Course Syllabus

Future is Now: Science Fiction in Film, Literature and Video Games

Semester & Location:	Spring 2024 - DIS Copenhagen
Type & Credits:	Elective Course - 3 credits
Major Disciplines:	Film Studies, Literature, Media Studies.
Prerequisite(s):	None.
Faculty Members:	Morten Lykkegaard
Time & Place:	Mondays & Thursdays 1:15 - 2:35 pm in Fi6-Metro 103

“Hard times are coming, when we’ll be wanting the voices of writers who can see alternatives to how we live now, can see through our fear-stricken society and its obsessive technologies to other ways of being, and even imagine real grounds for hope. We’ll need writers who can remember freedom – poets, visionaries – realists of a larger reality.” (Ursula K. Le Guin, 2014) “The sustaining motive of our pilgrimage had been the hunger which formerly drove men on Earth in search of God. Yes, we had one and all left our native planets in order to discover whether, regarding the cosmos as a whole, the spirit which we all in our hearts obscurely knew and haltingly prized, the spirit which on Earth we sometimes call humane, was Lord of the Universe, or outlaw; almighty, or crucified. And now it was becoming clear to us that if the cosmos had any lord at all, he was not that spirit but some other, whose purpose in creating the endless fountain of worlds was not fatherly towards the beings that he had made, but alien, inhuman, dark.” (Olaf Stapledon, Star Maker, 1937)

Course Description

If we regard science fiction as a form of potential realism, that is, a genre which, rather than being susceptible to frivolous escapism and romantic fantasies, delves right into the possible, future consequences of the present reality we live in (philosophical, existential, religious, sociological, political etc.), no matter how scary they may potentially be, we acknowledge it as a genre, which represents not only an imagination of the future but also a (critical) response to our contemporary context. Through works of science fiction in literature, film, tv series, comics, and video games, we will thus explore not only the more traditional, ‘stereotypical’ science fiction themes, such as space travel, extraterrestrial encounters, utopias vs. dystopias, robots, androids and other forms of artificial intelligence, but also disruptions of our present notions of sex, gender and social hegemonies etc. At its best science fiction poses fundamental questions regarding our existence and our world.

When we begin to wonder about other possible worlds, we question our own. And when we begin to explore the possible, we question what is, the social/ethical conventions and fundamental values we conveniently live by. Why this life? This world? What does it actually mean to be a human? A man? A woman? How to define and differentiate between the ‘human’ and the ‘non-human’? How to exist without the notion of a God, a soul? How do we wrap our brains around ultimate, yet rather abstract concepts such as life and death, the ruthless progression of time? Are we alone in the never-ending universe? What threats do we face, both internal and external, and why are we, at the same time, so terribly fascinated and repelled by the idea of a monstrous ‘other’, an alien?

In this regard, science fiction is everything but puerile escapism. It presents, as author Robert A. Heinlein once said, a “realistic speculation about possible future events” based on “the scientific method.”

Learning Objectives

By discussing and analyzing different works of science fiction, the students will gain a basic understanding of the genre, how the understanding and reflection of it has changed over time, and, perhaps most important of all, which repercussions these reflections have had in relation to our current perspectives on politics, ethics, social norms, religion etc.

Faculty

Morten Lykkegaard. Cand.mag. (History of Literature, Modern Culture and Philosophy, University of Aarhus, 2003). Former editor of Lettre Internationale. With DIS since 2013 and also teaches The Concept of Evil in Contemporary Culture and Guilty Pleasures of Pop Culture.

Readings

Literature

Mary Shelley, Frankenstein; or, the Modern Prometheus (1818) (excerpts)

Isaac Asimov, I, Robot (selected stories)

Philip K. Dick, Do Androids Dream of Electric Sheep? (1968)

Margaret Atwood, The Handmaid’s Tale (1985) (excerpts)

Ursula K. Le Guin, The Left Hand of Darkness (1968) (excerpts)

Adam Roberts, Science Fiction (2006) (excerpts) 

Aaron John Gulyas, The Paranormal and the Paranoid: Conspiratorial Science Fiction Television (2015) (excerpts)

Movies

Stanley Kubrick (dir.), 2001: A Space Odyssey (1968)

Ridley Scott (dir.), Blade Runner (1982)

Zach Snyder (dir.), Man of Steel (2013)

TV series

Black Mirror (selected episodes, 2011- )

Comics

Jerry Siegel & Joe Shuster, Superman (1938-39)

Al Feldstein et al., Weird Science (selected stories, 1950-54)

Field Studies

Our first field study will take us to the exhibition "Future Human - how far will you go?" at the Experimentarium north of Copenhagen. Our second is TBA.

