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Hard Science, Hard Choices
Facts, Ethics, and Policies Guiding Brain Science Today
Sandra Ackerman
Dana Press, 2006
Advances in neuroscience research are rapidly bringing new and complex issues to the forefront of medical and social ethics, and scholars from diverse fields have been coming together to debate the issues at stake. Acclaimed science writer Sandra Ackerman witnessed one such gathering, and here she skillfully synthesizes those proceedings into a concise presentation of the challenges that neuroscience and neuroethics currently face. 

Top scholars and scientists in neuroscience and ethics convened at the Library of Congress in Washington, D.C., in May 2005. They included Michael Gazzaniga, director of the Center for Cognitive Neuroscience at Dartmouth College; Marcus Raichle of the Washington University School of Medicine in St. Louis; Harvard University provost Steven Hyman; Judy Illes, cofounder of the Stanford Brain Research Center; University of Virginia bioethicist Jonathan Moreno; Stacey Tovino of the Health Law and Policy Institute at the University of Houston Law Center; and Stanford law professor Hank Greely.  

Ackerman weaves the invigorating arguments and discussions among these and other prominent scholars into a seamless and dynamic narrative. She reveals the wide array of issues that have emerged from recent research, including brain imaging, free will and personal responsibility, disease diagnosis and prediction, brain enhancement, and the potential social, political, and legal ramifications of new discoveries. Translating these complex arguments into an engrossing account of neuroethics, she offers a rare view of science—and ethics—in the making.
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Hawking Incorporated
Stephen Hawking and the Anthropology of the Knowing Subject
Hélène Mialet
University of Chicago Press, 2012

These days, the idea of the cyborg is less the stuff of science fiction and more a reality, as we are all, in one way or another, constantly connected, extended, wired, and dispersed in and through technology. One wonders where the individual, the person, the human, and the body are—or, alternatively, where they stop. These are the kinds of questions Hélène Mialet explores in this fascinating volume, as she focuses on a man who is permanently attached to assemblages of machines, devices, and collectivities of people: Stephen Hawking.

Drawing on an extensive and in-depth series of interviews with Hawking, his assistants and colleagues, physicists, engineers, writers, journalists, archivists, and artists, Mialet reconstructs the human, material, and machine-based networks that enable Hawking to live and work. She reveals how Hawking—who is often portrayed as the most singular, individual, rational, and bodiless of all—is in fact not only incorporated, materialized, and distributed in a complex nexus of machines and human beings like everyone else, but even more so. Each chapter focuses on a description of the functioning and coordination of different elements or media that create his presence, agency, identity, and competencies. Attentive to Hawking’s daily activities, including his lecturing and scientific writing, Mialet’s ethnographic analysis powerfully reassesses the notion of scientific genius and its associations with human singularity. This book will fascinate anyone interested in Stephen Hawking or an extraordinary life in science.

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Historical and Philosophical Perspectives of Science
Roger H. Stuewer, Editor
University of Minnesota Press, 1970

Historical and Philosophical Perspectives of Science was first published in 1970. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

The series of essays published in this book, which is Volume V of the Minnesota Studies in the Philosophy of Science, are (with the exception of two essays) based on papers presented or discussed at a conference devoted to exploring the relationships between the history and the philosophy of science, held at the University of Minnesota in the fall of 1969. In a forward Peter Caws notes that the conference grew out of the deliberations of subcommittee of the U.S. National Committee for the International Union of History and Philosophy of Science.

The contributors are Herbert Feigl, Ernan McMullin, Wesley C. Salmon, Peter Archinstein, Arnold Thackray, Mary Hesse, Edward Rosen, Paul K. Feyerabend, Erwin N. Hiebert, Gerd Buchdahl, Roger H. Stuewer, Howard Stein, and Kenneth F. Schaffner. Some of the papers draw philosophical conclusions from examples in the history of science; others point out the significance of philosophical insights for a study of the history of science; still others explore special aspects of the history or philosophy of science.

