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Switch to: References
Citations of:
Scientific change, emerging specialties, and research schools
History of Science 19 (43 pt 1):20-40 (1981)
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Science in the twentieth century has relied on enormous financial investment for its survival. Once departed from an amateur pursuit, industry, charity and government have ploughed huge resources into it, supplying the professional occupation of science with a complex of institutional facilities – full-time posts, research laboratories, students and journals. Financial support, however, has always been a limited resource and has gone most generously to those areas of research which appear particularly novel, innovative or promising, that is to the ‘leading (...) |
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In recent years, historians have debated the prospect of offering new ‘transnational’ or ‘global’ perspectives in their studies. This paper introduces the reader to this special issue by analysing characteristics, merits and flaws of these approaches. It then considers how historians of science have practised transnational history without, however, paying sufficient attention to the theoretical foundations of this approach. Its final part illustrates what benefits may derive from the application of transnational history in the field. In particular, we suggest looking (...) |
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Summary This paper discusses the emergence of new medical experimental specialties at the Medical School of Surgery (Escola Médico-Cirúrgica) and the Faculty of Medicine of Lisbon University (Faculdade de Medicina da Universidade de Lisboa) between 1897 and 1946, as a result of the activities of Marck Athias's (1875?1946) histophysiology research school. In 1897, Marck Athias, a Portuguese physician who had graduated from the Faculty of Medicine in Paris, founded a research school in Lisbon along the lines of Michael Foster's physiology (...) |
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It is argued that the major interpretations of tobacco mosaic virus which were suggested in the first half of the 20th century can be ordered into two conflicting approaches. It is shown that explaining the existence of these different approaches as views from different perspectives, is a mistaken metaphor. The different approaches resulted in the "construction" of different research objects as answers to the questions "What is a virus"? Although these different conceptions did exclude each other, they co-existed because of (...) |
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In June 1930 the Department of Scientific and Industrial Research of the British Government awarded a modest research grant to J. E. Lennard-Jones, Professor of Theoretical Physics at the University of Bristol, in response to a proposal submitted under the title of ‘A theoretical investigation of the physical properties of the solid state of matter’. This initiative marked the first notable recognition by public funding bodies in Great Britain of the potential contribution to be made by the new theoretical ideas (...) |
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As the most famous woman scientist of the twentieth century, there has been no shortage of books and articles on the life and career of Marie Curie . Her role as a director of a laboratory-based research school in the new scientific field of radioactivity, a field which embraced both chemistry and physics, however, has never been examined. In recent years, there has been a growing interest in the question of research schools, and Morrell, Ravetz, Geison, and Klosterman, amongst others, (...) |
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Jean Baptiste Dumas, an outstanding research chemist and teacher, laid the foundations of the science of organic chemistry. While doing so, he gathered around him some thirty students who participated in his research programmes and for the most part worked in his laboratory, thus forming a laboratory-based research school of chemists. Several of these in their turn influenced the development of the science. In Part I the social and institutional aspects of the school were considered. The discussion in Part II (...) |
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The decades of the 1920s to the 1960s were a period of transformation in chemical science. The era was marked by erosion of boundaries that had often been drawn between chemistry and other scientific disciplines. In particular, theories, instruments, and mathematical approaches associated with the new physics of X-rays, the electron particle, and the electron wave enabled chemists and other physical scientists to address unsolved chemical problems of structure and mechanism and to ask new questions that further expanded and transcended (...) |
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Is it Possible to Experiment with Thought? Ernst Mach’s Notion of Thought Experiment and its Pedagogical Context around 1900. The article tries to establish the crucial importance of the pedagogical dimension of Ernst Mach’s ideas on experimenting with thought. The focus on contemporary pedagogics demonstrates, first, that Mach’s didactic approach to physics is part of a much broader stream of pedagogical writings that transcends national and disciplinary borders and comprises a diversity of authors, e.g. Wilhelm Jerusalem, William James or Alfred (...) |
