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Newton knew what he had done. He was no accidental writer. A parabola, of course, is a curve that keeps on going – and that meant that at the end of a very long and very dense book, he lifted off again from the hard ground of daily reality and said, in effect, look: All this math and all these physical ideas govern everything we can see, out to and past the point where we can’t see anymore. Most important, he did so with implacable rigor, a demonstration that, he argued, should leave no room for dissent. He wrote “The theory that corresponds exactly to so nonuniform a motion through the greatest part of the heavens, and that observes the same laws as the theory of the planets and that agrees exactly with exact astronomical observations cannot fail to be true.” (Italics added).

To make his ambitions absolutely clear Newton used the same phrase for the title of book three. There his readers would discover “The System of the World.” This is where the literary structure of the work really comes into play, in my view. Through book three, Newton takes his audience through a carefully constructed tour of all the places within the grasp of his new physics. It begins with an analysis of the moons of Jupiter, demonstrating that inverse square relationships govern those motions. He went on, to show how the interaction between Jupiter and Saturn would pull each out of a perfect elliptical orbit; the real world, he says here, is messier than a geometer’s dream.

Turyshev has spent the last several years retrieving archival tracking records from obsolete storage media (those classic magnetic tapes, some of them corrupted) as well as detailed specifications of the Pioneer spacecraft itself from 40 years ago. He likens his searching and discovery to rooting around a dusty attic. "No one told me what I'd be getting into," he says. The Pioneer missions lasted so long that they outlived programming languages and data formats. (The Pioneers were launched in the days of punched cards.)

By their less than wholly objective accounts of the development of physics, historians have conspired to propagate the myth of science as being essentially theoretical physics. Though the myth no longer described scientific reality 50 years ago, historians pretended that all was well, that nothing had changed since the old heroic days of Einstein and his generation.

The challenge of personal computing became manifest at an opportune time. The broad project of cognitive science, which incorporated cognitive psychology, artificial intelligence, linguistics, cognitive anthropology, and the philosophy of mind, had formed at the end of the 1970s. Part of the programme of cognitive science was to articulate systematic and scientifically-informed applications to be known as "cognitive engineering". Thus, at just the point when personal computing presented the practical need for HCI, cognitive science presented people, concepts, skills, and a vision for addressing such needs. HCI was one of the first examples of cognitive engineering. Other historically fortuitous developments contributed to establishment of HCI. Software engineering, mired in unmanageable software complexity in the 1970s, was starting to focus on nonfunctional requirements, including usability and maintainability, and on non-linear software development processes that relied heavily on testing. Computer graphics and information retrieval had emerged in the 1970s, and rapidly came to recognize that interactive systems were the key to progressing beyond early achievements. All these threads of development in computer science pointed to the same conclusion: The way forward for computing entailed understanding and better empowering users.

One of the most significant achievements of HCI is its evolving model of the integration of science and practice. Initially this model was articulated as a reciprocal relation between cognitive science and cognitive engineering. Later, it ambitiously incorporated a diverse science foundation, notably Activity Theory, distributed cognition, and ethnomethodology, and a culturally embedded conception of human activity, including the activities of design and technology development. Currently, the model is incorporating design practices and research across a broad spectrum. In these developments, HCI provides a blueprint for a mutual relation between science and practice that is unprecedented.

In the latter 1980s and early 1990s, HCI assimilated ideas from Activity Theory, distributed cognition, and ethnomethodology. This comprised a fundamental epistemological realignment. For example, the representational theory of mind, a cornerstone of cognitive science, is no longer axiomatic for HCI science. Information processing psychology and laboratory user studies, once the kernel of HCI research, became important, but niche areas. The most canonical theory-base in HCI now is socio-cultural, Activity Theory. Field studies became typical, and eventually dominant as an empirical paradigm. Collaborative interactions, that is, groups of people working together through and around computer systems (in contrast to the early 1980s user-at-PC situation) have become the default unit of analysis. It is remarkable that such fundamental realignments were so easily assimilated by the HCI community.