scholarly journals Mulheres, flores e suas prisões: reflexões sobre botânica, gênero e ciência com alunas privadas de liberdade

2021 ◽  
Vol 7 (1) ◽  
pp. 91
Author(s):  
Iamni Torres Jager ◽  
Andreia Guerra de Moraes
Keyword(s):  
Cultural History ◽  
History Of Science ◽  
Scientific Practices ◽  
Adolescent Motherhood ◽  
Scientific Terminology ◽  
Historical Episode ◽  
History Of ◽  
Women's Role ◽  
Condition Of Women ◽  
Science Classes

Este artigo apresenta uma pesquisa realizada em aulas de ciências desenvolvidas com base na vertente da História Cultural da Ciência com foco nas práticas botânicas durante os séculos XVIII e XIX. A investigação ocorreu junto ao grupo de pesquisa NIEHCC e com alunas privadas de liberdade, quando do estudo de temas do conteúdo de Biologia na Educação de Jovens e Adultos (ecologia, nomenclatura científica, botânica).  O recorte histórico suscitou discussões sobre as relações entre gênero e ciência, a partir da discussão da participação feminina na Botânica no recorte histórico selecionado. A pesquisa histórica indicou que as práticas científicas em que as mulheres se envolveram, em geral, eram restritas ao espaço privado e derivaram de um interesse do contato das mulheres com a ciência. O método etnográfico foi escolhido para análise das intervenções em sala de aula. As alunas trouxeram para as aulas temáticas como homossexualidade, machismo, maternidade na adolescência, papel da mulher, diferenças entre os gêneros, opressões, violência masculina no seio familiar e barreiras no acesso da mulher à escola e ao trabalho, apontando que a abordagem da História Cultural da Ciência possibilitou conectar discussões sobre práticas científicas com o contexto das alunas.Women, flower and their prisons: reflections about botany, gender, science and the social condition of women with female students inmatesAbstractThe paper reports the results of a study carried out in science classes from the Cultural History of Science approach, focusing on Botanical practices during the 18th and 19th centuries. The investigation was carried out with the NIEHCC research group and with students deprived of liberty when studying topics of Biology in Youth and Adult Education's mandatory curriculum (ecology, the scientific terminology, botany). The historical episode aimed to raise discussions about the relations between gender and science with the students, as many women participated in Botany in the selected historical section. The historical research indicated that the scientific practices in which women were involved, in general, were restricted to the private space and derived from an interest in women's contact with science. The ethnographic method was chosen to give voice to the speech of the participating students. Themes as homosexuality, sexism, adolescent motherhood, women's role, gender differences, oppression, male violence within the family, and barriers to women's access to school and work emerged in class, which indicates that the historical discussions were related to the students' context.   Keywords: Science Education; Gender and Science; Cultural History of Science; Prison Education. 

scholarly journals SCIENCE IN HISTORY

2018 ◽  
Vol 63 (2) ◽  
pp. 209-242
Author(s):  
JAMES POSKETT
Keyword(s):  
Cold War ◽  
Cultural History ◽  
History Of Science ◽  
Political Thought ◽  
History Of Political Thought ◽  
Historiography Of Science ◽  
The Future ◽  
Close Relationship ◽  
History Of ◽  
Anglophone World

AbstractWhat is the history of science? How has it changed over the course of the twentieth century? And what does the future hold for the discipline? This ‘Retrospect’ provides an introduction to the historiography of science as it developed in the Anglophone world. It begins with the foundation of the Cambridge History of Science Committee in the 1940s and ends with the growth of cultural history in the 2000s. At the broadest level, it emphasizes the need to consider the close relationship between history and the history of science. All too often the historiography of science is treated separately from history at large. But as this essay shows, these seemingly distinct fields often developed in relation to one another. This essay also reveals the ways in which Cold War politics shaped the history of science as a discipline. It then concludes by considering the future, suggesting that the history of science and the history of political thought would benefit from greater engagement with one another.

„Gentlemen in, Genuine Knowledge out“? Zum Status wissenschaftlicher Normen für die Erkenntnissicherung

2016 ◽  
Vol 38 (2) ◽  
Author(s):  
Lara Huber
Keyword(s):  
Genetic Engineering ◽  
Transgenic Mice ◽  
Case Studies ◽  
History Of Science ◽  
Science And Technology ◽  
Scientific Practices ◽  
History Of ◽  
Genuine Knowledge

ZusammenfassungCase studies in the history of science and technology have shown that scientific norms, so called standards, contribute significantly to the evolution of scientific practices. They arise predominantly, but not exclusively, on the basis of interactions with instruments of measurement and other technical devices. As regards experimental practices standards are mandatory preparatory procedures in a variety of designs, including the inbreeding and genetic engineering of experimental organisms (e.g. transgenic mice). I claim that scientific norms not only regulate mere technical preconditions of research but also guide experimental practices, for example with regard to the stabilisation and validation of phenomena. Against this background, the paper introduces different kinds of scientific norms and elaborates on the question if they are means to epistemic ends (e.g. stability).

