Neo-Victorian Visions of the Future: Science, Crime, and Modernity

2018 ◽  
Vol 8 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Elisavet Ioannidou
Keyword(s):  
Twentieth Century ◽  
Science Fiction ◽  
Technological Progress ◽  
Science And Technology ◽  
Recent Past ◽  
Victorian Era ◽  
Future Science ◽  
The Future ◽  
Perception Of Time ◽  
The Relationship

Neo-Victorian texts frequently associate science and technology with criminal acts, which their perpetrators perceive as acts of progress, because of their potential to initiate the world's passage to the future. Stemming from Victorian apprehensions of science, most notably the possibility of the scientist's malevolence, the abuse of science by neo-Victorian villains presents a criminal past that will give birth to a dystopian future. As the future of neo-Victorian narratives constitutes the present or recent past of the time of narration, the presuppositions of modernity are problematised both within the texts' Victorian narratives and in retrospect; and especially when neo-Victorian employments of science and technology echo concrete twentieth-century instances of scientific misapplication. Neo-Victorian texts expose their complex temporality and defy their integration within genres such as steampunk or science fiction. Considering the difficulty of generic classification, this essay suggests that neo-Victorian instances of scientific crime manifest nineteenth-century scientific and technological progress in a way that illuminates the Victorian era, while remaining relevant for contemporary audiences. The relationship that is thus effected between past and present underlines neo-Victorianism's perception of time as a continuum, in order to problematise contemporary understandings of progress and modernity.

scholarly journals Me, My Bot and His Other (Robot) Woman? Keeping Your Robot Satisfied in the Age of Artificial Emotion

Robotics ◽  
2018 ◽  
Vol 7 (3) ◽  
pp. 44 ◽  
Author(s):  
Rebekah Rousi
Keyword(s):  
Artificial Intelligence ◽  
Information Technology ◽  
Science Fiction ◽  
Sexual Partners ◽  
Sex Robots ◽  
Artificial Emotions ◽  
The Future ◽  
The Relationship ◽  
And Robotics

With a backdrop of action and science fiction movie horrors of the dystopian relationship between humans and robots, surprisingly to date-with the exception of ethical discussions-the relationship aspect of humans and sex robots has seemed relatively unproblematic. The attraction to sex robots perhaps is the promise of unproblematic affectionate and sexual interactions, without the need to consider the other’s (the robot’s) emotions and indeed preference of sexual partners. Yet, with rapid advancements in information technology and robotics, particularly in relation to artificial intelligence and indeed, artificial emotions, there almost seems the likelihood, that sometime in the future, robots too, may love others in return. Who those others are-whether human or robot-is to be speculated. As with the laws of emotion, and particularly that of the cognitive-emotional theory on Appraisal, a reality in which robots experience their own emotions, may not be as rosy as would be expected.

Deleuze and Guattari and the Future of Politics: Science Fiction, Protocols and the People to Come

2011 ◽  
Vol 5 (supplement) ◽  
pp. 77-97 ◽  
Author(s):  
Ronald Bogue
Keyword(s):  
Science Fiction ◽  
Reference Points ◽  
Deleuze And Guattari ◽  
Group Relations ◽  
Political Issues ◽  
The People ◽  
The Future ◽  
The Creation ◽  
To Come ◽  
The Relationship

When is the future? Is it to come or is it already here? This question serves as the frame for three further questions: why is utopia a bad concept and in what way is fabulation its superior counterpart? If the object of fabulation is the creation of a people to come, how do we get from the present to the future? And what is a people to come? The answers are (1) that the future is both now and to come, now as the becoming-revolutionary of our present and to come as the goal of our becoming; (2) utopia is a bad concept because it posits a pre-formed blueprint of the future, whereas a genuinely creative future has no predetermined shape and fabulation is the means whereby a creative future may be generated; (3) the movement from the revolutionary present toward a people to come proceeds via the protocol, which provides reference points for an experiment which exceeds our capacities to foresee; (4) a people to come is a collectivity that reconfigures group relations in a polity superior to the present, but it is not a utopian collectivity without differences, conflicts and political issues. Science fiction formulates protocols of the politics of a people to come, and Octavia Butler's science fiction is especially valuable in disclosing the relationship between fabulation and the invention of a people to come.

