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翻譯:何軍民(簡介並寄信)
編輯:王博律(Rosa Wang)(簡介並寄信)

這一部分是任課老師寫給學生的電子郵件。課程名稱為STS.092「從STS觀點看當今事件」。這些郵件有助於大家深入瞭解該課程的課堂討論。這一部分中還有一封客座老師致任課老師的電子郵件,這封信概括敘述了一次課堂見面的活動。
Included in this section are e-mails from the instructor to the students in STS.092 Current Events from an STS Perspective, which help to provide insight into class discussions. Also included is one e-mail from a guest instructor to the instructor, summarizing activities from one class meeting.



2003年2月5日,星期三(Rosalind Williams)
Wednesday, February 5, 2003 (Rosalind Williams)

正如你們所知,這個研討會的主題是「從STS觀點看當今事件」。我曾告訴你們,今年春季預期將有很多重大事件發生。但是, 我從未想像過第一件事竟是「哥倫比亞」號太空梭失事的災難性損失。因此,帶著沉重的心情,我將第一次課堂討論和家庭作業的要點概述如下:
As you know, the theme of the seminar is "Current Events from an STS Perspective." I told you to expect a lot of significant events this spring, but I never would have imagined that first one would be the catastrophic loss of the space shuttle Columbia. So it is with a heavy heart that I outline our first discussions and assignments for the class:

閱讀今天《紐約時報》中的相關新聞故事,繼續閱讀從現在到星期三的相關報導。
Read relevant stories in The New York Times today, and keep reading between now and Wednesday.

同時思考:災難發生的背景和環境(災難發生在此歷史時刻,具有何等意義)。
Be thinking about: the context of this disaster (its significance coming as it does at this time in history).

同時思考:這一事件與其他事件的聯繫,或者這一事件與社會技術系統的聯繫(這些相互關聯可能表明我們對已發生事情的看法)
Be thinking about: the connections between this event and other events or sociotechnical systems (connections that might illuminate our understanding of what has happened).

在下周的課中,我希望你們每個人用五分鐘(只可少不可多),就「哥倫比亞」號失事的背景環境,或者災難的相關聯繫,闡述一個觀點。對於此事,我們都有很多感想和感覺。但是,你必須集中說明一個對你具有特殊意義的觀點。
In class this coming week I would like each of you to take five minutes (no more, less is OK) to express one idea about the context or connections of the loss of the Columbia. We all have many thoughts and feelings about this; you need to focus on one point that seems especially significant to you.

在課程第一周,我要求課堂上的每一位成員,就「哥倫比亞」號失事的背景環境或相關聯繫,做一些事實發掘工作。建議如下:
I will ask each member of the seminar to do some fact-finding during the first week of class on some context or connection of the loss of the Columbia. Here are some suggestions:

---NASA作為一個社會技術系統:如何管理?其管理中的主要問題是什麼?
--NASA as a sociotechnical system: how is it managed? what are the main issues in its management?
--在太空中從事科學研究:代價和益處是什麼?
--doing science research in space: what are the costs and the benefits?
--媒體報導(電視,網路,等等):它如何塑造我們對這一事件的感受?(注意MIT在報導中所起作用)
--media coverage (TV, on-line, etc.): how did it shape our experience of the event? (note MIT's role in this coverage)
--悲劇發生方式中能為人們所觀察到的方方面面(太空梭碎片如雨點般從天而降)
--the symbolic dimensions of the way the tragedy occurred (debris raining from the sky)
--伊卡洛斯和代達洛斯神話:古代神話有助於我們理解目前的事件嗎?
--the myth of Icarus/Daedalus: do ancient myths help us understand current events?
--太空人從Tom Wolfe「正確材質」所描述的「牛仔精神特質」,到今天市郊精神特質的演化 - 動機改變了嗎?訓練呢?這些究竟是什麼人?
--the evolution of astronauts from the "cowboy ethos" of Tom Wolfe's "The Right Stuff" to the suburban ethos of today - have motivations changed? training? who are these people?
-- Ron McNair是誰, 他為什麼重要?
--who was Ron McNair and why does he matter?
--與「挑戰者」號失事的相似性:社會背景環境有哪些變化?這次新聞媒體報導有哪些不同?二次事故的意義有何不同?(二次事故的意義有何相似之點?)
--analogies with the Challenger disaster: what has changed in the context, how is media coverage different this time, how is the meaning of these two events different (and how is it similar)?
--我們如何尋找事故的「原因」?(卻年秋天讀過Galison文章的同學應該再讀,這篇文章還在STS.069的網址中。)
--how do we find "the cause" of this accident? (those of you who read Galison's article last fall should reread it: it's still on the website for STS.069)
--太空梭計畫引發了哪些有趣的技術系統問題? 作為太空梭計畫設計中密不可分的一部分, 我們如何看待地緣政治和美國政策?
--what are the interesting technical systems questions raised by the space shuttle program? how do we see geopolitics and American policy built into the design of that program?

