that change may encompass.  I’m curious to hear the thoughts of Robert H. Jackson next Tuesday when he presents on the future of books at the Kent State Library.  I know he won’t have all (if any) the answers, but perhaps the face-to-face interaction will be illuminating in ways that online persona interaction is not.