HistoryPhilosophyofComputing

3 Credits · Level: Undergraduate

This is the undergrad version of CCTP-5038. Have you wondered about the deeper history of ideas that enabled us to get where we are today in our computing, data, and digital media systems? What are key concepts that have made all our contemporary systems possible -- from the many kinds of computing systems (small, large, and massively networked) to all kinds of software, digital media, and recent AI systems? This course presents the history of computing from the perspective of the key concepts and design principles that have made computing possible, and not as a story of machines, products, or “innovations.” You will discover the very essential human ideas and capabilities that motivated the beginnings of computing since the 1600s, and that have continued in various technical implementations down to us today. The key concepts are accessible to everyone, but have accidentally become “black boxed” (closed-off from understanding) by the industries for computing devices and data services that we receive as “products” since the 1960s. We will “de-blackbox” (open up for understanding) the key concepts in computing through an interdisciplinary approach, and build out a view of computing that draws from overlapping histories in philosophy, logic, mathematics, science, communications, social contexts, and histories of supporting technologies. With the conceptual framework and methods in this course, students will learn a truer and more complete understanding of the core concepts in computing technologies from their deeper histories of development, and be able to apply this knowledge to their own further research, learning, and career development. Conceptual Framework and Methods Used in the Course: (1) Intellectual history (history of ideas) from the primary sources and their social contexts. (2) Systems and Design Thinking. The main methods that have guided the implementations of ideas in physical systems. (3) Semiotics and the philosophy of symbol systems and operations (theory and practice of signs, symbols, diagrams, writing, numbers and notation systems for mathematics, logic, and code). (3) Archival methods. How to access and interpret earlier, original, primary sources (documents, artefacts, devices, technical documentation) from online data sources (archives, libraries, museums). Students will work on interdisciplinary research projects for doing their own “deep dive” into the history of concepts and contexts that have led to where we are today. Outcomes: By the end of the course, students will be able to apply this interdisciplinary knowledge of the history of computing to many fields and careers, including design, applications in digital media, and becoming capable communicators of the key concepts to others who don’t come from a technical background. This knowledge is not only important for understanding the foundations of computing systems today, but also for conceiving what can be possible in new future designs and applications by extending the concepts further. In addition, learning archival methods for access to history in original primary sources is an important skill in many disciplines, fields, and careers. Students with this competency will always be in demand for being able to do original research, interpret relevant sources, and apply historical knowledge gained from direct access to primary sources (original documents, designs, artefacts, earlier technologies).