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Holding On to Reality
The Nature of Information at the Turn of the Millennium
Albert Borgmann
University of Chicago Press, 1999
Holding On to Reality is a brilliant history of information, from its inception in the natural world to its role in the transformation of culture to the current Internet mania and is attendant assets and liabilities. Drawing on the history of ideas, the details of information technology, and the boundaries of the human condition, Borgmann illuminates the relationship between things and signs, between reality and information.

"[Borgmann] has offered a stunningly clear definition of information in Holding On to Reality. . . . He leaves room for little argument, unless one wants to pose the now vogue objection: I guess it depends on what you mean by nothing."—Paul Bennett, Wired

"A superb anecdotal analysis of information for a hype-addled age."—New Scientist

"This insightful and poetic reflection on the changing nature of information is a wonderful antidote to much of the current hype about the 'information revolution.' Borgmann reminds us that whatever the reality of our time, we need 'a balance of signs and things' in our lives."—Margaret Wertheim, LA Weekly
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Houston, We Have a Narrative
Why Science Needs Story
Randy Olson
University of Chicago Press, 2015
 Ask a scientist about Hollywood, and you’ll probably get eye rolls. But ask someone in Hollywood about science, and they’ll see dollar signs: moviemakers know that science can be the source of great stories, with all the drama and action that blockbusters require.
 
That’s a huge mistake, says Randy Olson: Hollywood has a lot to teach scientists about how to tell a story—and, ultimately, how to do science better. With Houston, We Have a Narrative, he lays out a stunningly simple method for turning the dull into the dramatic. Drawing on his unique background, which saw him leave his job as a working scientist to launch a career as a filmmaker, Olson first diagnoses the problem: When scientists tell us about their work, they pile one moment and one detail atop another moment and another detail—a stultifying procession of “and, and, and.” What we need instead is an understanding of the basic elements of story, the narrative structures that our brains are all but hardwired to look for—which Olson boils down, brilliantly, to “And, But, Therefore,” or ABT. At a stroke, the ABT approach introduces momentum (“And”), conflict (“But”), and resolution (“Therefore”)—the fundamental building blocks of story. As Olson has shown by leading countless workshops worldwide, when scientists’ eyes are opened to ABT, the effect is staggering: suddenly, they’re not just talking about their work—they’re telling stories about it. And audiences are captivated.
 
Written with an uncommon verve and enthusiasm, and built on principles that are applicable to fields far beyond science, Houston, We Have a Narrative has the power to transform the way science is understood and appreciated, and ultimately how it’s done.
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How Does Germline Regenerate?
Kate MacCord
University of Chicago Press, 2024
A concise primer that complicates a convenient truth in biology—the divide between germ and somatic cells—with far-reaching ethical and public policy ramifications.
 
Scientists have long held that we have two kinds of cells—germ and soma. Make a change to germ cells—say using genome editing—and that change will appear in the cells of future generations. Somatic cells are “safe” after such tampering; modify your skin cells, and your future children’s skin cells will never know. And, while germ cells can give rise to new generations (including all of the somatic cells in a body), somatic cells can never become germ cells. How did scientists discover this relationship and distinction between somatic and germ cells—the so-called Weismann Barrier—and does it actually exist? Can somatic cells become germ cells in the way germ cells become somatic cells? That is, can germ cells regenerate from somatic cells even though conventional wisdom denies this possibility? Covering research from the late nineteenth century to the 2020s, historian and philosopher of science Kate MacCord explores how scientists came to understand and accept the dubious concept of the Weismann Barrier and what profound implications this convenient assumption has for research and policy, from genome editing to stem cell research, and much more.
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How Science Enriches Theology
Benedict M. Ashley
St. Augustine's Press, 2012

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How Scientific Practices Matter
Reclaiming Philosophical Naturalism
Joseph Rouse
University of Chicago Press, 2002
How can we understand the world as a whole instead of separate natural and human realms? Joseph T. Rouse proposes an approach to this classic problem based on radical new conceptions of both philosophical naturalism and scientific practice.

