Article ID: CBB879384144

The Pedagogical Roots of the History of Science: Revisiting the Vision of James Bryant Conant (2016)

unapi

This essay examines the rise and fall of Harvard president James Bryant Conant’s postwar vision for history of science–based general science education. As well as developing the foundations of Conant’s vision, it considers the tension between Conant’s science pedagogy–centered view of the history of science and the claims of George Sarton and I. B. Cohen that the field was a distinct discipline. It relates these themes to Conant’s unease with the like-minded theorists Thomas Kuhn and Michael Polanyi and concludes by examining Conant’s anticipation of later science studies approaches and reflecting on his place in the history of the history of science.

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Authors & Contributors
Jacobs, Struan
Reisch, George A.
Wray, K. Brad
Aronova, Elena
Feingold, Mordechai
Nieto-Galan, Agustí
Journals
HOPOS
Isis: International Review Devoted to the History of Science and Its Cultural Influences
Studies in History and Philosophy of Science
British Journal for the History of Science
Bulletin of Science, Technology & Society
Circumscribere: International Journal for the History of Science
Publishers
SUNY Press
Concepts
History of science, as a discipline
Philosophy of science
Historians of science, modern
Science and politics
Philosophers of science, modern
Cold War
People
Kuhn, Thomas S.
Conant, James Bryant
Polanyi, Michael
Sarton, George
Nash, Leonard Kollender
Popper, Karl Raimund
Time Periods
20th century
20th century, late
21st century
Early modern
Places
United States
Europe
Institutions
History of Science Society
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