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Bringing A Scientific Model to Humanistic Research

Tomorrow's Research

Message Number: 
336

Clearly, we're going to have to contact our good friends in Oxford and tell them that we have a new definition for 'laboratory' -- one that includes the humanistic disciplines.

Folks:

The posting below is an article on the new Stanford Humanities

Laboratory that funds nontraditional, collaborative projects in the

humanities It is from the June 19, 2001 issue of the Stanford

Report. Reprinted with permission.

Regards,

Rick Reis

reis@stanford.edu

UP NEXT: Further Comments on the Teaching-Research Relationship

Tomorrow's Research

 

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BRINGING A SCIENTIFIC MODEL TO HUMANISTIC RESEARCH

BY JOHN SANFORD

 

Think of putting technology to the service of scholarship, and you

likely will think of, say, supercomputers humming away in a Human

Genome Project laboratory.

But humanistic research is crossing into the 21st century as well,

and nowhere is this more evident than at the Stanford Humanities

Laboratory (SHL). The lab was established in April 2000 to fund

nontraditional, collaborative projects in the humanities. For

example, one team of scholars is building a hypertextbook about

medieval Spain; another is developing a multimedia website devoted to

performance studies; a third is working on a way to translate complex

data, such as meteorological information, into a kind of music

(imagine listening to a weather pattern).

Stanford professors, students, staff and university officials

--including Provost John Etchemendy, Vice Provost John Bravman and

Cantor Center Director Thomas Seligman -- gathered two weeks ago at

the Humanities Center Annex to

view these projects, among others, in their various stages of

development and to celebrate the lab's one-year anniversary.

Bravman told a large crowd gathered in the backyard of the annex that

he had looked up "laboratory" in the Oxford English Dictionary and

been unable to find a definition that covers what's going on at the

SHL.

"Clearly, we're going to have to contact our good friends in Oxford

and tell them that we have a new definition for 'laboratory' -- one

that includes the humanistic disciplines. And what better place than

Stanford University to bring that about," Bravman said.

Spearheaded by Professor Jeffrey Schnapp, lab director and chair of

the Department of French and Italian, the SHL is an effort to push

the envelope of humanities research and teaching by providing seed

money -- grants between $20,000 and $50,000 -- to projects that meet

two main criteria: They must be collaborative, and the research

results must be in a form that is nontraditional for the humanities.

Currently, five projects are funded through SHL, but more are slated

to receive grants in the near future, lab officials say.

Digital Performance

Just as the SHL is redefining "laboratory," Research: A Digital

Performance Journal is exploring and expanding the notion of

performance. The project will result in a website that is a cross

between an online journal and exhibition space, said Ehren Fordyce, a

principal investigator and assistant professor of drama.

Project organizers hope to make performance research more

collaborative and process-oriented, Fordyce said. For example,

articles can be added to or revised over time. In addition, entire

performances can be stored on the website,

allowing researchers to see a full production as opposed to just still shots.

Indeed, when the website is launched -- probably sometime in the fall

-- one of the first "publications" will be a digital model of a

light-emitting diode installation. The actual installation, by

conceptual artist Jenny Holzer, was on display earlier this year at

the New National Gallery in Berlin.

Prior to that, Holzer collaborated with Greg Niemeyer, director of

the campus Digital Art Center (SUDAC), and Ben Dean, a lecturer at

the center who holds a Master of Fine Arts degree from Stanford, to

develop a digitally animated model of the project.

"Holzer was so pleased with Greg's animation and the way that it

envisioned her ideas that, after watching the animation, she

momentarily questioned the necessity of actually going ahead and

creating the piece in the gallery," said Gwen Allen, a project

coordinator and graduate student in art history.

Medieval Spains: a 'hypertextbook'

Finding a textbook that presents a comprehensive history of medieval

Spain is, well, impossible. Just ask Assistant Professor Kathryn

Miller of the History Department.

"It's really not feasible for the traditional textbook to convey all

the cultural complexities of pre-modern Spain," she said. "It's

virtually impossible that a noncollaborative enterprise could cover

Roman, Visigothic, Jewish, Christian and Muslim history."

Miller, who specializes in medieval Christian-Muslim relations in

Spain, North Africa and the Mediterranean, contacted some colleagues

from various other colleges and universities and pitched the idea of

working together on a hyptertextbook about medieval Spain. Thus,

Medieval Spains: Antiquity to the New World (A.D. 100-1550) was born.

Michael Gonzalez, academic technology manager for the Overseas

Studies Program, designed a system that allows the collaborators to

send images and text directly to the website.

Indeed, one of the virtues of this cyber-collaboration is that the

scholars need not meet in one room. Whether historians are in

Barcelona or Boston, they can contribute a translation of, say,

Arabic poetry or images of Roman gladiators to the website.

Cyber-collaboration is efficient and also allows the team to work

more creatively, Miller said. In contrast to a printed textbook, a

hypertextbook can offer a range of resources -- original Arabic,

Hebrew and Latin manuscripts; images of archaeological remains;

soundtracks of the popular Cantigas -- you name it.

"We think it will attract multiple audiences," she said. "And this is

a way for all of us to share our research as well."

How They Got Game

While they are not yet part of the Western canon, video games and

interactive simulations are getting some serious scholarly attention

these days.

History Professor Tim Lenoir and University Libraries Curator Henry

Lowood have teamed up to explore the history and cultural impact of

this segment of new media. Undergraduates, whom Lenoir described as

the real experts in the field, and graduate students also are

collaborating on the project, which is titled How They Got Game: The

History and Culture of Interactive Simulations and Video Games.

During Winter Quarter, Lowood taught a course on the history of

computer game design -- probably the first critical course on video

and computer games offered anywhere.

"Henry has put together this marvelous collection of video games,"

Lenoir said. "It constitutes our laboratory."

Building on research from their project and elsewhere, the two are

constructing a digital archive of source materials related to the

history of computer graphics and virtual reality. It will be used to

create a web-based documentary on interactive media and the

military-entertainment complex.

Other projects being funded through SHL are Crowds, which focuses on

the rise and fall of the crowd -- particularly the revolutionary

crowd -- in the western sociopolitical imagination from 1789 to the

present, and De Natura Sonoris: The

Music and Science of Sonification of Complex Data, which turns source

data into musical entities.

Schnapp, who described the SHL initiative as scholarly "venture

capital," said it is meeting a real need.

"I think the new Humanities Laboratory has tapped into something

that's really just beginning to happen but was already happening

below the surface -- bubbling away, so to speak," he said. "And I

think a great deal of it has to do with

the fact that the traditional isolation that humanists feel is one

whose time, perhaps, has passed. I think it's also a sense of

impatience, especially among younger scholars, with traditional ways

of disseminating the kind of knowledge that one produces."

Schnapp also said he hopes the pedagogical component of the lab will

have a big impact.

"One of the really exciting implications is the model of teaching

that's involved -- of involving graduate and undergraduate students

in literally producing knowledge, not just studying books and

regurgitating knowledge. It's very much analogous to what goes on in

the sciences."