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2002
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8 pages
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AI-generated Abstract
The exploration of the missing mass in the universe has led astrophysicists to the study of solar neutrinos, elusive particles that rarely interact with matter, requiring sophisticated detection methods in remote environments. By recounting a metaphorical narrative, the text juxtaposes the scientific search for these particles with a personal, observational account of two brothers witnessing a high-wire accident, reflecting on the nature of truth and individual interpretation of experiences. This interplay between science and personal memory emphasizes the subjective essence of understanding reality, suggesting that individual perception is shaped by cultural context, yet remains inherently unique.
Topoi, 2011
The analogy between science and theater work is so strict as to be normally taken for granted without the need of further specification. This implies that the analogy is completely ignored. Here I try to go in depth into the character of this analogy and to demonstrate how stopping and thinking about this issue could give some useful hints for solving problems that contemporary science is experiencing.
The consumerist society prevalent in the later part of nineteenth century Europe was extremely influential on the careers of scientists, their discoveries, and the presentation of discoveries. In Britain especially, scientific institutions needed to compete for patrons who sought public entertainment and were swayed by advertisements. The connection of science and society is the essence of this essay; however, within this broad topic, the focus is primarily on how historians have examined theatrical science. Theatrical science played an important role in both controversial public debates and studies of experimentation with electricity. In regard to the overall study of public science in nineteenth century Europe, successful performance lectures of this period reveal the dual nature of nineteenth century science as a transport into modernity and a mode for social mobility and popularity. The term theatrical science is most appropriate because, while the science and experimentation is of the utmost importance, successful lecturers, such as Michael Faraday, realized the potential of performing lectures in such a way that the science was presented clearly and interestingly to those outside the scientific community. The theatrics that one employed in a debate profoundly affected the position taken by society, and in turn the time and finances provided to a research topic. Public discourse, therefore, should also be studied as part of theatrical science. In a performance lecture, the speaker persuaded the audience through a series of experiments that both dazzled and educated them. In some cases, such as the controversies concerning mesmerism or anesthesiology, the performance lectures and public debates took place simultaneously.
Interdisciplinary Science Reviews, 2014
The publication of the first of these two special issues on 'New Directions in Science and Theatre' preceded two significant UK-based conferences that also dealt with intersections between science and performance. The Splice Symposium was presented by the Chimera Network at the University of Notre Dame's London Centre in November 2013 and Performing Science at the University of Lincoln in April 2014. Splice took as its starting point correspondences between the radical shift to postclassical science and what Campos describes as 'the fundamental instability of dramatic forms shaped by the crisis of meta-narratives and of the classic Aristotlean model' (2013, 299). Its inclusion of science-engaged music and sound-work, as well as performance practices, on the programme, enabled a particular emphasis on artistic, as well as science-arts, interdisciplinarity which, as I will demonstrate in a moment, feeds into key debates raised by the first 'New Directions' special issue. Performing Science offered an ambitious comprehensive mapping of what is now a broad field characterised by productive, if occasionally spiky, inter-generational debates. Thus, its delegates featured a number of those who appeared in the original 'science and theatre' special issue of Interdisciplinary Science Reviews in 2002, notably Carl Djerassi, Robert Friedman and Michael Frayn. And we heard from scholars and artists whose thinking aligns more closely with the scope of the current special issues in their consideration of the 'performative' as well as textual elements of science-engaged theatre, and of performance forms beyond the 'classic Artistolean model'. A paper by our editor Carina Bartleet analysing Rona Munro's 'space plays' was built upon a far-sighted understanding of how contemporary science-engaged performance often operates between the 'science-in-theatre' mode of the first generation, and the post-dramatic. As she points out in relation to Analogue's 2410 Objects, such work may draw on aspects of the 'devised and intermedial' without entirely decentring 'narrative or plot..[and] the potential for exposition and narrative closure' (Bartleet, 2013, 352).
Public performance as a means of communicating science to the lay audiences is not a new endeavour, having precedents at least as early as the 18th century. However, with the emergence of the Public Understanding of Science movement and its demands for active engagement with the public, the performing arts were brought to new dimensions by the social actors involved in the practice of science communication. As a specific scientific domain, contemporary physics remains a difficult subject to approach using the non-verbal communication predominant to the performing arts, and is traditionally thought of as being much more suited for the written or audio-visual media, which are the conventional media for communicating science. This paper aims to analyze the mechanisms through which the highly specialized contemporary physical theories – relativity, quantum mechanics and string theory – succeed in reaching the general public by unconventional media such as theatre and dance. The play Spooky Action: The Drama of Quantum Mechanics (World Science Festival, 2013) or the contemporary dance Three Theories (Karole Armitage, 2008) are only two of such recent performances which deal with physics topics, for which scientists, artists and science communicators cooperate in a common effort to use the human body in order to create these elaborate science shows. Placed at the boundary of science and art, and frequently integrated into science festivals, these performances offer an unequal, though efficient mix of information and entertainment, in the quest of making science accessible and appealing to the public. The impact of these shows on the audience must be judged in an extended context, the performing arts being only one link, an important one, in a highly intricate communication process, which completes and sustains the traditional popular science books and science documentaries.
