The bibliography of Robert Edmond Grant (1793–1874): illustrated with a previously unpublished photograph

2006 ◽  
Vol 33 (2) ◽  
pp. 202-213 ◽  
Author(s):  
Adrian Desmond ◽  
Sarah E. Parker

The comparative anatomist Robert Edmond Grant (1793–1874), best known for his work on sponges and other marine invertebrates, was important as a teacher and outspoken as a medical reformer. At Edinburgh University his transformist zoology provided the young Charles Darwin with his first theoretical framework. As professor of Zoology and Comparative Anatomy at the newly founded University of London, Grant influenced a new generation of comparative anatomists and medical men, even if his radical science and calls for reform in medical and scientific society made him unpopular with the conservative elite which held sway. In spite of his pivotal position, very little is known about the man. Here we present the most complete bibliography to date, consisting of 128 entries. This list also includes a breakdown of his published lectures.

Author(s):  
Derek Partridge

The decade from 1844 to 1854 in which Charles Darwin first published two books and then studied barnacles for the final eight years has long been a puzzling digression from the development of his theory of evolution. This essay proposes that it was a conjunction of two quite different activities: a three-year pause initiated to assess and hopefully finalize the editorial completion of his 1844 Essay for publication, followed by a step-change decision to redirect his primary research activity in late 1847. A disenchantment hypothesis is proposed; it presents the step-change decision as a consequence of weighing up the accumulated unencouraging prospects for species-theory development in competition with the emergence of promising projections associated with a broad study of marine invertebrates. Recognition of the triumph, as Darwin initially saw it, of his Essay, followed by years of hostile inputs, opens this new route to understanding this decade. Within it Joseph Hooker emerges as a significant causal force. Many of the customary ‘postponement’ explanations of this digression can be integrated with this pause-and-step-change explanation, whereas explanation of the interval as a gap due to a pre-planned activity cannot, and is revealed to be seriously faulty.


Author(s):  
Thomas Dixon

This chapter retells the story of Darwin, the moral theorist. Although Charles Darwin himself neither used nor explicitly resisted the language of altruism, many others, from the 1870s to the present, have made claims about Darwin as a theorist of altruism and selfishness. Darwin, in fact, saw sympathy and love, alongside selfishness and violence, throughout the natural world. In insect societies as well as human ones, cooperation and benevolence had evolved for good reasons. The theory of the evolution of the moral sense that Darwin developed in The Descent of Man (1871) was complicated and not entirely ‘Darwinian’. It combined ideas from moral philosophy with observations of the instincts of insects, all within a theoretical framework that included a belief in the heritability of acquired characteristics and the ability of nature to select at the level of communities as well as individuals.


2020 ◽  
Vol 4 (1) ◽  
pp. 1-24
Author(s):  
Rivi Handayani ◽  
Heddy Shri Ahimsa-Putra ◽  
Christian Budiman

This article argues that the emergence of contents related to the Rambu Solo ritual on social media is a manifestation of the hegemonic ideology that was digitalized by the new generation of Toraja. Using the theoretical framework of mediatization, this article aims to explore how the hegemony of Rambu solo ritual operates in social media context, especially Instagram. By using virtual ethnography method, especially at the level of media documents and user experience, it can be explained that the mediatization of the hegemony of Rambu Solo rituals on social media are basically implying three things; firstly, the narrative about the Rambu Solo ritual on social media has given birth to a new form of interaction and communication in a broader scope; secondly, the narrative of Rambu Solo ritual on social media has made the media as a new domain to find meanings about the Rambu Solo ritual; and third, the narrative of Rambu Solo ritual indicates the accommodation efforts of the Torajanese new generation towards the rules that apply in the context of social media with the general characteristics of user-generated content. Realized it or not, the Torajanes new generation has voluntarily "continued" this ritual hegemony.


2009 ◽  
Vol 17 (3) ◽  
pp. 501-517 ◽  
Author(s):  
Cinthya Saavedra ◽  
Steven Camicia

AbstractTraditional concepts of civic education in the United States and the expanding horizons curriculum scope and sequence are challenged by globalization and transnationality because new understandings of citizenship are emerging. In our conceptual analysis, we reconceptualize social studies curriculum for childhood to meet these changes. First, we propose a theoretical framework synthesizing literature in the areas of multicultural, global, and democratic education. Second, we propose opening curriculum and research to the voices of students, especially transnational students. Such reconceptualizations have important implications for a social studies curriculum for childhood that is socially just and responsive to the changing sizes, types, and qualities of the communities with which students engage.


Richard Owen, The Hunterian Lectures in Comparative Anatomy. May and June 1837 . Edited with an Introduction by Phillip Reid Sloan. Natural History Museum Publications, 1992. Pp. xii + 340, £37.50 hardback, £15.95 paper. ISBN 0-565-011065, 0-565-011448 Jacob W. Gruber and John C. Thackray, Richard Owen Commemoration: Three Studies . Historical Studies in the Life and Earth Sciences No. 1. Natural History Museum Publications, 1992. Pp. x + 181, £29.95. ISBN 0-565-01109 Over the last 10 to 15 years it has become increasingly clear that an astonishing proportion of Victorian natural history and comparative anatomy revolved around the enigmatic figure of Richard Owen - so much so that when the centenary of his death came around in 1992, the commemorations willingly spread themselves over several days and a great diversity of scientific themes. Owen’s life and work thoroughly embraced the industrious spirit of the nineteenth century. In his time he was renowned as Britain’s most gifted anatomist, as a public lecturer, a palaeontologist, taxonomist and philosopher on natural history topics, and, in another more concrete sense, as the man who brought the Natural History Museum in South Kensington into existence. He catalogued John Hunter’s collection while curator at the Royal College of Surgeons, dissected rare animals from the zoo, invented dinosaurs, classified a succession of gigantic fossil species from the outposts of empire, wrote memoirs on the pearly Nautilus, Australian marsupials, the Archaeopteryx , the aborigines of the Andaman Islands, the gorilla and the dodo, took an active role in London’s scientific society, received a shower of medals, including the Royal Medal in 1846 and the Copley in 1851, went to the opera, played chess with Edwin Landseer, visited the Queen at Osborne, and ended up with a knighthood and an attractive grace-and-favour residence in Richmond, known as Sheen Lodge. Yet in spite of being such a man of parts, Owen was not liked. Thomas Henry Huxley hated him and never ignored an opportunity to fight. Charles Darwin lost his temper over a review of the Origin of Species and never talked to him again. Antonio Panizzi did his best to prevent him splitting up the British Museum’s collections. It is one of the many achievements of these two books, published to coincide with the centenary, that Owen’s pugnacious, self-aggrandizing character and famous slipperiness under pressure emerge, not quite sanitized, but as the kind of ambitious qualities that were needed to get things done.


