E. Paul Zehr, a professor of kinesiology and neuroscience at the University of Victoria (Canada), writes how he was able to make scientific concepts accessible through the incorporation of popular characters from the films Batman and Iron Man:

Hugely popular movies like Iron Man, Captain America, The Dark Knight, and its forthcoming sequel, The Dark Knight Rises, illustrate the public interest in participating in the transient experience of being a superhero—at least for the duration of the movie. For scientists, those movies offer a way to communicate with the public about our work. The result for me has been two books: Becoming Batman: The Possibility of a Superhero and Inventing Iron Man: The Possibility of a Human Machine.

I settled on Batman and Iron Man because both icons are pitched as real humans who used training (Batman) or technology (Iron Man) to achieve extreme outcomes that seem believable. That part of their mythologies is what makes them attractive and grounded in a reality of hard work, invention, and achievement. In my books I have turned that mythology around and essentially asked: Is it really scientifically possible? And if so, how would it work, and what would it mean?

I settled on Batman and Iron Man because both icons are pitched as real humans who used training (Batman) or technology (Iron Man) to achieve extreme outcomes that seem believable. That part of their mythologies is what makes them attractive and grounded in a reality of hard work, invention, and achievement. In my books I have turned that mythology around and essentially asked: Is it really scientifically possible? And if so, how would it work, and what would it mean?

In both books, I explain neuroscience concepts to the general public, using the physical and technological marvels of the fictional characters to expose the real-life workings of the human body. Those concepts include: the hierarchical organization of the nervous system; supraspinal and spinal reflex control of movement; neural adaptations to skill training and motor learning; the neuropsychology of martial-arts training and combat; pathophysiology of concussion; neural plasticity associated with injury and training; cortical somatosensory and motor maps and phantom limbs; and the concept of neuroprosthetics including brain-machine interface.

My goal in writing this essay is merely to encourage other like-minded academics to understand the value of engaging the public in an accessible way, and to think about integrating pop-culture touchstones into their own outreach and teaching practices.

A natural extension: how (else) could teachers and professors around the country use popular culture to make what they teach more accessible?