Analysis of science fiction novels and films
Topic outline
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Qualitative content analysis of science fiction novels and/or films to identify precursors for coming developments or warning signals.
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The approach is about using qualitative content analysis (Miles et al., 2014) to distil the essential narratives about the far future that are presented in contemporary or past films and novels (or other literature genres).
In the context of foresight, the potential of science fiction is imagining and exploring plausible worlds or scenarios. Czarniawska (1999: 19) highlights the potentiality of the aesthetic format of literature in this process: “Such versions of worlds gain acceptability, not in spite of, but because of their aesthetic features. It is the power of creative insight and not documentary precision that makes novels both a potential competitor of and a dialogue partner for organisation theory.” Schwarz (2015) argues that when developing foresight, organisations should focus not so much on storytelling but rather on listening to stories in the organisational environment. Fiction can contribute to foresight in a variety of ways: it balances the use of methods based on expertise and evidence with creative inputs; it gives detailed insights into daily lives; it provides anticipatory knowledge; it promotes reflection; if offers the possibility to critique social structures or power; it can reach a vast audience and increase participation and discussion on a specific topic (Bina et al., 2017)
Analysing available fictional narratives in stories and films thus allows to identify future risks by taking things to an extreme form, and to sense innovation opportunities (Gibbs, 2017), giving us “often divergent, images, options, arenas of possibility that lie beyond reason and instrumental analysis . . . and feed our capacities for speculation, imagination and social innovation” (Collie, 2011: 425). By providing a detailed picture of the type of future being envisioned, these narratives can form collective imaginaries. Therefore, “imaginative literature is one of the most important means by which any culture can investigate new ways of defining itself and of exploring alternatives to the social and political status quo” (Booker, 1995:3). Popular narratives in literature and film widen the repertoire of imaginable possibilities (Stableford et al., 1993), provide alternative meaningful visions able to support policymaking, and help question assumptions and ideals of progress and to shape the future. In this sense, Lawler (1980: 9) talks of “epistemic benefits of fiction and fantasy, as they change the representations of (and in) collective imagination, leading to possible ‘new realities’”.
Further, analysing how filmmakers and science consultants have created cinematic representations of technological possibilities with the effect of stimulating the desire for these technologies among the audience (Schwarz, 2015) is interesting for Engineering and Marketing studies. Literature and film appear to provide decision-makers with a different kind of input and image of the future, adding to the usual trend data gathering (Schwarz, 2015).
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"● In most general terms, the educator must decide about a future topic that is interesting to study in the frame of his/ her course. In STEM education, this might be a topic related to the possibility of social and technological change (Bassett et al., 2013; Raitt et al., 2001; Robinson et al., 2013). Thereafter, the educator can pursue one of the following approaches, depending on the available time and purpose of the class:
● If there was little time and the exercise was just meant as starting of a discussion, for example, on the potential societal risks of implementing a specific technology such as robots in work environments in Engineering classes, the educator should select either one very telling or two contrasting excerpt(s) from science fiction literature or film. This should be shown to the class with a specific task (e.g., “Please find pros and cons of robots in workplaces that are shown in the film/described in the text). Thereafter, there should be a discussion either in groups or with the whole class.
● If there was more time and the exercise was meant to enable students to explore potential futures, the educator should present the question (e.g., “What are the societal risks of implementing a specific technology such as robots in work environments”) to the class and ask them to collect a certain number of excerpts from films and novels themselves. In the next step, students are asked to analyse the identified documents and film excerpts in groups and to prepare a group presentation.
Further examples:
● In teaching this method can be used to study a particular subject both from a classic/academic and fictional point of view. For example, the “AI and science fiction” course at the Georgia School of Technology (USA) is to analyse how the two fields “they anticipate, extrapolate from, and critically re-interpret one another”. In the course students “explore the readings, computing concepts, and projects collaboratively, and in the process, discover meanings and issues. Much of this class is based in discussion and critiques, which require full participation […]. Extensive teaching and learning occur through discussion and critiques”.
● The Hong Kong Polytechnic University also held a course by the name “Artificial Intelligence and science fiction”. The use of science fiction and the combination of the two topics aims to “understand the benefits and limitations of current AI techniques, its culture and society impacts, philosophical issues, and possible future development”, explore the applications of AI techniques and humanoid robotics in everyday life, entertainment, industry, and business” and “recognize social responsibility and ethics”.
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● Bassett, C., Steinmueller, E., & Voss, G. (2013). Better made up: The mutual influence of science fiction and innovation. Nesta Work. Pap, 13(07).
● Bina, O., Mateus, S., Pereira, L., & Caffa, A. (2017). The future imagined: Exploring fiction as a means of reflecting on today’s Grand Societal Challenges and tomorrow’s options. Futures, 86, 166-184.
● Booker, M. K. (1995). The Dystopian Impulse in Modern Literature: Fiction as Social Criticism. Utopian Studies, 6(2).
● Collie, N. (2011). Cities of the imagination: Science fiction, urban space, and community engagement in urban planning. Futures, 43(4), 424-431.
● Clarke, I. F. (1991). Factor three: science and fiction. Futures, 23(6), 637-645.
● Czarniawska, B. (1999). Management she wrote: Organization studies and detective stories. Studies in Cultures, Organizations and Societies, 5(1), 13-41.
● Gibbs, A. (2017). Using science fiction to explore business innovation. Digital Pulse, 4.
● Lawler, D. L. (1980). Certain Assistances: The Utilities of Speculative Fictions in Shaping the Future. Mosaic: A Journal for the Interdisciplinary Study of Literature, 13(3/4), 1-13.
● Miles, M. B., Huberman, A.M., Saldana, J. (2014). Qualitative Data Analysis. A Methods Sourcebook. Sage, Thousand Oaks.
● Raitt, D., Gyger, P., & Woods, A. (2001). Innovative technologies from science fiction for space applications. Preparing for the Future, 11(1), 6-7.
● Robinson, D. K., Huang, L., Guo, Y., & Porter, A. L. (2013). Forecasting Innovation Pathways (FIP) for new and emerging science and technologies. Technological Forecasting and Social Change, 80(2), 267-285.
● Schwarz, J. O. (2015). The ‘Narrative Turn’in developing foresight: Assessing how cultural products can assist organisations in detecting trends. Technological Forecasting and Social Change, 90, 510-513.
● Stableford, B., Clute, J., & Nicholls, P. (1993). Definitions of SF. The encyclopedia of science fiction, 311-314.
OTHER LINKS:
● Microsoft Future Vision 2011 - future of productivity - HD
● SCIENCE FICTION: CATALYST FOR REALITY
● GEORGIA SCHOOL OF UNIVERISTY- COURSE DESCRIPTION: https://dm.lmc.gatech.edu/wp-content/uploads/2016/11/LMC-6215-AI-AND-SCIENCE-FICTION.pdf
● HONG KONG POLYTECHNIC UNIVERISTY- COURSE DESCRIPTION: https://www.eie.polyu.edu.hk/prog/syllabus/EIE1D03.pdf
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