Saul Albert

Assistant Professor
617-747-6758
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Saul Albert is a postdoctoral research associate in psychology at the Human Interaction Lab at Tufts University. His research explores aesthetics and judgments of taste by studying how people communicate, create, and work together through social interaction. His background in media, technology, and the arts motivates his scientific interests in how audiences and performers coproduce aesthetic experiences through joint improvisation and interaction.

  • Career Highlights
    • Published research articles in Research on Language and Social Interaction and Etnografia e Ricerca Qualitativa
    • Public science exhibits and events at the Science Musuem, Dana Research Centre and Library, and the Antenna Galleries in London, England; New Scientist Live; and at the Conference of the Parties 15 at the United Nations Climate Summit in Copenhagen, Denmark
    • Performances at the International Symposium on Electronic Art, Sónar Festival, Latitude Festival, Tate Modern and Tate Britain, and the Dutch Electronic Arts Festival
    • Exhibitions and artist residencies including the Walter Phillips Gallery at the Banff Centre, the Wattis Institute for Contemporary Arts, the Digital Aesthetics Research Center, ISIS Arts, and InterSpace Media Art Center
  • Awards
    • Engineering and Physical Sciences Research Council Ph.D. Research Studentship 
    • Arts and Humanities Research Board Postgraduate Research Studentship
  • Education
    • Ph.D., Queen Mary University of London
    • M.A., Birkbeck College, University of London
    • B.A. with honors, Central Saint Martin’s College of Art and Design

In Their Own Words

“I want my students to come away from my courses with the exciting feeling that they can explore their own interests and curiosity in the sciences as much as in the arts.”

“Discovering something new about the world, and being able to demonstrate and explain it in ways that make others able to verify that discovery for themselves, is an amazingly creative activity and satisfying experience.”

“Openness to criticism and the opportunity to change one's mind through reasoned argumentation and evidence are great privileges of a good education, and learning to get things wrong constructively is important for individual growth, for science, and for society. I encourage my students to become hungry to engage in reasoned, critical argument.”

“My background in the arts gives me a real appreciation for the diversity of students' experiences and what they can bring to a class, and the importance of finding out what motivates people to learn before trying to teach them something. Setting up participatory art projects in schools, at festivals and exhibitions, and on street corners around the world has shown me that everyone—from any background—can have a thoughtful and enjoyable conversation about any subject with the right kind of facilitation. This informs how I see my role as a teacher: to facilitate people to interact in ways that encourage openness to criticism, mutual learning, and curiosity about the world, themselves, and other people.”