雖然還有更多的聯繫和社會背景需要思考,但你們可以從上面的問題開始。第二次課,在你們事實發掘的基礎上,做一個簡短的口頭和書面報告。課堂節奏:通過評述當前事件以選出最具意義的事件,然後從「科學,技術和社會」跨學科的觀點出發,反思這些事件。我希望需要思考的後續事件不是這般沉痛。
There are many more connections and contexts to think about but this will give you a start. There will be a brief oral and written report due in the second class based on your fact-finding. This will be the rhythm of the class: reviewing current events to choose the most significant ones, and then reflecting upon them from a "science, technology, and society" interdisciplinary perspective. I hope subsequent events are not so painful to contemplate.

2003年2月6日,星期四(Rosalind Williams致Michael Feld)
Thursday, February 6, 2003 (Rosalind Williams to Michael Feld)

今天早晨我留了一個口信,請您的秘書轉達。請問您本周星期二晚是否可能出席我的課,在您方便的時候與我聯繫。這是一個小型的閱讀研討會,名為「從STS觀點看當今事件」。在第一次課我們討論了哥倫比亞號災難性事件,我問學生誰知道Ronald McNair,沒有人聽說過他。這讓我感到一絲煩惱(當然,當「挑戰者」號失事時,他們還是嬰兒。)在本課程開始之際,我衷心希望我能在MIT找到一位與Ron有親身交往的人士,來到課堂並介紹他的一些情況。
I left a message with your secretary this morning asking you to contact me at your convenience about the possibility of your coming to my class this coming Tuesday evening. This is a small reading seminar on "Current Events from an STS Perspective." In the first class we talked about the Columbia disaster, and I asked if they knew who Ronald McNair was. No one had heard of him. This bothers me (though of course they were babes when the Challenger was lost). I was hoping I could find someone at MIT who knew Ron personally to come and say a few words about him at the start of the class.

2003年2月21日,星期五(Rosalind Williams)
Friday, February 21, 2003 (Rosalind Williams)

2月25日你們交二篇作業:
Feb. 25. You will have two assignments due:

1.就上周晚餐座談做一篇二頁的評論:討論中特別吸引你的一個觀點。
1. two-page comment on your dinnertime conversation this past week: one point that especially intrigued you in your discussion

如果你沒有參加晚餐座談,那麼針對上周你與其他人有關當今事件的某次談話,寫一篇二頁的評論(談話可以在課內或課外,朋友之間,與老師或其他教職員工,在家中與親人,等等):談論了什麼?你為什麼覺得重要?
If you didn't attend the dinner, then just write two pages on some conversation you have had in the past week about current events (in class, out of class, with friends, with faculty, with staff, with the folks back home, whatever): what was said and why it seems important to you.

2.每週例行作業:針對上周在報上你讀到的某條新聞,做一篇二頁的評論(將新聞剪報或新聞列印稿帶來)
2. the usual weekly assignment: two-page comment on some news item you read in the newspaper this past week (bring along a clipping or hard copy of that item)

這次我要求每位同學在課堂上朗讀你們的第二篇作業(一般性地評論新聞),而不是進行即興式的演講。實際上,這種做法對每位同學都設置了時間限制。而且,對於提高你們的寫作水平也大有益處。(當你大聲朗讀你的作品時,令人驚異的是你會發現自己寫作中的優缺點。)
This time I will have each student read in class the second assignment (the general comment on the news) rather than speaking more or less off the cuff. This will set a de facto time limit on each student and it is also useful for improving your writing (it is amazing how you find things in your own writing, for better or for worse, when you read your work out loud).

