Representations of the Human/ Nonhuman Primate Divide: the Influence of Science, Fiction, and Science-Fiction on the Concept of 'Being Human'

For as far back as human history can be traced, mankind has questioned what it means to be human. One of the most common approaches throughout Western culture's intellectual tradition in attempts to answering this question has been to compare humans with or against other animals. I argue that it was not until Charles Darwin's publication of The Descent of Man and Selection in Relation to Sex (1871) that Western culture was forced to seriously consider human identity in relation to the human/ nonhuman primate line. Since no thinker prior to Charles Darwin had caused such an identity crisis in Western thought, this interdisciplinary analysis of the history of how the human/ nonhuman primate line has been understood focuses on the reciprocal relationship of popular culture and scientific representations from 1871 to the Human Genome Consortium in 2000. Focusing on the concept coined as the "Darwin-Müller debate," representations of the human/ nonhuman primate line are traced through themes of language, intelligence, and claims of variation throughout the popular texts: Descent of Man, The Jungle Books (1894), Tarzan of the Apes (1914), and Planet of the Apes (1963). Additional themes such as the nature versus nurture debate and other comparative phenotypic attributes commonly used for comparison between man and apes are also analyzed. Such popular culture representations are compared with related or influential scientific research during the respective time period of each text to shed light on the reciprocal nature of Western intellectual tradition, popular notions of the human/ nonhuman primate line, and the development of the field of primatology. Ultimately this thesis shows that the Darwin-Müller debate is indeterminable, and such a lack of resolution makes man uncomfortable. Man's unsettled response and desire for self-knowledge further facilitates a continued search for answers to human identity. As the Human Genome Project has led to the rise of new debates, and primate research has become less anthropocentric over time, the mysteries of man's future have become more concerning than the questions of our past. The human/ nonhuman primate line is reduced to a 1% difference, and new debates have begun to overshadow the Darwin-Müller debate. In conclusion, I argue that human identity is best represented through the metaphor of evolution: both have an unknown beginning, both have an indeterminable future with no definite end, and like a species under the influence of evolution, what it means to be human is a constant, indeterminable process of change.

Engaged Learning: Enabling Self-Authorship and Effective Practice

There is now broad consensus that higher education must extend beyond content-based knowledge to encompass intellectual and practical skills, personal and social responsibility, and integrative learning. The college learning outcomes needed for success in 21st century life include critical thinking, a coherent sense of self, intercultural maturity, civic engagement, and the capacity for mutual relationships. Yet, research suggests that college students are struggling to achieve these outcomes in part because skills needed to succeed in college are not those needed to succeed upon graduation. One reason for this gap is that these college learning outcomes require complex developmental capacities or “self-authorship” that higher education is not currently designed to promote.

"Fact versus Fiction – How paratextual information shapes our reading processes"

Our life is full of stories: some of them depict real-life events and were reported, e.g. in the daily news or in autobiographies, whereas other stories, as often presented to us in movies and novels, are fictional. However, we have only little insights in the neurocognitive processes underlying the reading of factual as compared to fictional contents. We investigated the neurocognitive effects of reading short narratives, labeled to be either factual or fictional. Reading in a factual mode engaged an activation pattern suggesting an action-based reconstruction of the events depicted in a story. This process seems to be past-oriented and leads to shorter reaction times at the behavioral level. In contrast, the brain activation patterns corresponding to reading fiction seem to reflect a constructive simulation of what might have happened. This is in line with studies on imagination of possible past or future events.

Authorising History: Gestures of Authorship in Fourteenth-Century English Historiography

This book discusses the strategies and rhetorical means by which four authors of Middle English verse historiography seek to authorise their works and themselves. Paying careful attention to the texts, it traces the ways in which authors inscribe their fictional selves and seek to give authority to their constructions of history. It further investigates how the authors position themselves in relation to their task of writing history, their sources and their audiences. This study provides new insights into the processes of the appropriation of history around 1300 by social groups whose lack of the relevant languages, before this 'anglicising' of the dominant Latin and French history constructions, prevented their access to the history of the British isles.

