The Wilkins Lecture - The missing link in horological history: a Chinese contribution

1959 ◽  
Vol 250 (1261) ◽  
pp. 147-179 ◽  
Keyword(s):  
Experimental Philosophy ◽  
Invisible College ◽  
Missing Link ◽  
Infinite Space ◽  
New Knowledge ◽  
The Subject ◽  
Formed Part ◽  
John Wilkins ◽  
Definitive Form ◽  
The Invisible

It seems that first of all this Lecturer is in private duty bound to celebrate the name of that revolutionary bishop and oecumenical philosopher John Wilkins (1614 to 1672). He was probably the only man who ever became both Warden of Wadham and Master of Trinity—certainly the only one who married the sister of the Lord Protector and yet was raised to the episcopate under King Charles the Second. The first of all our Secretaries, he had been prominent among the members of the Invisible College in 1645, and occupied the chair at that meeting of 1660 which brought the Society towards its definitive form. ‘At Cambridge’, wrote Burnet, ‘he joined with others who studied to propagate better thoughts, to take men off from being in parties or from narrow notions, from supersititious conceits, and fierceness about opinions. He was a great preserver and promoter of experimental philosophy, a lover of mankind, and had a delight in doing good.’ The subject of this afternoon’s discourse would, I believe, have had the interest of John Wilkins, and his blessing. For his first work, published in 1638 and 1640, bore the title : The Discovery of a World in the Moone; or, a Discourse tending to prove that 'tis probable that there may be another Habitable World in that Planet : together with a Discourse concerning the Possibility of a Passage thither . I cite this title not so much for the strange contemporaneity of its econd half, but because the book formed part of that great movement of thought, led by such men as Bruno and Gilbert, which destroyed the solid crystalline spheres of Aristotelian-Ptolemaic tradition, And elsewhere it has been possible to show that one of the influences here at work was the new knowledge of Europeans that the astronomers of China had always believed in the floating of the heavenly bodies in infinite space.

scholarly journals The visit of Comenius to London in 1641-1642 and its bearing on the origins of the Royal Society

1940 ◽  
Vol 3 (1) ◽  
pp. 159-160 ◽  
Keyword(s):  
Royal Society ◽  
Scientific Method ◽  
Scientific Research ◽  
Great Society ◽  
Invisible College ◽  
Oxford University ◽  
Important Stage ◽  
Universal Language ◽  
John Wilkins ◽  
The Invisible

Miss Dorothy Stimson, Dean of Groucher College, U.S.A., in an article in Isis for 1 September 1935, tried to traverse the view stated in the Introduction to my Comenius in England (Oxford University Press (1932)), pp. 6-7, that the visit of Comenius (Komensky) to London in 1641-1642 marked an important stage in the development in England of the idea of a great society for scientific research which resulted in the organization of the informal ‘Invisible College’ by Theodore Haak and others in 1645, and prepared the way for the foundation of the Royal Society in 1662. She was however unable to explain away the fact that Theodore Haak, who was one of the most active supporters of Komensky’s plan for a Scientific College in 1641, was in 1645 the virtual founder of the informal ‘Invisible College,’ the precursor of the Royal Society. Miss Stimson stresses the contrast between the universal speculative plan of Comenius as outlined in his Via Lucis (1642), and the empirical and specialized activities of the Invisible College. Miss Stimson however has completely overlooked the fact that John Wilkins (1614-1672), Warden of Wadham College, Oxford, whom she rightly regards as one of the most active members of the Invisible College, held views very similar to those of Comenius on scientific method and on the desirability of a universal language.

The intellectual origins of the Royal Society-London or Oxford?

1968 ◽  
Vol 23 (2) ◽  
pp. 144-156 ◽  
Keyword(s):  
Seventeenth Century ◽  
Intellectual History ◽  
Royal Society ◽  
Invisible College ◽  
English Revolution ◽  
Intellectual Origins ◽  
History Of ◽  
John Wilkins ◽  
Oxford Group ◽  
The Invisible

The Royal Society was founded in 1660 at Gresham College. Even in the seventeenth century divergent views arose among its founders as to its intellectual origins and the events which led up to its foundation. So it is not surprising that echoes of these divergences were heard when the Society was celebrating its Tercentenary in 1960. The main points in debate were the extent of Francis Bacon’s influence on its foundation, and the respective contributions of the related groups in London and Oxford. Miss Syfret had already successfully challenged Thomas Birch’s view that the ‘Invisible College’ mentioned by Boyle and centring round Hartlib was in any direct way linked with the foundation of the Royal Society. Professor Douglas McKie in Origins and Founders brought both the London and Oxford groups into his account, and his and Miss Syfret’s interpretations seemed to fit one another (1). However, a booklet from Oxford written by Miss (now Dr) Margery Purver and Dr E. J. Bowen claimed that John Wilkins and the Oxford group were the only begetters of the Royal Society, and rejected John Wallis’s claims for the earlier London group around Gresham College. Dr Purver has elaborated the arguments in favour of this view in a recently published book (2). The Editor of Notes and Records has now asked me to put on record my own views, since I had already discussed this aspect of the intellectual history of the period in my Intellectual Origins of the English Revolution (1965).

