The Danish Galathea Deep Sea Expedition between 1950 and 1952 combined scientific and official objectives with the production of national and international narratives distributed through the daily press and other media. Dispatched by the Danish government on a newly acquired naval ship, the expedition undertook groundbreaking deep sea research while also devoting efforts to showing the flag, public communication of science, and international cooperation. The expedition was conceived after the war as a way in which to rehabilitate Denmark's reputation internationally (...) and to rebuild national pride. To this end, the expedition included an onboard press section reporting the expedition to the Danish public and to an international audience. The press section mediated the favourable, post-war and postcolonial image of Denmark as an internationalist, scientific, modernizing and civilizing nation for which the expedition planners and many others were hoping. The expedition, therefore, was highly relevant to, indeed fed on, the emerging internationalist agenda in Denmark's foreign policy. Bringing out these aspects of the historical context of the expedition, this paper adds important perspectives to our knowledge about the expedition in particular and, more generally, about scientific exploration in the immediate post-war and postcolonial period. (shrink)

The inclusion of Nature of Science in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach. The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein’s idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein’s generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola’s FRA-to-NOS by synthesizing (...) educational applications by drawing on perspectives from science education research. In this article, we use the terminology of “Reconceptualized FRA-to-NOS ” to refer to Erduran and Dagher’s FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they underemphasize science as a social-institutional system. The comparison analysis shows results such as the “scientific ethos” category being mentioned by the Irish curriculum while “social organizations and interactions” category being mentioned by the Turkish curriculum. In all documents, there was no overall coherence to NOS as a holistic narrative that would be inclusive of the various RFN categories simultaneously. The article contributes to the framing of NOS from a family resemblance perspective and highlights how RFN categories can be used as analytical tools. (shrink)

The fossilized primate skull known as the Taungs Baby, discovered in South Africa, was put forward in 1925 as a controversial ‘missing link’ between humans and apes. This essay examines the controversy generated by the fossil, with a focus on practice and the circulation of material objects. Viewing the Taungs story from this perspective provides a new outlook on debates, one that suggests that attention to the importance of place, particularly the ways that specific localities shape scientific practices, is crucial (...) to understanding such controversies. During the 1920s, the fossil itself did not move or circulate from its South African location, a fact that raised methodological concerns in understanding its significance and drew immense criticism from a range of experts. Examining the criticisms regarding the fossil’s failure to circulate draws attention to the importance of centers of accumulation in the analysis of hominid fossils. Diverging from existing histories that primarily emphasize the role of theory in paleoanthropological debates, then, this article argues that scientific practice played an important role in the Taungs fossil controversy. Examining this dimension of the debates has broader implications for revealing the underlying imperial assumptions that guided hominid paleontology during the early twentieth century. (shrink)

Historians of science have a lingering Europe (and U.S.) problem, even as the field has undergone its own transnational, imperial, and global turns that have broadened its scope. Likewise, area studies scholars have a lingering science problem, in spite of the growing chorus of voices insisting that non-European peoples’ knowledge and innovations warrant a place in global histories about science, technology, and medicine. This essay examines these two fault lines using the biochemist-turned-historian Joseph Needham as a point of departure. Needham’s (...) studies of science in China not only decentered Europe but also raised central questions about how science and its companions, reality and reason, would be defined. The essay takes a closer look at debates arising from these fault lines and urges scholars to experiment with polycentric histories of science that are coterminous and intersecting. It also underscores the need for new syntheses of research on the ways intellectuals, bricoleurs, and polities the world over have generated and transformed ideas and tools, and set them in motion. (shrink)

This paper discusses the life and scientific work of José Vicente Barbosa du Bocage, a nineteenth-century Portuguese naturalist who carved a new place for zoological research in Portugal and built up a prestigious scientific career by securing appropriate physical and institutional spaces to the discipline. Although he was appointed professor of zoology at the Lisbon Polytechnic School, an institution mainly devoted to the preparatory training of military officers and engineers, he succeeded in creating the conditions that allowed him to develop (...) consistent research in zoology at this institution. Taking advantage of the reconstruction and further improvement of the building of the Lisbon Polytechnic, following a violent fire in 1843, Bocage transferred a natural history museum formerly located at the Academy of Sciences of Lisbon to his institution, where he conquered a more prestigious place for zoology. Although successive governments were unwilling to meet Bocage’s ambitions for the Zoological Section of the newly created National Museum of Lisbon, the collaborators he found in different parts of the Portuguese continental territory and colonial empire supplied him the specimens he needed to make a career as a naturalist. Bocage ultimately became a renowned specialist in Southwestern African fauna thanks to José de Anchieta, his finest collaborator. Travels to foreign museums, and the establishment of links with the international community of zoologists, proved fundamental to build up Bocage’s national and international scientific reputation, as it will be exemplified by the discussion of his discovery of Hyalonema, a specimen with a controversial identity collected off the Portuguese coast. (shrink)