_Investigates the impact of theories of reproduction and heredity on the emerging concepts of race and gender at the end of the eighteenth and the beginning of the nineteenth centuries._.

The Naturforschende Gesellschaft (NFG) of Jena, founded in 1793, became instrumental for the development of the sciences in Jena in this period. New experimental facilities, new organizational structures and new scientific topics such as antiphlogistic chemistry and galvanism were introduced into Jena via the NFG. An investigation of the letters that were sent to the NFG shows, 1., how important the NFG was for the reception of these new results and for transmitting them to a wider audience; 2., how scientists, (...) both in Germany and abroad, tried to establish a network for scientific communication via the NFG, and 3., how personal contacts between scientists and how various forms of written exchange interrelate in the activities of the NFG. The letters to the NFG, therefore, show how, in the period around 1800; smaller scientific organizations such as the NFG managed to form a focus for scientific research and scientific exchange, with these societies being particularly important for the reception of the, by the time, latest developments in science. (shrink)

There is a classical paradox in education that also affects the epistemic virtues: the paradox inherent in the demand to develop general strategies for training persons to be free and creative individuals. This problem becomes particularly salient with respect to the epistemic virtue ofcreativity, the more so if we consider a radical form of creativity, namely,genius. This paper explores a historical constellation in which rigorous claims about the standards for knowledge and morality were developed, along with a highly influential notion (...) of genius: the philosophy of Kant and of immediate post‐Kantian philosophers. The paper shows how in this historical moment came together a new notion of “science,” a theory of “genius” and of virtues, and an analysis of the promises and difficulties inherent in educating a virtuous or creative individual. In this constellation of ideas, there also emerges a potentially fruitful account of how to teach intellectual creativity. (shrink)

The ‚Naturforschende Gesellschaft’︁, founded in 1793, proved instrumental for the development of science at the University of Jena around 1800. Its library can be considered as one of its most important facilities provided for research and for the education of students. Since this library has been preserved almost without losses, we can ask whether this library served the purpose of a research library in the newly established field of ‚science’︁. In consequence, the role of scientific societies and the genesis of (...) specialised libraries in the area of science can be investigated in an exemplary case, with implications for the concept of scientific research around 1800. (shrink)