Panel report ECIS 2012: publication strategy for junior researchers: quantity vs. quality, importance of the first authorship and collaboration

The publication record is a key component of a successful academic career in IS. Despite its importance, its definition - especially for junior researchers―remains unclear. Is it better to have one A-publication or three Bpublications? Does being the third author on an A-publication carry more weight than being the first author on a Bpublication? Is it better to publish with as few co-authors as possible to demonstrate ability for independent work or is publishing with others a sign of good teamwork and academic excellence? Faced with these uncertainties, young researchers increasingly question the choices they make regarding their publication strategy. If unaddressed, these issues are bound to interfere with the quality of the IS research and scholars’ job satisfaction. This article raises these concerns associated with a publication strategy for junior researchers and reports the views voiced by five academics at a panel session at the European Conference on Information Systems 2012. In particular, the following topics are discussed: quantity vs. quality, value of the first authorship, the “optimal” number of authors, and the issues of co-authorship with an academic supervisor.

Publication trade-offs for junior scholars in IS: conjoint analysis of preferences for quality, first authorship, collaboration and time

A publication record provides evidence of research productivity and is critical for junior scholars starting their careers in academia. Publication attributes, such as level of the publication outlet, order and number of authors, are typically used to evaluate its quality. However, time spent on a publication is a limited commodity, and researchers face significant trade-offs when deciding which publications they should concentrate on. To better understand the choices made, conjoint analysis with 241 junior IS scholars was conducted. We find that when “quality vs. number of authors” and “quality vs. time” trade-offs are considered, quality is prioritized. However, the emphasis on quality is less pronounced when “rank as an author” is at stake. Especially Ph.D. students tend to choose first authorship when dealing with “quality vs. rank as an author” trade-off. Our findings provide intriguing insights into how publication attributes weigh against each other when research collaboration decisions are made.

Let’s collaborate, but I will be the first author! Exploring the importance of the first authorship for IS researchers

Collaboration among researchers is typically seen as the quintessence of academic excellence, leading to improvements in the research quality, capitalization on the diversity of perspectives and gains in productivity. Despite these benefits, many research teams find themselves torn by competition, antagonism and resentment. Desire to be the first author and resultant underperformance of non-first co-authors is often at the root of these conflicts. At the same time little is known about what motivates researchers in general and IS researchers in particular to engage as first authors. To fill this gap, this study uses survey methodology to explore the attitudes of IS researchers and their resulting behavior when it comes to authors order. Qualitative and quantitative evidence collected from 398 IS researchers is used to support our analysis. We find that researchers’ desire to be the first authors is mainly driven by such determinants as career aspirations, visibility, leadership and sense of ownership, and less so by the desire to satisfy their self-esteem and self-actualization needs. In addition, the value placed on being the first author appears to be the function of researchers’ career level, with Ph.D. students attaching significantly higher value to it than senior scholars.

Science & Fiction: Imagination und Realität des Weltraums

Der Kosmos ist seit Menschengedenken ein Gegenstand der forschenden Neugierde und der phantastischen Projektion. Wissenschaft und Kunst, science and fiction, Realität und Fiktion, sind sich nie so nah wie angesichts des Weltraums, jenes unerreichbaren Ganzen. Astronom / innen und Weltraumingenieur/innen beschäftigen space artists, und umgekehrt schöpfen Schriftsteller/innen und Filmemacher/innen aus den Entdeckungen der Physik und Weltraumtechnik. Der Leitgedanke der diesem Band zugrunde liegenden Ringvorlesung Science & ­Fiction: Imagination und Realität des Weltraums war, die Weltraumexploration im weitesten Sinne kulturgeschichtlich zu verstehen, um alle Wissenschaften in das Thema einzubeziehen. Es wurden daher sowohl Naturwissenschaftler/innen als auch ebenso viele Geisteswissenschaftler/innen eingeladen. Sie beleuchten in ihren Beiträgen die Geschichte der wissenschaftlichen, technischen und künstlerischen Visualisierungen des Weltraums und stellen Ergebnisse und Projekte der Weltraumforschung vor. Ein besonderes Interesse liegt dabei auf den vielfältigen Beziehungen zwischen den Bereichen der fiction – der Visualisierungen und Imaginationen des Weltraums – und der science – der Realitäten der naturwissenschaftlichen Erforschung des Weltraums.