Rouse begins with a detailed critique of modern thought on naturalism, from Neurath and Heidegger to Charles Taylor, Thomas Kuhn, and W. V. O. Quine. He identifies two constraints central to a philosophically robust naturalism: it must impose no arbitrarily philosophical restrictions on science, and it must shun even the most subtle appeals to mysterious or supernatural forces. Thus a naturalistic approach requires philosophers to show that their preferred conception of nature is what scientific inquiry discloses, and that their conception of scientific understanding is itself intelligible as part of the natural world. Finally, Rouse draws on feminist science studies and other recent work on causality and discourse to demonstrate the crucial role that closer attention to scientific practice can play in reclaiming naturalism.

A bold and ambitious book, How Scientific Practices Matter seeks to provide a viable—yet nontraditional—defense of a naturalistic conception of philosophy and science. Its daring proposals will spark much discussion and debate among philosophers, historians, and sociologists of science.
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How to Do Things with Sensors
Jennifer Gabrys
University of Minnesota Press, 2019

An investigation of how-to guides for sensor technologies

Sensors are increasingly common within citizen-sensing and DIY projects, but these devices often require the use of a how-to guide. From online instructional videos for troubleshooting sensor installations to handbooks for using and abusing the Internet of Things, the how-to genres and formats of digital instruction continue to expand and develop. As the how-to proliferates, and instructions unfold through multiple aspects of technoscientific practices, Jennifer Gabrys asks why the how-to has become one of the prevailing genres of the digital. How to Do Things with Sensors explores the ways in which things are made do-able with and through sensors and further considers how worlds are made sense-able and actionable through the instructional mode of citizen-sensing projects.

Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead

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How to Grow a Human
Adventures in How We Are Made and Who We Are
Philip Ball
University of Chicago Press, 2019
Two summers ago, scientists removed a tiny piece of flesh from Philip Ball’s arm and turned it into a rudimentary “mini-brain.” The skin cells, removed from his body, did not die but were instead transformed into nerve cells that independently arranged themselves into a dense network and communicated with each other, exchanging the raw signals of thought. This was life—but whose? 

In his most mind-bending book yet, Ball makes that disconcerting question the focus of a tour through what scientists can now do in cell biology and tissue culture. He shows how these technologies could lead to tailor-made replacement organs for when ours fail, to new medical advances for repairing damage and assisting conception, and to new ways of “growing a human.” For example, it might prove possible to turn skin cells not into neurons but into eggs and sperm, or even to turn oneself into the constituent cells of embryos. Such methods would also create new options for gene editing, with all the attendant moral dilemmas. Ball argues that such advances can therefore never be about “just the science,” because they come already surrounded by a host of social narratives, preconceptions, and prejudices. But beyond even that, these developments raise questions about identity and self, birth and death, and force us to ask how mutable the human body really is—and what forms it might take in years to come. 
 
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How to Think Impossibly
About Souls, UFOs, Time, Belief, and Everything Else
Jeffrey J. Kripal
University of Chicago Press, 2024
A mind-bending invitation to experience the impossible as fundamentally human.
 

From precognitive dreams and telepathic visions to near-death experiences, UFO encounters, and beyond, so-called impossible phenomena are not supposed to happen. But they do happen—all the time. Jeffrey J. Kripal asserts that the impossible is a function not of reality but of our everchanging assumptions about what is real. How to Think Impossibly invites us to think about these fantastic (yet commonplace) experiences as an essential part of being human, expressive of a deeply shared reality that is neither mental nor material but gives rise to both. Thinking with specific individuals and their extraordinary experiences in vulnerable, open, and often humorous ways, Kripal interweaves humanistic and scientific inquiry to foster an awareness that the fantastic is real, the supernatural is super natural, and the impossible is possible.
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How to Win the Nobel Prize
An Unexpected Life in Science
J. Michael Bishop
Harvard University Press, 2004

In 1989 Michael Bishop and Harold Varmus were awarded the Nobel Prize for their discovery that normal genes under certain conditions can cause cancer. In this book, Bishop tells us how he and Varmus made their momentous discovery. More than a lively account of the making of a brilliant scientist, How to Win the Nobel Prize is also a broader narrative combining two major and intertwined strands of medical history: the long and ongoing struggles to control infectious diseases and to find and attack the causes of cancer.

