Notes from Montreal
Montreal: place of cobblestones and canals, of spicy Pho and this year’s History of Science Society (HSS) meeting (and Philosophy of Science Association meeting, PSA).
The conference was my introduction to the Toronto bloggers who are tearing through the HSS/PSA neighborhood. I met Jaipreet Virdi who writes From the Hands of Quacks and Aaron Wright, author of False Vacuum. Justin Curtis and Mike Thicke from The Bubble Chamber were also in attendance but we didn’t cross paths. To all of you: keep up the excellent work!
Of the travel and exploration panels I attended, I was most impressed with a talk by Christopher Parsons (University of Toronto) on 17th century French settlers in North America. He argued that these settlers organized species according to a generalized “folk taxonomy.” While exploration scholars often highlight reports of marvels and wonders, Parsons described the reverse: settlers cataloging new plants and animals according to the most general and conventional of categories.
A Short Rant
One thing I also appreciated about Christopher’s talk was the way he delivered it: framed by issues, guided by images, and given from notes. Some other presenters did not do these things adequately: giving little context, offering no images or outlines, and reading from the text.
I don’t understand this.
Most historians make their living by teaching. Most of the ones I know are attentive, innovative, passionate teachers. They care about communicating ideas. They engage their students and foster their interests in history.
What happens when we go to conferences? What force transmutes vibrant instructors into paper-reading scholastics? Who decided that the best way to present one’s ideas was to sound like a medieval instructor lecturing at the University of Paris?
I’ve heard many arguments for why academics read papers: “It’s the only way to fit my material into 20 minutes.” “I need to be precise.” “I get too nervous to go from notes.””I can write my papers in a conversational style.”
All of this may be true but it doesn’t change the fact that someone speaking from notes is easier to understand than someone reading from a text; the words and cadence are more natural and, I think, better able to carry the weight of a complex argument. I don’t have hard data on this, but consider this: most of us would recoil at the idea of reading a lecture to our students. If we wouldn’t suffer this upon students, why do it to our peers? What’s the point of maximizing time, precision, or peace of mind if, in the process, we lose the attention of our audience?
Ethics of Exploration
In other news, Peter Stanford challenges the heroism of modern day adventurers in his article in the Independent (Thanks to Richard Nelsson for alerting me to this). The article complements longer treatments of this issue by Jon Krakauer (Into the Wild) and Maria Coffey (Where the Mountains Casts Its Shadow).
Curtis Forbes, writing at The Bubble Chamber, discusses the discovery of the exoplanet Gliese 581g and the hype its generated in the media as the “Goldilocks Planet.” Forbes convincingly argues that the eagerness to imagine this world as an earth-like place tells us more about culture here than environmental conditions there. Meanwhile, Cosmic Variance has raised questions about the concentration of space science funding into the James Webb Space Telescope which is scheduled to replace the Hubble Telescope in 2014.
As NASA enters the post-Constellation era, I think we will be seeing a lot more debates about science and space funding.