Science in the Public Sphere by Agusti Nieto-Galan

Author:Agusti Nieto-Galan [Nieto-Galan, Agusti]
Language: eng
Format: epub
Tags: History, General, World, Modern, 17th Century, 18th Century, 19th Century, 20th Century, 21st Century, 16th Century
ISBN: 9781317277934
Google: UQu4CwAAQBAJ
Publisher: Routledge
Published: 2016-03-10T01:26:58+00:00

Notes

1 Fleck (1979).

2 Kaiser (2005a: 1–8); Shinn and Whitley (1985).

3 Olesko (1991); Stuckey, Heering (2015).

4 Lloyd (1987).

5 Lindberg (1992); Lloyd (1987).

6 Le Goff (1957).

7 Grant (1996).

8 Huff (1993).

9 Kaiser, Warwick (2005).

10 Latour (1986); Van Helden, Hankins (1994); Bertomeu-Sánchez, García Belmar, Bensaude-Vincent (2002).

11 Kaiser (2005a: 6).

12 Ravetz (1971: 3).

13 Olesko (2006: 12). In 1991 Olesko published a pioneering book on physics teaching in German universities in the nineteenth century in which she reconstructed some of these practices. See also Rudolph (2008).

14 Bensaude, Blondel (1988: 5).

15 Kuhn (1962); Kaiser, Warwick (2005).

16 Foucault (1977).

17 Hannaway (1975); Christie, Golinski (1982).

18 Golinski (1992).

19 Lehmann (2008: 104–6).

20 Donovan (1975).

21 Pyenson, Gauvin (2002); Evans, Marr (2006); Lynn (2006).

22 Nieto-Galan (2011b: 169–70).

23 García Belmar (2006).

24 Holmes (1989a); Geison, Holmes (1993).

25 Holmes (1989a).

26 Brock (2002).

27 Nieto-Galan (2001).

28 Brock (1992).

29 Bertomeu-Sánchez, García Belmar, Bensaude-Vincent (2002).

30 Gordin (2004: 23–4).

31 Bertomeu-Sánchez, García Belmar, Bensaude-Vincent (2002).

32 Lundgren, Bensaude-Vincent (2000); Olesko (1991); Kaiser (2005a).

33 Olesko (1991).

34 Olesko (1991: xiii, 1).

35 Warwick (2003).

36 Kaiser (2005b); Chin, Osborne (2008).

37 Kuhn (1962: 33).

38 Bensaude-Vincent, Bertomeu-Sánchez, García Belmar (2003).

39 Ibid.

40 Vicedo (2012).

41 Rudolph (2008) gives several examples.

42 Cours élémentaire d’études scientifiques rédigé d’après les programmes officiels prescrits pour l’enseignement classique, l’enseignement spécial et les examens de baccalauréat et sciences. Chimie, par J. Langlebert, professeur de sciences physiques et naturelles, docteur en médecine, officier d’académie. Trentième édition. Tenue au courant des dernières découvertes et des progrès de la science les plus récents. Langlebert (1879), cover.

43 Lindee (1991: 9).

44 Petit (1989).

45 Simon (2011).

46 Waquet (2003).

47 Latour (1993); Geison (1995).

48 Chartier, A.M. (2009).

49 García Belmar (2006).

50 Geison (1995).

51 Bensaude-Vincent, Bertomeu-Sánchez, García Belmar (2003: 243–51); Gieryn (1983).

52 Servos (1990).

53 Badino, Navarro (2013).

54 Pauling (1947: v). Greatly revised and expanded in 1947, 1953 and 1970. Reprinted by Dover Publications in 1988.

55 ‘Linus Pauling Institute’, http://lpi.oregonstate.edu/linus-pauling-biography (accessed 20 June 2015).

56 Shapin, Barnes (1977: 32).

57 Jacobi, Schiele (1988: 168).

58 Mumford (1934).

59 Topham (1992).

60 Shapin, Barnes (1977).

61 Brougham (1825: 9–10). Thanks to Jaume Sastre for consulting Brougham’s original work.

62 Topham (1992: 405).

63 Laurent (1984: 585).

64 Morrell (1986).

65 Sheets-Pyenson (1985: 549).

66 Pyenson, Sheets-Pyenson (1999: 226).

67 Morrell, Thackray (1981: 8).

68 Laurent (1984: 585); Fennessy (2005).

69 Bensaude-Vincent, Blondel (1988: 5).

70 Ferrer Guàrdia (2002: 14), translated from the Spanish version; Avilés Farré (2006).

71 ‘Faith in the socially regenerative properties of materialistic science and a utopian belief in its liberating force were strongly evident in the street literature of the Carlilean, Owenite and Chartists’, Desmond (1987: 82).

72 Desmond (1987: 92).

73 Desmond (1987: 104).

74 Nieto-Galan (2011b).

75 Hilgartner (1990).

76 According to his own report: ‘The place was packed with people .. . the teachers at the time formed a circle behind me to give them an air of popularity. . . in full view of the multitude of students listening to me. . . You can see that I did more than helping a doctor and dictating prescriptions; I trained doctors and dictated lessons where they didn’t miss a single syllable. . . often I also dictated their theses since the thesis is not subject to faculty censorship, thank God; conversely the Faculty,

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