Chapter 5. Meeting 5, Discussion and Workshop 5.1. Announcements • We will review quizzes on Tuesday 5.2. Reading: Pinch and Bijker • Pinch, T. J. and W. E. Bijker. 1984. “The Social Construction of Facts and Artefacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other.” Social Studies of Science 14(3): 399-441. • Velocipedes, Boneshaker 113Source: Wikimedia Commons. From Brockhaus, F. A., ed. Brockhaus' Conversations-Lexikon. Vol. 16, 13th ed. Leipzig, Germany, 1887. pp. 142. Public domain. 114• Penny-Farthing, or Ordinary Source: Wikipedia © Agnieszka Kwiecien Nova. License CC BY-SA. This content is excluded from our Creative Commons license. For more information, see http://ocw.mit.edu/fairuse. • Bicyclette, or Safety 115Source: Wikimedia Commons. • Diagrams: Wolverhampton, UK, 1887. Public domain. 116 ArtifactSocialgroupProblemSolution117 Image by MIT OpenCourseWare. After Pinch and Bijker, 1984.ArtifactSocialgroupProblemSolutionBoneshakerLawson'sbicyclettePenny-farthingMacmillan'sbicycleGuilmet'sbicycleXtra-ordinaryGearedfacileStarClub SafetySuccessful developmentThe traditional Quasi-linear view of the developmental process of the Penny-Farthing BicycleFailed development• Diagrams: 118 ArtifactArtifactSocialgroupSocialgroupSocialgroupSocialgroupSocialgroupProblemSolutionThe relationship between an artifact and the relevant social groupsImage by MIT OpenCourseWare. After Pinch and Bijker, 1984.119 SocialgroupProblemRelationship between a social group and its perceived problems.ProblemProblemProblemProblemProblemArtifactSocialgroupProblemSolutionImage by MIT OpenCourseWare. After Pinch and Bijker, 1984.120 ProblemSolutionRelationship between a problem and its possible solutionsSolutionSolutionSolutionSolutionSolutionSolutionArtifactSocialgroupProblemSolutionImage by MIT OpenCourseWare. After Pinch and Bijker, 1984.121 ArtifactXtra-ordinaryXtra-ordinaryLawson'sBicycletteLawson'sBicyclettePenny-farthingPenny-farthingSocialgroupSocialgroupProducersWomencyclistsWomencyclistsWomencyclistsElderlymenElderlymenTouristcyclistsTouristcyclistsTouristcyclistsSportcyclistsSportcyclistsProblemDressproblemDressproblemSafetyproblemSafetyproblemSpeedproblemSpeedproblemVibrationproblemVibrationproblemVibrationproblemSolutionIndirectfront wheeldriveIndirectfront wheeldriveIndirectfront wheeldriveBrakesFront forksloping backFront forksloping backFront forksloping backLowerfrontwheelLowerfrontwheelLowerfrontwheelIndirectrear wheeldriveIndirectrear wheeldriveIndirectrear wheeldriveAir tiresSpringframesSpringframes(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)(...)Some social groups, problems and solutions in the developmental process of the penny-farthing bicycle.Image by MIT OpenCourseWare. After Pinch and Bijker, 1984.5.3. Reading: Pinch and Bijker • Pinch, T. J. and W. E. Bijker. 1984. “The Social Construction of Facts and Artefacts: Or How the Sociology of Science and the Sociology of Technology Might Benefit Each Other.” Social Studies of Science 14(3): 399-441. • On the necessity of sociological explanation: Text quotes from the paper removed due to copyright restrictions. • On symmetrical explanation: Text quotes from the paper removed due to copyright restrictions. • On the multi-directional model Text quotes from the paper removed due to copyright restrictions. 122• On relevant social groups: Text quotes from the paper removed due to copyright restrictions. • On closure: Text quotes from the paper removed due to copyright restrictions. 5.4. Reading: Fouché • Fouché, R. 2006. “Say It Loud, I'm Black and I'm Proud: African Americans, American Artifactual Culture, and Black Vernacular Technological Creativity.” American Quarterly 58(3): 639-661. 123• Fouché criticizes SCOT in its reliance on “relevant social groups” and the idea of “closure”: how are these concepts relevant to the African Americans he writes about? • Fouché states that, even with a more fluid definition of social groups, “SCOT still is limited by overlooking structural factors such as institutional racism, regional discrimination, economic disparity, and a host of other factors that have led many forms of African American technological creativity to be categorized as inferior” (646); do you agree? • How can technologies be redeployed, reconceived, and recreated? • Fouché states that, “by acknowledging the tensions between discordant discourses and accepting nondominant communities as legitimate locations from which to explore the nature of technology within American culture, we can embrace the complexity and contradiction in technology and societies” (650): in addition to African American, what other non-dominant communities might be addressed with this approach? 5.5. The PD Window • Reports system status • Console can be used to see printed output with [print] • Used to turn audio process on and or off: “compute audio” • No sound or signals will happen without “compute audio” 5.6. The Patcher Window • A window represents a patch • Windows can communicate between each other • A patch can be embedded in another patch • A patch can be stored as a file and loaded into another patch (abstraction) 5.7. The Patcher Window: Edit and Run Modes • Patch windows have two modes: edit and run • Changing modes: Menu: Edit > Edit mode (command E) • Edit mode: configure objects, create patches, move things around, selected objects are blue • Run mode: objects do not move, user interface components (knobs, sliders) function 124• Example: Put a Vslider; when blue, in edit mode, cannot use slider; in run mode, black, can use slider 5.8. Objects • An object has a class: a paradigm, an archetype • We can make many instances of the same object, each with its own behavior and settings • Example: [random 20], [random 4] 5.9. Objects: Creation • Use the Put menu: Menu: Put > Object (command 1) • An empty dotted-line box