Author(s):  
Douglas Allchin

Charles Darwin was truly amazing. In 1859 he introduced a robust understanding of descent with modification by means of natural selection. His concepts would help unify taxonomy, biogeography, comparative anatomy, heredity, functional analysis of form, embryology, paleontology, population dynamics, and ecology, and even human moral behavior. Darwin showed how to explain organic “design” as well as the limitations of contingent history, adaptive structures as well as vestigial ones. Every lesson in biology, properly framed, expresses and celebrates Darwin’s achievement. How, then, might one mark so august an occasion as his two hundredth birthday (also the sesquicentennial year of his premier work, the Origin of Species)? Many will no doubt parade Darwin’s many triumphs. But allow me to take exception to the common view (another sacred bovine?) that science is best reflected only by its successful theories. If science is fundamentally about discovery, then its “failures” or errors along the way may be just as important as the ultimately reliable insights. I wish to celebrate science as a process. Here, then, I acknowledge Darwin’s mistakes and show how understanding them gives us a deeper understanding both of Darwin and of science more generally. My tribute is to forgo the mythologized legend and appreciate so remarkable a scientist as Darwin in familiarly human terms. First, one may note that Darwin’s errors generate interest largely because of his many achievements. His credentials are unimpeachable. If he made mistakes, it was not for want of scientific ability. One cannot rudely dismiss his errors as due to ineptitude. Indeed, Darwin’s contributions are wider and their theoretical coherence deeper than popularly known. He produced four volumes on the taxonomy of barnacles, demonstrating his skills in detailed observation and analysis of evolutionary classification. In his first work after the Origin, he showed the importance of orchid form in promoting outcrossing through pollination, thereby contributing to an understanding of the role of sex and genetic recombination in evolution. Later, he explained heterostyly—the occurrence of flowers with styles of different lengths—as illustrating the same general principle (see essay 16).


2006 ◽  
Vol 31 (6) ◽  
pp. 501-509 ◽  
Author(s):  
Antoine Labbé ◽  
Hong Liang ◽  
Chantal Martin ◽  
Françoise Brignole-Baudouin ◽  
Jean-Michel Warnet ◽  
...  

Author(s):  
Roselaine Andrade Tavares

Resumo: Este estudo apresenta a Gamification acadêmica, alternativa ao método tradicional, demonstrando que inserindo games no ensino pode-se motivar e engajar alunos. Lecionar requer um professor moderno, dinâmico e principalmente tecnológico porque o ensino necessita evoluir para atender aos anseios dessa novíssima geração. Embasado em livros, artigos e vídeos apresenta-se a conceituação do tema, a aplicação desta metodologia e seus benefícios. Por ser recente, não há ainda um vasto material a respeito, assim, o foco é na literatura disponível, utilizando-se o procedimento bibliográfico, pelo método dedutivo, numa abordagem qualitativa cujo marco teórico são as obras de Flora Alves e Jane McGonigal. Palavras-chave: Metodologia de Ensino; Ensino Jurídico; Gamification; Aplicação; Engajamento Abstract: This study presents the academic Gamification, alternative to the traditional method, demonstrating that by inserting games in teaching might motivate and engage students. Teaching requires a modern, dynamic and technological teacher because teaching must evolve to attend the yearnings of this new generation. Based on books, articles and videos, presents the conceptualization of the theme, application of this methodology and yours benefits. Being recent, there isn’t a vast of material yet about, thus, the focus is on the available literature, using the bibliographic procedure, by the deductive method, whose theoretical framework is the works of Flora Alves and Jane McGonigal. Key words: Teaching Methodology; Legal Education; Gamification; Application; Engagement


2002 ◽  
Vol 29 (1) ◽  
pp. 1-26 ◽  
Author(s):  
PETER LUCAS

Darwin's tour with Adam Sedgwick in 1831, the last of some 14 Welsh visits before the Beagle voyage, divides into three periods: a week, mostly with Sedgwick, from 5 August; a middle period ending by 20 August, when Sedgwick left Anglesey; and a final period during which Darwin spent some days in Barmouth, reaching Shrewsbury on 29 August. His activities are well documented, for the first period, through both men's geological notes and, for the last, in the journal of the Lowe brothers (showing Darwin reaching Barmouth from Ffestiniog on 23 August and parting from Robert Lowe on 29 August). For the middle period the circumstantial evidence points to Anglesey: whether Darwin's writings show any first hand knowledge of the island needs further examination. Robert Lowe was one of Darwin's most gifted contemporaries; his „early hero-worship” enhances the conventional picture of Darwin on the eve of the voyage. After his return to North Wales in 1842, to investigate the effects of glacial action, Darwin saw the tour as illustrating the futility of observations outside of any adequate theoretical framework.


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