Tues || 8.30: In-class meeting
In what ways do past and present images portray the scientist as "other"? What's at stake?
□ 19th- and 20th-century distinctions between high and low culture: overview
□ Einstein image hunt discussion
□ The heroic image turned upside-down: Class viewing and discussion:
Felix the Cat, “Felix Baby-sits” (1959)

updated link: it should work, but if not let me know
https://www.youtube.com/watch?v=ogQKDtRwWfI&ab_channel=bag8hiheu2
week 2 reading/viewing

□ Standage, The Victorian Internet, epilogue and chapters 1-3

□ Roslynn Haynes, “From Alchemy to Artificial Intelligence: Stereotypes of the Scientist in Western Literature,” Public Understanding of Science, 2003 12(3), pp. 243-253

□ Walt Disney, "The Mad Doctor" (1933) 7 minutes

https://www.youtube.com/watch?v=K-JlevnccDk&ab_channel=CartoonStation

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online lab session assignments

Online assignment #2: The Scientist as Superhero, Benjamin Franklin edition

~ Upload a tackk blog post by 10 p.m. on Mon. 9/5 ~

You also have a second assignment, to be done offline. See below.

For your blog post you will view:

□ “Benjamin Franklin Drawing Electricity from the Sky”(1819) LINK
[Note: you can click on the picture to enlarge it] www.benfranklin300.org/frankliniana/result.php?id=14&sec=1

. . . and then you will post your comments:

In your post, use the analysis next to the painting as your launching point, and then expand on it.

For example, what else do you see in the picture that helps to give it its atmosphere? What aspects of the painting relate to the Einstein images that were gathered by the class (either specific ones, or sub-sets, or overall)?

What responses do you suppose a viewer in 1819 was meant to have about Franklin? About scientists? About science? Howmight responses vary according to whether the viewer was an American, or from France of Britain (both nations that knew Franklin well, and also had impressive scientific achievements)?

To what extent to you think that this image of Franklin would match images an artist might produce today -- if the Physics department, say, commissioned portraits of famous researchers in physics for their lobby?

These are just examples of using specific details to generate lines of analysis to consider, and for generating hypotheses about what cultural connections might exist -- you are welcome to work from these, or your own questions, or a mix of the two. Your post should be in the vicinity of 250 words.

Tags: franklin1816 hsci2133_fall_16 profpandora@ou

Second assignment:

□  Read: Maura C. Flannery, “To declare your genius...just slip on a white lab coat” Times Higher Education Supplement, May 18 2001 http://www.timeshighereducation.co.uk/story.asp?storyCode=160224&sectioncode=26

Print out this streamlined copy of the article and annotate it: that is, select portions to add brief comments to, highlight passages you find particularly thoughtful, add questions you may have or note parts that might be confusing, indicate where some of the commentary may intersect with reading, pictures, or discussions underway in class.

You can do this directly on the pages or add sticky notes, or do it via other means. Just be sure to bring a hard copy to turn in on Tuesday with your name on it. About a half-dozen annotations will be useful for our in-class work.