Modernist Alternatives

2017 ◽  
Author(s):  
Jonathan R. Eller
Keyword(s):  
Short Stories ◽  
Science Fiction ◽  
The Moon ◽  
The World ◽  
The Future ◽  
The Relationship

This chapter examines the dark themes and moods that characterize some of Ray Bradbury's short stories, a reflection of his deep ambivalence toward an increasingly destabilized world. Bradbury never developed a postmodernist dislike of where technology and science had brought the world, but he always remained wary of where science may lead mankind in the future. This predictive urge led him to use his science fiction stories to work through some of the issues left unresolved in his failed novels. This chapter discusses “—And the Moon Be Still as Bright” and several of Bradbury's tales, written in the 1946–1948 period, which are distinguished from other Bradbury stories of the period by their science fiction trappings, their unrelieved darkness, the lack of any familiar points of reference, and their relative obscurity within the Bradbury canon. It also considers the relationship stories that eased Bradbury through his impasse with Modernist themes.

The Rigor of Things

2017 ◽  
Author(s):  
Jean-Luc Marion ◽  
Dan Arbib ◽  
David Tracy
Keyword(s):  
Twentieth Century ◽  
Philosophical Methodology ◽  
Intellectual Life ◽  
The Future ◽  
The Gift ◽  
Late Twentieth ◽  
Educational Career ◽  
Relationship Of ◽  
The Relationship ◽  
Late Twentieth Century

This book provides an introduction to the life and work of philosopher and theologian Jean-Luc Marion through a set of interviews, discussing his educational career, his work on Descartes, his phenomenology, his theology, his philosophical methodology, and his views on the future of Catholicism in France. It presents all of his major ideas in fluid dialogue and conversational tone with his former student Dan Arbib. At the same time, it provides an account of French intellectual life, especially in regard to philosophy and theology, in the late twentieth century. Marion also reflects on the relationship of philosophy to history, theology, aesthetics, and literature. The dialogues include discussions of all of his books and present their central arguments in easily comprehensible fashion. They show the overall unity of his work in terms of its focus on giveness, the gift, and the event.

Who Wants to Learn More Science? The Role of Elementary School Science Experiences and Science Self-Perceptions

2017 ◽  
Vol 119 (8) ◽  
pp. 1-24
Author(s):  
Pamela R. Aschbacher ◽  
Marsha Ing
Keyword(s):  
High School ◽  
Elementary School ◽  
Science Learning ◽  
School Science ◽  
Learning Opportunities ◽  
Science Courses ◽  
Self Perceptions ◽  
Future Science ◽  
The Future ◽  
The Relationship

Background/Context Much science education reform has been directed at middle and high school students; however, earlier experiences in elementary school may well have an important impact on young people's future science literacy and preparation for possible STEM careers. Purpose/Objective This study explores the relationships among fifth-graders’ perceived learning opportunities in school science, their perceptions of self in science, and their desire to take more science courses in middle and high school. Research Design To directly address concerns about the reproducibility of results of small educational studies, this study explores whether results from one sample are replicated in a second, different sample. The fifth-grade students from two different samples of public elementary students in California (Sample 1: n = 363; Sample 2: n = 327) completed surveys about students’ perceived school science experiences, sense of themselves as science learners, and aspirations to learn more science in the future. The analyses of both samples included regression analyses to explore the relationship between science self-perceptions and wanting to take future science classes, as well as whether students’ perceived opportunities to participate in science activities might influence the relationship between self-perceptions and wanting to take more science in the future. Findings/Results There were positive and significant relationships between both school science learning opportunities and wanting to take more science courses, and science self-perceptions and wanting to take more science courses. Analyses indicate that both factors need to be considered when predicting who is eager to learn more science. These findings were consistent across both samples and were robust even after including student-level and school-level and controlling for the nested structure of the data. Conclusions/Recommendations Findings highlight the importance of fifth-graders’ self-perceptions in understanding the effects of science learning opportunities on their desire to learn more science. Thus, school science opportunities may be necessary but not sufficient for increasing student interest in learning more science. Since teachers have influence on both learning activities and a student's sense of self as a science learner, the results underscore the importance of preparing elementary teachers to foster student desire to learn more science in the future.

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