2011
A survey we carried out in upper secondary schools showed that the majority of the students consider physics as an important resource, yet as essentially connected to technology in strict terms, and not contributing "culture", being too difficult a subject. Its appreciation tends to fade as their education progresses through the grades. The search for physics communication methods to increase interest and motivation among students prompted the Department of Physics at the University of Milan to establish the Laboratory of ScienzATeatro (SAT) in 2004. Up to May 2010, SAT staged three shows and one lesson-show having physics as a main theme, for students attending any grades at school. Good indicators of the efficacy of those shows are: the number of repeats (256 of them up to May 2010), the reputation of the theatres in which they were performed, and the results of two surveys on the achievement of the goals, which saw the participation of over 50 classes each.
2016
Role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science's relationship with society (Odegaard, 2001). Historical events often provide well-established examples of scientific discoveries, with the process of the discovery described and justified in fine detail. Adjacent to each discovery, we can find other investigations and outcomes, to set each one in scientific context. This enables researchers and teachers to construct the web of scientific advance at that time. In addition, each event takes place in a social context, often in the midst of political and social revolutions. However, these are rarely advertised in the journal accounts, which mostly focus on pure scientific aspects. Unearthing this complex interplay between the science, the nature of science itself which was developing throughout history, the social environment, is not straightforward for bu...
Journal of Science Communication, 2011
A survey we carried out in upper secondary schools showed that the majority of the students consider physics as an important resource, yet as essentially connected to technology in strict terms, and not contributing “culture”, being too difficult a subject. Its appreciation tends to fade as their education progresses through the grades. The search for physics communication methods to increase interest and motivation among students prompted the Department of Physics at the University of Milan to establish the Laboratory of ScienzATeatro (SAT) in 2004. Up to May 2010, SAT staged three shows and one lesson-show having physics as a main theme, for students attending any grades at school. Good indicators of the efficacy of those shows are: the number of repeats (256 of them up to May 2010), the reputation of the theatres in which they were performed, and the results of two surveys on the achievement of the goals, which saw the participation of over 50 classes each.
Manchester University Press eBooks, 2020
In a fleeting moment at a rehearsal for My Square Lady, in a large space backstage at a Berlin opera house, Myon, the humanoid robot and ostensibly central character of the piece, turned its head and focussed its gaze on me. I briefly appeared on the screen overhead showing Myon's periodically changing and unpredictable point of view. I laughed quietly to or maybe at myself. In the notes I made at the time about this rehearsal session, I also remarked that one of the production team giggled and repeatedly went 'ahh' every time Myon's viewpoint changed. It sounded to me like the kind of noise fond adults make when a child does something cute or endearing. This made me laugh too. The rehearsal days I attended in May 2015 were near the end of a twoyear collaborative process involving artists from the German/UK Gob Squad art collective, the Komische Oper in Berlin and a group of researchers from the Neurorobotics Research Laboratory at Beuth University of Applied Sciences. I had been attracted to the project in the course of research for this book partly just because it involved a long period of collaboration between theatre-makers and scientists. However, there was also something about the apparent zaniness of the project that made it stand out and drew me to Berlin. Both its title and the idea behind it had made me laugh even before I started work on it. The name of the project was of course a play on the title of Lerner and Loewe's musical My Fair Lady. The 1956 Broadway show was an adaptation of G. B. Shaw's 1914 2
Metascience, 1999
S TAMPED into the physics laboratory are the imprints of the world: cloud chambers drawn from weather stations, armour plating blow-torched out of scrapped warships and bolted into spark chambers, radiation-hardened detector electronics from defence technology, x-ray film turned into cosmic-ray traps. Image and Logic (hereafter I&L) starts not with the symmetries, explanations and predictions of high theory, nor even with the great puzzles and debates of experiment: it begins with the physicality of instruments. Out of such devices it is possible to piece together the changing, contested meanings of the categories of experiment and experimenter. My aim, in an earlier book, How Experiments End, was to clear historical space from the dictates of theory. I wanted to begin a discussion about experiments outside the standard periods defined by the development of theory (quantum mechanics, special relativity, general relativity, and quantum field theory). When experimentalists argued about when and where an experiment had shown something, I registered these debates as historically central-as significant as the much-studied wars between wave and particle pictures of matter. Would statistical argumentation be accepted? Could a simulation count as a demonstration? How would subgroups aggregate their conclusions into a result the group as a whole could endorse? I&L continues How Experiments End and critiques it. It shifts attention again-this time not from the problem complex of high theory to that of experiment, but rather from experimental issues to the instruments and techniques that transect experimental domains. How Experiments End asked: how did competing groups assemble results, handle competition, and consolidate an internal consensus that an effect was real? I&L follows 9 AAHPSSS,
Reconciliation of frequentist and Bayesian approaches to elementary treatment of data in nuclear and particle physics is attempted. Unique procedure to express the significance of a small count in presence of background is henceforth proposed and discussed in some detail.
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