The Society's first bequest

1939 ◽  
Vol 2 (1) ◽  
pp. 43-46
Keyword(s):  
Small Group ◽  
Trinity College ◽  
Invisible College ◽  
John Wilkins ◽  
The Invisible

Dr John Wilkins, Bishop of Chester, died in November 1672, at the age of fifty-eight, and in his will left the sum of £400 to the Society. This was a most welcome gift, for the arrears of subscriptions already amounted to £1800, and only one-fourth of the Fellows (57 out of a total membership of 212) were classed as 'good paymasters'; some were removed from the list of Fellows two years later for being several years in default. Dr Wilkins was one of the small group of men who in 1645 began to meet together. ‘Their first purpose,' says Bishop Sprat, ‘was no more, then onely the satisfaction of breathing a freer air, and of conversing in quiet one with another, without being ingag’d in the passions, and madness of that dismal Age'. In 1648 he went to Oxford, where he was appointed Warden of Wadham College, and while there he actively worked for the advancement of the ‘Invisible College’ and its members. In 1659 he became master of Trinity College, Cambridge, and later, in 1668, he was made Bishop of Chester. He was an original Fellow of the Society, and was one of the two Secretaries named in the First and Second Charters.

Christopher Wren's De Corpore Saturni

1968 ◽  
Vol 23 (2) ◽  
pp. 213-229 ◽  
Keyword(s):  
Royal Society ◽  
Experimental Philosophy ◽  
The Subject ◽  
John Wilkins ◽  
John Wallis ◽  
Christopher Wren ◽  
Oval Shape

We there discoursed . . . the Copernican Hypothesis, the Nature of Comets and new Stars, the Attendants on Jupiter , the Oval shape of Saturn, the Inequalities and Selenography of the Moon , the several Phases of Venus and Mercury , the Improvement of Telescopes, the grinding of Glasses for that purpose . . . THIS was written by John Wallis in 1678 in his Defence of the Royal Society and he was referring to the meetings held in London about 1645 by men interested in experimental philosophy. The ‘Oval shape of Saturn’ was a reference to what was then an important problem in astronomy: the explanation of the different appearances of Saturn. Among the men who were to become founding members of the Royal Society were a number who had an interest in this problem, John Wallis, Seth Ward, Dr Jonathan Goddard and Sir Paul Neile, who both kept operators at their houses for the grinding of lenses, John Wilkins, Laurence Rooke, William Balle, and Christopher Wren. Neile, Balle and Wren especially spent a great deal of time and effort on the problem in the 1650’s, effort that resulted in Wren’s hypothesis on Saturn, which is the subject of De Corpore Saturni.

Event spaces and the shaping of economic subjectivity: Inside the Social Enterprise World Forum

2021 ◽  
Vol 36 (5) ◽  
pp. 347-355
Author(s):  
Tom Baker ◽  
Ryan Jones ◽  
Michael Mann ◽  
Nick Lewis
Keyword(s):  
New Zealand ◽  
Social Enterprise ◽  
Affective Responses ◽  
Subject Position ◽  
Social Entrepreneur ◽  
Economic Sectors ◽  
The Social ◽  
New Knowledge ◽  
The Subject ◽  
Global Conference

Drawing on observations at the 2017 Social Enterprise World Forum (SEWF) – a global conference held in Christchurch, New Zealand – this paper examines the significance of localised event spaces in shaping economic subjects and, by extension, economic sectors. Conferences such as the SEWF are sites and moments that provide access to new knowledge, foster collective action and shape the subjectivities of economic actors. We describe how the SEWF cultivated sympathetic affective responses towards social enterprise and the subject position of the social entrepreneur, and demonstrate how the local specificities of Christchurch, as a place, were key to the cultivation of social-entrepreneurial subjectivity at the SEWF.

scholarly journals Entering the Invisible College: Defeating Lawyers on Their Own Turf

2017 ◽  
Vol 87 (1) ◽  
pp. 177-195
Author(s):  
Tanja Aalberts ◽  
Lianne J M Boer
Keyword(s):  
Invisible College ◽  
The Invisible

Disturbances in western Afghanistan, 1839–41

1963 ◽  
Vol 26 (2) ◽  
pp. 288-313 ◽  
Author(s):  
M. E. Yapp
Keyword(s):  
Subject Matter ◽  
Political Agent ◽  
The Subject ◽  
The Government ◽  
Formed Part ◽  
The Town

