A generation or so ago, scholarly discussion about the creation of new scientific knowledge in seventeenth-century England was often framed in terms of the respective contributions of scholars and practitioners, the effects of their training and background, the relative importance of the universities compared with London, and of the role of external and internal factors, and so forth. These discourses have now largely been put aside in favour of those emphasizing spatial metaphors and models, which are recognized as powerful conceptual (...) tools for representing the dynamics of complex systems. The role that geographies play in the fostering of creativity and innovation in human systems at both the social and cognitive levels is a subject that is attracting widespread interest. (shrink)