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During its centennial celebrations in 2008, the Museum of Vertebrate Zoology (MVZ) at the University of California, Berkeley paid homage to its founding director, Joseph Grinnell. Recognized as a leading scientific institution, the MVZ managed to grow throughout the twentieth century, a period often characterized by the decline of natural history. To understand how and why research flourished at the MVZ, this paper looks closely at Grinnell's undergraduate course, the Natural History of the Vertebrates (NHV). Taught by MVZ affiliates since (...) |
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By 1910 the Cambridge University physiology department had become the kernel of British physiology. Between 1909 and 1914 an astonishing number of young and talented scientists passed through the laboratory. The University College department was also a stimulating place of study under the dynamic leadership of Ernest Starling.I have argued that the reasons for this metropolitan axis within British physiology lie with the social structure of late-Victorian and Edwardian higher education. Cambridge, Oxford, and University College London were national institutions attracting (...) |
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Summary During the nineteenth century French chemistry was marked by an outstanding number of Alsation chemists whose scientific contributions cannot be ignored. Especially following the Franco-Prussian War, their regional origin was given a particular importance as a means of affirming their singularity on the French scientific scene. However, some questions may be raised: can we distinguish the Alsatians from other French chemists before 1870? Were they a homogeneous group sharing a common origin? The aim of this article therefore, is, to (...) |
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This paper compares and contrasts three groups that conducted biological research at Yale University during overlapping periods between 1910 and 1970. Yale University proved important as a site for this research. The leaders of these groups were Ross Granville Harrison, Grace E. Pickford, and G. Evelyn Hutchinson, and their members included both graduate students and more experienced scientists. All produced innovative research, including the opening of new subfields in embryology, endocrinology and ecology respectively, over a long period of time. Harrison's (...) |
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This paper provides a brief comparative overview of the development of the reproductive sciences especially in agriculture in the UK and the US. It begins with the establishment by F. H. A. Marshall in 1910 of the boundaries that framed the reproductive sciences as distinct from genetics and embryology. It then examines how and where the reproductive sciences were taken up in agricultural research settings, focusing on the differential development of US and UK institutions. The reproductive sciences were also pursued (...) |
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In the 1930s and 1940s a research school developed among scientists at the Scripps Institution of Oceanography in La Jolla, California. Although that was due in large part to Harald U. Sverdrup, a prominent Norwegian oceanographer who served as Scripps director from 1936 to 1948, this paper emphasizes the adaptive, evolving character of that research school. Conditions at Scripps prior to Sverdrup's arrival influenced his efforts in successfully organizing a group of scientists. Once at Scripps Sverdrup proved to be an (...) |
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ArgumentKuhnian phases of paradigmatic development correspond to characteristic variations of citation measures. These correlations can in turn be predicted from a simple model of human information processing when applied to the common environments of scientists. By combining a scientometric and a human information processing approach to the history of scientific thought, structures of disciplinary development, and in particular paradigmatic cycles, can be more reliably assessed than before. Consequently, the quantitative historian of science is liberated to some extent from the vagaries (...) |
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From the 1950s to the 1970s, a group of physician–researchers forming the ‘Liverpool school’ made groundbreaking contributions in such diverse areas as the genetics of Lepidoptera and human medical genetics. The success of this group can be attributed to the several different, but interconnected, research partnerships that Liverpool physician Cyril Clarke established with Philip Sheppard, Victor McKusick at Johns Hopkins University, the Nuffield Foundation, and his wife Féo. Despite its notable successes, among them the discovery of the method to prevent (...) |
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The work of botanists, their writing, and herbal materials provide excellent examples to understand the creation of local working networks. The results of botanic work provide a satisfactory set of documents for the construction of “groups of collaborators”. Analysis of the indications they supply allow for a quite thorough understanding of the relationships among botanists, as well as interesting data on the sphere of collaborators of the investigated researcher. In the present study, we approach two concrete examples, both being mycologists: (...) |
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