The subject matter of this article is the disturbances which took place in the area under the control of the government of Qandahar. Between 1839 and 1841 Qandahar formed part of the dominions of Shāh Shuj¯ʻ al-Mulk and its government was nominally carried on by two of his sons, Fatḥ Jang (1839–40) and Muḥammad Tīmūr (1840–2). But in practice the day-to-day management of the government, outside the town of Qandahar, was conducted by the Pārsīwān revenue officials, who had been inherited from the Bārakzais, and who were under the control of the British Political Agent, who in turn was subordinate to Sir William Macnaghten, the Envoy and Minister with Shāh Shujāʻ.

scholarly journals Strategies Used by Public Primary School Teachers for Enhancing Students’ Curiosity in Science

2021 ◽  
Vol 7 (1) ◽  
pp. 93-101
Author(s):  
Bakhtawer Nasrullah ◽  
Ghulam Fatima ◽  
Dur e Nayab
Keyword(s):  
Public Sector ◽  
Primary School ◽  
Structured Interview ◽  
School Principal ◽  
School Level ◽  
School Teachers ◽  
Primary School Teachers ◽  
New Knowledge ◽  
Teachers And Students ◽  
The Subject

This qualitative study was planned to identify the curiosity enhancing strategies (CES) and explore the challenges faced by teachers during the use of strategies at primary school students in the subject of science. Curiosity is the desire to acquire new knowledge through exploration in order to grow and expand understanding. Curiosity refers to the tendency of children to ask, investigate, and find out the new knowledge obtained from their environment. The researchers did not find a study in the literature that specifically examined identification of curiosity related strategies used by teachers in Pakistan. This research study was conducted to identify the curiosity related strategies used by the public sector school teachers in teaching Science to students enrolled in primary classes in Lahore. Purposive sampling technique was used for selection of the participants of the study. Data was collected from teachers and students of primary school (5th grade) level in science subject. Data from teachers was collected personally and on telephone. Data from students was collected through interviews by visiting the respective schools and after taking consent of the school principal. Two semi structured interview protocols were developed for taking responses at primary school level teachers and students. Data was analyzed by using thematic analysis technique. Findings of the study reflected that primary school teachers of the study were using different strategies for enhancing curiosity in students in the subject of Science. During the use of these strategies public sector primary school teachers faced many challenges like lack of resources, large strength of students in a classroom, lack of students attention, lack of parents cooperation. This study recommended that teachers and parents may use these strategies for enhancing curiosity in students.

scholarly journals The Subject of Theatre in the Lithuanian School: Relationships within the General Educational Cultural Context

Pedagogika ◽  
2013 ◽  
Vol 111 (2) ◽  
pp. 195-202
Author(s):  
Vida Kazragytė
Keyword(s):  
Cultural Context ◽  
Formal Education ◽  
Children And Youth ◽  
Theatre Education ◽  
Educational Innovations ◽  
Direct Practice ◽  
New Knowledge ◽  
The Subject ◽  
Theatre Pedagogy ◽  
The Impact

The article investigates the rather new educational phenomenon – about twenty years ago under the impact of educational reform the theatre subject teaching was introduced. In many neighbor’s countries there is no such separate theatre subject still yet. The focus of the article is on the relationships between the curricula of theatre subject (2008, 2001) and the practice of long-lived non-formal education of children and youth of Lithuania. The curricula of theatre subject were prepared according to comprehensive discipline-arts education conception formed in United States of Amerika. Taking into account the notion of M. Lukšienė, that experience of other cultures, as well as the educational innovations must be adopted according to “own cultural model”, the attention is paid to analysis how curricula of theatre subject are grounded on traditions of Lithuanian non-formal education, especially its artistic trend. The self-expression paradigm or psychological trend of theatre education is less evident in our context. The roots of artistic trend are in Jesuit’s school theatre that existed in Lithuania 1570–1843. The artistic trend was recreated at the end of 20th century in non-formal theatre education in Lithuania by relaying on the professional theatre pedagogy (the training of professional theatre pedagogues started, the first books of methodology of theatre education appeared). Analysis showed that common concepts, as “theatre” and “education through theatre” are those which relate artistic trend of non-formal theatre education with curricula of theatre subject, accordingly, which are grounded on discipline-based art education conception. Especially that is clear from the revealing of content of “education through theatre” concept and explaining its formative and cognitive impacts on children and youth who are acting the roles created by dramaturge. The biggest challenge related with coming of theatre subject as separate, is the creating of theatre knowledge appropriated for school children. Now the theatre subject curricula describe the knowledge which are known in professional theatre pedagogy and in artistic trend of non-formal theatre education, but only in part. Thy must be expanded by new knowledge which will be get by way of externalization from direct practice. Also, there is a need of artistic orientation of theatre didactics – that can guarantee the succession of the best traditions of Lithuanian‘s theatre education and encourage their development.

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