Alongside his own story, that of a youthful humanist evolving into an ambivalent medical student, an accidental microbiologist, and finally a world-class researcher, Bishop gives us a fast-paced and engrossing tale of the microbe hunters. It is a narrative enlivened by vivid anecdotes about our deadliest microbial enemies--the Black Death, cholera, syphilis, tuberculosis, malaria, smallpox, HIV--and by biographical sketches of the scientists who led the fight against these scourges.

Bishop then provides an introduction for nonscientists to the molecular underpinnings of cancer and concludes with an analysis of many of today's most important science-related controversies--ranging from stem cell research to the attack on evolution to scientific misconduct. How to Win the Nobel Prize affords us the pleasure of hearing about science from a brilliant practitioner who is a humanist at heart. Bishop's perspective will be valued by anyone interested in biomedical research and in the past, present, and future of the battle against cancer.

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How We Became Our Data
A Genealogy of the Informational Person
Colin Koopman
University of Chicago Press, 2019
We are now acutely aware, as if all of the sudden, that data matters enormously to how we live. How did information come to be so integral to what we can do? How did we become people who effortlessly present our lives in social media profiles and who are meticulously recorded in state surveillance dossiers and online marketing databases? What is the story behind data coming to matter so much to who we are?
In How We Became Our Data, Colin Koopman excavates early moments of our rapidly accelerating data-tracking technologies and their consequences for how we think of and express our selfhood today. Koopman explores the emergence of mass-scale record keeping systems like birth certificates and social security numbers, as well as new data techniques for categorizing personality traits, measuring intelligence, and even racializing subjects. This all culminates in what Koopman calls the “informational person” and the “informational power” we are now subject to. The recent explosion of digital technologies that are turning us into a series of algorithmic data points is shown to have a deeper and more turbulent past than we commonly think. Blending philosophy, history, political theory, and media theory in conversation with thinkers like Michel Foucault, Jürgen Habermas, and Friedrich Kittler, Koopman presents an illuminating perspective on how we have come to think of our personhood—and how we can resist its erosion.
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How We Became Posthuman
Virtual Bodies in Cybernetics, Literature, and Informatics
N. Katherine Hayles
University of Chicago Press, 1999
In this age of DNA computers and artificial intelligence, information is becoming disembodied even as the "bodies" that once carried it vanish into virtuality. While some marvel at these changes, envisioning consciousness downloaded into a computer or humans "beamed" Star Trek-style, others view them with horror, seeing monsters brooding in the machines. In How We Became Posthuman, N. Katherine Hayles separates hype from fact, investigating the fate of embodiment in an information age.

Hayles relates three interwoven stories: how information lost its body, that is, how it came to be conceptualized as an entity separate from the material forms that carry it; the cultural and technological construction of the cyborg; and the dismantling of the liberal humanist "subject" in cybernetic discourse, along with the emergence of the "posthuman."

Ranging widely across the history of technology, cultural studies, and literary criticism, Hayles shows what had to be erased, forgotten, and elided to conceive of information as a disembodied entity. Thus she moves from the post-World War II Macy Conferences on cybernetics to the 1952 novel Limbo by cybernetics aficionado Bernard Wolfe; from the concept of self-making to Philip K. Dick's literary explorations of hallucination and reality; and from artificial life to postmodern novels exploring the implications of seeing humans as cybernetic systems.