因為我們要將課堂事件留給其他議題和全體討論,所以也許不可能讓每位同學每週都朗讀。但是我們可以試試--
It may not be possible to have each student read each week, because we want to reserve class time for other topics and for general discussion. But let's try--

2003年3月12日,星期三(Rosalind Williams)
Wednesday, March 12, 2003 (Rosalind Williams)

昨晚我忘了告訴你們:在下周的課(3月18日)我們的客座老師是Tom Hughes 。本週末他到本市參加革新與創造會議(由Lemelson-MIT專案贊助)。他將停留到星期一晚,出席為他舉行的慶祝宴會:Tom剛被選入國家工程研究院(NAE), 是第一位被提名選入NAE的技術史學家,所以我們慶祝這一令人高興的事情。(在下期「技術論壇」中將有此事的報導)。我邀請他多停留一晚,這樣我們可以榮幸地再次請他做客座老師,出現在課堂上。(Jina, 在去年秋季的「危機世界中的科學技術」課程中, Tom是少數幾位客人之一)。這不會改變你們的作業(五篇長約二頁的評述,以及你們計畫閱讀並寫評論的書名),也不會改變課堂節奏。我只想提醒你們,這樣你們在星期二就不會感到驚訝。
I forgot to tell you last night that at next week's class (March 18) Tom Hughes will be our guest. He is in town this weekend for a conference on the history of innovation and invention (sponsored by the Lemelson-MIT Program). He will be staying on for a dinner in his honor on Monday night: Tom has just been elected to the National Academy of Engineering, the first historian of technology to be named to the NAE, so we are celebrating this happy event. (There will be a story about it in the next issue of Tech Talk.) I asked him to stay over one more night so we could have him back as a guest in class. (Jina, Tom was one of quite a few visitors in the "Technology in a Dangerous World" class this past fall.) This doesn't change your assignments (five two-pagers, plus the title of a book you intend to read and report on) nor will it change the rhythm of the class. I just wanted to alert you so you wouldn't be surprised on Tuesday.

2003年3月19日,星期三(Rosalind Williams)
Wednesday, March 19, 2003 (Rosalind Willaims)

昨晚我一直在反復想Matt長約二頁的評論,文章的結論(可改寫為)「既然我們已經捅了馬蜂窩,那麼現在我們除了進行戰爭,別無選擇。」換句話說,Matt贊成基於技術決定論觀點的歷史必然性,即,如果你將巨大的軍事機器(人員和武器)安排就緒,在某一時刻你會使用它。
I have been thinking more about Matt's two-pager last night and its conclusion (to paraphrase) that "since we have stirred up the hornet's nest we have no choice now but to go to war." In other words Matt argues for historical inevitability based on an argument of technological determinism, i.e. if you have the military "megamachine" (people and weapons) in place, at some point you will have to use it.

今天《紐約時報》上Mary McGrory的專欄文章讓我一直思考Matt的觀點(我想專欄文章的題目是「第一個垂直觀察的人」)。她認為,一直以來,通過不斷地增加在某一地區的軍事駐紮數量,錢尼特別堅持地在創造「地面技術事實」(正如他們在以色列的另一環境中所說的那樣),如此一來戰爭就不可避免。她同時認為,當真正的行動是無情地、不斷地增加軍事力量時,我們所看到的一切外交努力只不過是一場毫不相關的穿插表演。換言之,我們關注於錯誤的新聞—外交新聞報導上,而真正重要的新聞故事一直以來都是軍事事件時,。因此,Matt的結論(「我們別無選擇」)基於一種有意識的人類決定:通過技術方式,「製造出」歷史必然性的判斷。
What kept me thinking about Matt's argument is Mary McGrory's op-ed in today's New York Times ("First Person Perpendicular," I think it's titled). She contends that all along Cheney in particular has been intent on creating technological "facts on the ground" (as they say in Israel in another context) by building up the military presence in the region just so war would become inevitable. She also contends that all the diplomatic maneuvering we have been watching has been an irrelevant side-show when the real action has been the inexorable build-up of military forces. In other words, we have been following the wrong story--the diplomatic story--when the one that really mattered all along is the military one. Therefore Matt's conclusion ("we have no choice") is based on a conscious human decision to *create* a sense of historical inevitability, through technological means.