Approach to Teaching

Each lecture will begin with a presentation of a given subject, either by me or a student. This presentation will typically lead into a class discussion. Group work and various exercises where students can elaborate upon their views and arguments based on the lecture and/or discussion in class will also form a vital element in this class. Given the variety of the subjects, lectures will include the presentation of many different forms of cultural expression, including film, visual aids, digital media, etc.

Expectations of the Students

I expect the students to have done the reading in order to participate in an open and engaged discussion about the given subjects. Students are also encouraged to discuss works presented in class that they have not necessarily prepared for in advance. I also expect students to draw upon personal aesthetic experiences and discuss these in a reflective, analytical, and critical manner. Remember, you don’t necessarily have to agree with what your teacher is saying. It will not affect your grade negatively to contradict your teacher as long as your arguments are solid and well-reflected. 

Grading

Engaged participation	40 %
Oral presentation	30 %
Final exhibition	20 %
Individual reflection paper	10 %

Engaged Participation

The course is not a lecture class, but relies heavily on class discussion, informed by an in-depth, critical reading of the assigned texts. It is crucial to be able to analyze and criticize the arguments put forth in the reading. Sharing a merely intuitive and personal opinion can be a useful starting-point, but is not sufficient. Students must be able to relate their points of view to an academic and research- based argument. Overall grades will depend on engaged, informed, and highly active participation in class discussion. I strongly encourage you to be critical in discussions and please do not be afraid to contradict what I am saying or present a different perspective on the topic we are discussing/analyzing.

Participation Grade Policy

Active class participation throughout the semester: A / A-

Occasional participation: B / B-

Little or no participation: C / D

Oral Presentation

The students will be asked to deliver an oral presentation on a given subject related to the content of the course. The oral presentation will be supplemented by a written page presenting the content and objective of the oral presentation. This page will be given to me on the day of the presentation. The oral presentation should not take more than 15-20 minutes, unless it organically leads into a great discussion. Students may very well include power points, visual aids, and film excerpts etc. that are relevant for the presentation. Please refrain from too general a presentation of the topic and focus instead on your specific perspective/analysis. What do you find interesting and compelling about the topic that you are presenting? What is your critical take on this topic? Important: Please remember to pose critical questions to the class as part of your presentation.

Final Exhibition and Paper

As part of the course students will work on creating a plot and visual representation to be exhibited at the DIS festival at the end of the semester. You will work within a given subgenre/topic, fx utopia vs. dystopia, totalitarianism/surveillance/biopolitics, alien encounters, exploration of outer space, human vs. non-human/android/technology, artificial intelligence, sex/gender, genetics/eugenics, cli fi etc.

This assignment gives you the opportunity to not only theorize about all the topics we discuss in class but transform your knowledge to a creative piece of work. Your story/plot will be supplemented by a printed poster and a cinematic intro plus, if deemed necessary, storyboards, moodboards with descriptive text or a screen able to show, for example, a piece of animation.

At the end of the semester you are also to turn in a reflection paper based on this workshop. This paper will be an individual paper handed in by each student. Reflect and explain the choices you made, the motive, reflections (philosophical, existential, scientific, political, sociological etc.) behind your story. Why was this emphasized and not that? Relate these reflections to the works of science fiction (literature, movie, computer game etc.) we’ve analyzed in class. This reflection paper should not be more than 1200 words.

All assignments must be handed in on the due date. Not meeting the requirements regarding word count, or handing in assignments late, could affect the grade substantially.

Classroom Etiquette

The unnecessary use of distracting devices (smartphones, iPads, laptops, etc.) is strictly prohibited during class, unless directly related to a specific assignment in class. Failure to comply will adversely affect participation grades. Use of laptops for the purpose of note-taking requires prior consultation with the professor. Students should refrain from all other computer activities, as they prove distracting to themselves and fellow students. Mobile phones and other electronic devices should of course be turned off and stored away. In some lessons based on exercises etc. laptops may be allowed.

Academic Regulations 

Please make sure to read the Academic Regulations on the DIS website. There you will find regulations on:

• Course Enrollment and Grading
• Academic Expectations and Honor Code

 

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