How to Benefit from Received Ideas (2001)

2008 ◽  
Author(s):  
Wiktor Stoczkowski
Keyword(s):  
Nineteenth Century ◽  
Molecular Genetics ◽  
History Of Science ◽  
Western World ◽  
Scientific Practices ◽  
History Of Archaeology ◽  
Disciplinary History ◽  
Modern Physics ◽  
History Of ◽  
Renaissance Medicine

Like Gulliver, the intrepid explorer depicted in Samuel Butler’s novella Erewhon visits an odd country whose image, inverted as its name, is evidently that of the Western world. Throughout his travels, the adventurer converses with the eccentric scholars of Erewhon who devote themselves to singular enterprises, such as the formation of the ‘Society for the Suppression of Useless Knowledge’ (Butler 1985). If somebody were to suppress useless knowledge in this day and age, there could be a substantial number of victims. Fortunately, no one finds it necessary to question the raison d’être of institutionally established knowledge, provided that sufficient funds are available to ensure its survival. The question of usefulness is only raised where marginal knowledge is concerned. The fact that we question whether the history of archaeology is useful or not testifies to its marginality. For it is marginal, despite belonging to the history of science, a domain in which all disciplines should theoretically inspire historians’ interest to the same extent. This, however, is not the case. Historians seem to prefer studying either sciences considered as the greatest conquests of Western rationality (such as modern physics, Darwinism, molecular genetics, etc.) or theories supposed to be excessively irrational (such as Renaissance medicine, Stalinist genetics, Nazi biology, astrology, etc.). It is commonly believed that archaeology does not belong to either of these categories. The history of archaeology is as marginal to archaeologists as it is to historians. This is particularly apparent in France, where most archaeologists would not hesitate to respond in the negative to the question of whether disciplinary history matters to current scientific practices. Since the nineteenth century, certain French archaeologists and prehistorians have indeed written on the history of their discipline, but this activity was a task usually reserved for emeritus scholars who took it up in a somewhat nonchalant manner, as if to crown their archaeological œuvre, and probably motivated by the same reasons which prompt certain people, at the same point in their lives, to write their memoirs. There are some notable exceptions, of which are the works of Alain Schnapp, particularly his monumental The Discovery of the Past (Schnapp 1996).

Making the Globe: A Cultural History of Science in the Bay of Bengal

2020 ◽  
Vol 9 (2) ◽  
pp. 217-240
Author(s):  
Sujit Sivasundaram
Keyword(s):  
Nineteenth Century ◽  
Big Data ◽  
Cultural History ◽  
History Of Science ◽  
Free Trade ◽  
Bay Of Bengal ◽  
Early Nineteenth Century ◽  
The Earth ◽  
Imperial Expansion ◽  
History Of

Starting from Madras, travelling across the Bay of Bengal, to the coast of Sumatra and then to Singapore, this paper provides a cultural history of nineteenth-century knowledge-making as an enterprise in making and breaking three concepts: globe, empire and self. It does so by working outwards from early-nineteenth century pendulum-length experiments to determine the curvature of the Earth. It argues that moving across concepts and scales was vital to a regime of big data. Data-crunching involved different sciences and split across territories and sea and land. As the project of making the globe proceeded, for instance from Madras Observatory, imperial settlements could be located precisely as coordinates, for instance British Singapore, and indigenous intellectuals, like Abdullah bin Abdul Kadir (1797–1854), had to find their place in a world of imperial free trade. Global model-making brought about a detachment from individuals and locations as people and places were fixed on a globe and it led to the erasure of the indigenous informant, a key figure in recent histories of science. In linking the making of the globe to the fate of intermediary, the argument urges the need to place indigenous agency in the sciences within wider accounts of labour, capital and imperial expansion.

The views of students on the documentaries that they watched in history of science classes

2019 ◽  
Vol 6 (4) ◽  
pp. 106-111
Author(s):  
Nimet Akben
Keyword(s):  
History Of Science ◽  
Significant Part ◽  
Documentary Films ◽  
History Of ◽  
Science Classes

Some of the most effective and significant visuals that may be used in classes are documentary films. In this study which aimed to determine the views of students on the documentaries they watched in history of science classes, the responses of the students to the questions they were asked were examined, and frequency and percentage values were found. Considering the findings that were obtained, it may be stated that the students found the documentaries interesting and educational. However, it was also seen that a significant part of the group of students found them boring. Based on this finding, it may be stated that students prefer watching daily visuals that do not require much thinking rather than informative visuals. Keywords: Documentaries, history of science, view of student

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