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This article describes the design and implementation of an experimental undergraduate course, team-taught by a cognitive scientist and a scholar of Italian studies and focused on the history, science, and technology of 3D vision, from the Renaissance invention of linear perspective to contemporary concepts of ‘virtual reality’. Analysing such devices as the panorama and the stereoscope and the immersive experiences they enable, we ask: What is the information in a 2D image that enables us to see, and interact with, a three-dimensional environment? What are the goals and the cultural implications of the immersive experiences produced by our optical devices? By reviewing project-oriented pedagogical strategies aimed to combine experimental and critical methods, the article suggests a possible way of crossing the divide between scientific and humanistic curricula, toward a holistic understanding of 3D vision and ‘virtual reality’.

The History and Science of Virtual Reality: An Experiment at Brown University