隨著事件的不斷展開,請對技術決定主義和歷史必然性做更多的思考。李奧·托爾斯泰在長篇鴻制《戰爭與和平》的結尾,對歷史作用機制提出了一個相當與眾不同的詮釋,同時也請你們對這個詮釋進行思考。書中主要歷史事件是,1812年拿破崙入侵俄國為拿破崙征服整個歐洲努力的一部分。拿破崙是典型的「歷史偉人」,但是托爾斯泰認為,拿破崙被深層次的歷史力量裹挾而前,拿破崙時代的每個人都是如此,而且在這些巨大的事件中人類的決定是一種虛假且有欺騙性的現象。如果你們中有人最近讀過《戰爭與和平》,那就太好了。(我已多年未讀此書,打算最近再翻閱一遍)
Please think some more about technological determinism and historical inevitability as events unfold. Please think also about a rather different interpretation of how history works: this is the one advanced by Leo Tolstoy at the end of his massive novel War and Peace. The main historical event in that novel is Napoleon's invasion of Russia in 1812 as part of Napoleon's years of effort to conquer Europe. Napoleon is the classic "great man of history" but Tolstoy argues that he was swept along by deeper historical forces, that everyone was during the Napoleonic epoch, and that the appearance of human decision-making in these grand events is illusory and deceptive. If anyone among you has read War and Peace recently, so much the better. (I haven't read it for years but mean to take a look at it again soon.)

昨晚Tom Hughes和我想討論這個問題,但時間不夠。春假後當我和同學們再相聚時,我們可以試著討論這個問題以及許多其他問題。同時繼續記筆記—尋常事而已,只為了存儲一些想法,可能會啟發本課程將來的寫作,更不用說吸引你們的兒孫。
Tom Hughes and I wanted to discuss this last night but we ran out of time. Let's try to discuss it when we reconvene after spring vacation--as well as much else. Keep taking notes in the meantime--nothing fancy, just enough to store some thoughts that might inspire future writing for this class, not to mention being of interest to your grandchildren.

春假愉快!記住:無論歷史上發生了什麼事,春天,好友,家庭紐帶是一生中永恆的珍愛。
Have a great time over spring vacation, remembering that springtime and good friends and family ties are enduring values in life whatever happens in history.

2003年4月10日,星期四(Robert Crease致Rosalind Williams)
Thursday, April 10, 2003 (Robert Crease to Rosalind Williams)
(征得Robert Crease的允許,同意在此公開)
(Courtesy of Robert Crease. Used with permission.)

親愛的Rosalind:
Dear Rosalind:

課程進行得非常順利:一篇論文關於鈾廢料,二篇關於戰爭,二篇關於SAS, 一篇關於牛奶,一篇關於TDP。似乎只有一人讀過我的文章,因此我們沒有討論這篇文章。但是有關他們論文的對話卻相當活躍。有些事情你可能想提出討論,但我忘了提及:
The class went very well: one paper on depleted uranium, two on the war,
two on SARS, one on milk, and one on TDP. Only one person seemed to have
read my paper, so we didn't discuss that, but the conversation on their
papers was lively. Some things I forgot to mention which you might want to
bring up:

1.當然,SARS是一個觸發很多STS問題的議題。起初他們沒有提及,但我指出:SARS的研究背景與研究傳染病的實驗室密切相關。即使從道德上來講,研究這類疾病也是很重要的—但是實驗室相鄰街區人們的恐慌也是可以理解的,他們不斷地試圖表明:即使出於道義的責任,不在他們的後院研究這類疾病是非常重要的。我相信這將是21世紀STS最重要的問題之一。有人(Matt或Dave)曾提到在Galveston開設一所CDC研究機構的努力被市長封殺,我提及梅島四季不斷的問題。我忘記論及1976年劍橋在重組細胞DNA研究一事上做過同樣艱苦的努力,結果是議會投票決定禁止這一研究。在本學期或上學期課程中,你可能已提到過這種「發生在自家周圍」的有趣情節,但是我想你可能想將這些事情聯繫起來。
1. SARS, of course, is a subject raising many STS issues. One set which
they didn't at first mention but which I did has to do with the
laboratories where contagious diseases are studied. It seems important,
even a moral duty, to study such diseases--but the neighbors are
understandably nervous and frequently try to say it is important, even a
moral duty, NOT to study such diseases in their back yards. This will be,
I'm convinced, one of the most important STS issues of the 21st century.
Somebody--Matt or Dave, I think--mentioned an effort to open a CDC
facility in Galveston which was blocked by the mayor, and I mentioned Plum
Island's perennial problems. But what I forgot to do was mention
Cambridge's own similar struggles, in 1976, with recombinant DNA research--
and the fact that the city council voted to ban such research. You may
have already mentioned this close-to-home episode in this class or in last
semester's, but I thought you might want to draw the connection.

