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  1. Introduction: have we ever been ‘transnational’? Towards a history of science across and beyond borders.Simone Turchetti, Néstor Herran & Soraya Boudia - 2012 - British Journal for the History of Science 45 (3):319-336.
    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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  • Current Bibliography of the History of Science and Its Cultural Influences 2002.Stephen P. Weldon - 2002 - Isis 93:1-237.
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  • The ‘national’ in international and transnational science.Mark Walker - 2012 - British Journal for the History of Science 45 (3):359-376.
    This essay analyses discussions of national versus international or transnational science, with an emphasis on the journal Osiris from 1986 to 2009, including the concepts of national science, national styles and characters in science, scientific internationalism, transfer of science and scientists from one nation to another, and comparison of different national examples. The author argues that perceiving science as a ‘national’ activity has not only been persistent, it is also perhaps inevitable. This special issue on transnational histories of science raises (...)
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  • Cross-national Education and the Making of Science, Technology and Medicine.Josep Simon - 2012 - History of Science 50 (3):251-256.
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  • Geography, Race and the Malleability of Man: Karl von Baer and the Problem of Academic Particularism in the Russian Human Sciences.Nathaniel Knight - 2017 - Centaurus 59 (1-2):97-121.
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  • The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science.Ingo Eilks, Avi Hofstein, Rachel Mamlok-Naaman, Peter Heering & Marc Stuckey - 2015 - Science & Education 24 (3):281-298.
    This paper discusses essential elements of the philosophical works of Ludwik Fleck and their potential interpretation for the teaching and learning of science. In the early twentieth century, Fleck made substantial contributions to understanding the sociological character of the nature of science and explaining the embedding of science in society. His works have several parallels to the later and very popular work, The Structure of Scientific Revolutions, by Thomas S. Kuhn, although Kuhn only indirectly referred to the influence of Fleck (...)
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