Joel Barnes – författare

Since Charles Darwin’s death in 1882, people across the world have used forms of commemoration and memorialization to celebrate, and at times critique, various aspects of Darwin’s scientific, social, and cultural impact. Commemorative events, activities, and publications marking major anniversaries of Darwin’s birth and death, of the publication of On the Origin of Species (1859) and other works, and of the Beagle voyage, have been occasions for the casting and recasting of narratives of the history of evolutionary science, spurs to new historical research, and episodes in the public legitimation of contemporary scientific developments. They have engendered much discussion and debate about relations between evolution and religious belief as well as political questions related to issues of nation-building and social development. This volume examines these commemorative activities in global perspective, exploring the complexity of meanings of Darwin and his science to different social, cultural, scientific, and national groups, from the moment of Darwin’s death up to the recent sesquicentennial of The Descent of Man (1871) in 2021.

Since Charles Darwin’s death in 1882, people across the world have used forms of commemoration and memorialization to celebrate, and at times critique, various aspects of Darwin’s scientific, social, and cultural impact. Commemorative events, activities, and publications marking major anniversaries of Darwin’s birth and death, of the publication of On the Origin of Species (1859) and other works, and of the Beagle voyage, have been occasions for the casting and recasting of narratives of the history of evolutionary science, spurs to new historical research, and episodes in the public legitimation of contemporary scientific developments. They have engendered much discussion and debate about relations between evolution and religious belief as well as political questions related to issues of nation-building and social development. This volume examines these commemorative activities in global perspective, exploring the complexity of meanings of Darwin and his science to different social, cultural, scientific, and national groups, from the moment of Darwin’s death up to the recent sesquicentennial of The Descent of Man (1871) in 2021.

The History of Education as History of Knowledge brings together international scholars to explore how the emerging field of the history of knowledge can enrich the well-established history of education. While recent research in the history of knowledge has examined actors, practices, and institutions of knowledge, this volume is the first to focus systematically on sources and methodologies within the context of education.Covering the modern period, the chapters investigate a wide range of case studies-from kindergartens and teachers' associations to philosophical societies and transnational transfers of solidified knowledge. Together they demonstrate how shifting perspectives on sources and methods allow historians to examine knowledge in its plural forms: produced, mediated, contested, and circulated within and beyond educational institutions.Emphasising how knowledge is bound up with power relations, this book shows how hierarchies of gender, class, race, and ethnicity have shaped what counts as educational knowledge and how it is transmitted. In addition to empirical studies, contributors critically reflect on methodological approaches drawn from intellectual history, sociology of knowledge, praxeology, discourse analysis, and science and technology studies.This book will appeal to scholars, students, and teachers in educational history, the history of knowledge, and related fields and will serve as an orientation for early-career researchers.

The History of Education as History of Knowledge brings together international scholars to explore how the emerging field of the history of knowledge can enrich the well-established history of education. While recent research in the history of knowledge has examined actors, practices, and institutions of knowledge, this volume is the first to focus systematically on sources and methodologies within the context of education.Covering the modern period, the chapters investigate a wide range of case studies-from kindergartens and teachers' associations to philosophical societies and transnational transfers of solidified knowledge. Together they demonstrate how shifting perspectives on sources and methods allow historians to examine knowledge in its plural forms: produced, mediated, contested, and circulated within and beyond educational institutions.Emphasising how knowledge is bound up with power relations, this book shows how hierarchies of gender, class, race, and ethnicity have shaped what counts as educational knowledge and how it is transmitted. In addition to empirical studies, contributors critically reflect on methodological approaches drawn from intellectual history, sociology of knowledge, praxeology, discourse analysis, and science and technology studies.This book will appeal to scholars, students, and teachers in educational history, the history of knowledge, and related fields and will serve as an orientation for early-career researchers.