2.幾篇論文論及風險問題。我不確定我是否作了應有的強調:事實上風險並不單單是一個技術問題,儘管答案就在某個地方(或隱或現),但是社會問題經常從政治原因方面探索。Gregory和Miller在《公眾科學》中寫道:「風險報告是上天對有心者的恩賜」。你可能已經說明了這個觀點。
2. Several of the papers mentioned risk issues. I'm not sure I stressed
as much as I should have the fact that risk is not simply a technical
issue, where the answer is out there someplace (hidden or not), but a
social issue that is frequently exploited for political reasons. "A risk
statement is a godsend to anyone with an agenda," write Gregory and Miller
in SCIENCE IN PUBLIC. You may have already made this point.

Gina的論文中有一幅母牛拴在吉普車上的插畫。當時插畫引來了大家善意的嘲笑。但我應該指出,一周後,所有人仍然記得牛和吉普車。一幅極好的插畫,加入文章中真是棒極了。
3. Gina's paper included an image of a cow tethered to a Jeep. We all
laughed good-naturedly at this at the time. I should have pointed out,
though, that--a week later--we would all still remember that cow and
Jeep. It was a fine image, and a great one to include.

我羡慕你那聰明而活躍的班級。再次感謝你給了我參與的機會。祝你旅途愉快!
I envy you your intelligent and lively class. Thanks again for the
opportunity to participate. And I hope you had a good trip!

2003年4月22日,星期二(Rosalind Williams)
Tuesday, April 22, 2003 (Rosalind Williams)

我不得不取消今晚的補課,因為我感冒還未康復。我原以為到這個時候我已戰勝感冒,但治癒還得一會兒。(幸運的是病情輕微,而且肯定不是SARS)
I am going to have to cancel this evening's make-up class because I have still not recovered from the flu. I thought I would be over it by now but it is taking a while to clear up (though fortunately it is a mild case and certainly not SARS!).

如果你們中有人已經寫好今晚的二頁論文,那很好:請以電子格式交給我,算作本課程必須交的十篇二頁論文中的一篇。以後有時間,我們回過頭來討論這篇論文。下周的課按往常方式進行,我們也必須討論期末活動和以此為基點今後如何繼續進行。
If any of you have written a two-pager already for this evening, that's just fine: please turn it into me electronically and it will count as one of the ten two-pagers you need for this class. We will get around to discussing it sometime. Our class next week will follow the usual format, but we also need to discuss end-of-term activities and where-do-we-go-from here.

請注意從今天《環球時代》上摘引Jay Garmer的話:「從今往後我們要做的是在伊拉克催生一個新體制」。「從今往後」和「催生」都帶林肯式的語調,但一個新體制?不是一個新政府或新社會?這是什麼意思?從STS觀點看,這條新聞暗示什麼?(美國對什麼感興趣,推動民主,還是建立制度,或是其他什麼?Garner的聲明暗示技術與社會二者之間具有什麼聯繫?)
Please note the quote from Jay Garner in today's Times and Globe: "What we need to do from this day forward is to give birth to a new system in Iraq." "From this day forward" has Lincoln-ian cadences, as does the birth metaphor, but a new system? not a new government or new society? what does this mean and what does it suggest in terms of an STS perspective on the news (is the US into promoting democracy, or systems-building, or what? what is the connection between technology and society implied by Garner's pronouncement?).

我還要求你們注意Wolfgang Schivelbusch 在今天時代週刊上的專欄文章。Wolfgang是當今最好的技術文化史學家,在軍事技術相差懸殊的時代存在失敗文化,他對這種文化特別感興趣。他住在離歸零地(Groud Zero)只有二個街區(並非偶然地)。這事我們還要進行討論。
I'd also call your attention to the op-ed by Wolfgang Schivelbusch in today's Times. Wolfgang is one of the best cultural historians of technology around these days and is especially interested in the culture of defeat in an age of great disparities in military technologies. He lives a couple blocks from Ground Zero, not incidentally. We'll talk more about this too.




 
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