Although becoming posthuman can be nightmarish, Hayles shows how it can also be liberating. From the birth of cybernetics to artificial life, How We Became Posthuman provides an indispensable account of how we arrived in our virtual age, and of where we might go from here.
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How We Teach Science
What’s Changed, and Why It Matters
John L. Rudolph
Harvard University Press, 2019

A former Wisconsin high school science teacher makes the case that how and why we teach science matters, especially now that its legitimacy is under attack.

Why teach science? The answer to that question will determine how it is taught. Yet despite the enduring belief in this country that science should be taught, there has been no enduring consensus about how or why.

This is especially true when it comes to teaching scientific process. Nearly all of the basic knowledge we have about the world is rock solid. The science we teach in high schools in particular—laws of motion, the structure of the atom, cell division, DNA replication, the universal speed limit of light—is accepted as the way nature works. Everyone also agrees that students and the public more generally should understand the methods used to gain this knowledge. But what exactly is the scientific method?

Ever since the late 1800s, scientists and science educators have grappled with that question. Through the years, they’ve advanced an assortment of strategies, ranging from “the laboratory method” to the “five-step method” to “science as inquiry” to no method at all. How We Teach Science reveals that each strategy was influenced by the intellectual, cultural, and political circumstances of the time. In some eras, learning about experimentation and scientific inquiry was seen to contribute to an individual’s intellectual and moral improvement, while in others it was viewed as a way to minimize public interference in institutional science.

John Rudolph shows that how we think about and teach science will either sustain or thwart future innovation, and ultimately determine how science is perceived and received by the public.

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Human and Animal Cognition in Early Modern Philosophy and Medicine
Stefanie Buchenau
University of Pittsburgh Press, 2017
From the sixteenth to the eighteenth century, new anatomical investigations of the brain and the nervous system, together with a renewed interest in comparative anatomy, allowed doctors and philosophers to ground their theories on sense perception, the emergence of human intelligence, and the soul/body relationship in modern science. They investigated the anatomical structures and the physiological processes underlying the rise, differentiation, and articulation of human cognitive activities, and looked for the “anatomical roots” of the specificity of human intelligence when compared to other forms of animal sensibility.

This edited volume focuses on medical and philosophical debates on human intelligence and animal perception in the early modern age, providing fresh insights into the influence of medical discourse on the rise of modern philosophical anthropology. Contributions from distinguished historians of philosophy and medicine focus on sixteenth-century zoological, psychological, and embryological discourses on man; the impact of mechanism and comparative anatomy on philosophical conceptions of body and soul; and the key status of sensibility in the medical and philosophical enlightenment.
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Hungry Listening
Resonant Theory for Indigenous Sound Studies
Dylan Robinson
University of Minnesota Press, 2020

WInner of the Best First Book from the Native American and Indigenous Studies Association
Winner of the Labriola Center American Indian National Book Award
Winner of the Ann Saddlemyer Award from the Canadian Association for Theatre Research


Reimagining how we understand and write about the Indigenous listening experience​

Hungry Listening is the first book to consider listening from both Indigenous and settler colonial perspectives. A critical response to what has been called the “whiteness of sound studies,” Dylan Robinson evaluates how decolonial practices of listening emerge from increasing awareness of our listening positionality. This, he argues, involves identifying habits of settler colonial perception and contending with settler colonialism’s “tin ear” that renders silent the epistemic foundations of Indigenous song as history, law, and medicine. 

With case studies on Indigenous participation in classical music, musicals, and popular music, Hungry Listening examines structures of inclusion that reinforce Western musical values. Alongside this inquiry on the unmarked terms of inclusion in performing arts organizations and compositional practice, Hungry Listening offers examples of “doing sovereignty” in Indigenous performance art, museum exhibition, and gatherings that support an Indigenous listening resurgence.

Throughout the book, Robinson shows how decolonial and resurgent forms of listening might be affirmed by writing otherwise about musical experience. Through event scores, dialogic improvisation, and forms of poetic response and refusal, he demands a reorientation toward the act of reading as a way of listening. Indigenous relationships to the life of song are here sustained in writing that finds resonance in the intersubjective experience between listener, sound, and space. 

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