The ArgumentMontaigne'sEssayswere an exercise in self-knowledge carried out for more than twenty years in Montaigne's private library located in his mansion near Bordeaux. The library was a place of solitude as well as a place of knowledge, a kind ofheterotopiain which two sets of spatial relations coexisted and interacted: the social and the epistemic. The spatial demarcation and arrangement of the site – in both the physical and the symbolic sense – were necessary elements of the constitution of Montaigne's self (...) as an object of knowledge and as a subject of discourse. The spatial setting of the library made possible and constrained certain discursive patterns through which words were systematically linked to things, authority was correlated with access and visibility, and the epistemological was coordinated with the social. In this sense, Montaigne's library resembled other places of empirical knowledge of the late sixteenth and seventeenth centuries in which subjects of knowledge were constituted, objects were posited in their proper phenomenal fields and the entire structure of intellectual activity was reproduced through various cultural mechanisms. But the initial similarity is only apparent. The private library never became a culturally recognized place for knowledge of the self; its heterotopic structure could not have been reproduced without the concrete presence of an author and of a self, while Montaigne's skepticism systematically undermined the possibility of the author's position and of the identity of the self. (shrink)

A generation ago scientific ideas floated free in the air, as historians gazed up at them in wonder and admiration. From time to time, historians agreed, the ideas that made up the body of scientific truth became incarnate: they were embedded into the fleshly forms of human culture and attached to particular times and places. How this incarnation occurred was a great mystery. How could spirit be made flesh? How did the transcendent and the timeless enter the forms of the (...) mundane and the contingent? Platonist and providentialist perspectives offered ways of speaking about the mystery, but, in general, it remained unresolved at the core of orthodox idealist historiography.1. (shrink)

What big questions and large‐scale narratives give coherence to the history of science? From the late 1970s onward, the field has been transformed through a stress on practice and fresh perspectives from gender studies, the sociology of knowledge, and work on a greatly expanded range of practitioners and cultures. Yet these developments, although long overdue and clearly beneficial, have been accompanied by fragmentation and loss of direction. This essay suggests that the narrative frameworks used by historians of science need to (...) come to terms with diversity by understanding science as a form of communication. The centrality of processes of movement, translation, and transmission is already emerging in studies of topics ranging from ethnographic encounters to the history of reading. Not only does this approach offer opportunities for crossing boundaries of nation, period, and discipline that are all too easily taken for granted; it also has the potential for creating a more effective dialogue with other historians and the wider public. (shrink)

In what follows I use the term ‘academic engineering’ to describe the teaching of engineering within a university or college of higher education: specifically, this differentiates an institutional teaching framework from the broader assimilation of engineering working practices in nineteenth-century Britain by the then standard method of apprenticeship or pupillage, and from the practice of engineering as a profession. The growth of academic engineering, both in terms of student numbers and the variety of courses, profoundly influenced the structure of what (...) we might call ‘practical engineering’, the status of engineering as a profession searching for recognition within society, and the corporate relationship between engineers and places of higher education. These are issues which I will only touch on here. (shrink)

ABSTRACT After a productive start in the 1980s, laboratory history is now surprisingly neglected—not lab science, but the lab as social institution. To restart interest, I suggest that we see labs as period specific (early modern, modern, postmodern) and of a piece with each era's dominant social institutions and practices. In the modern era, for example, labs have become powerful and ubiquitous because their operating principles are those of the nation-state and its consumerist political economy. Their educational function is crucial: (...) labs have authority because they are an effective vehicle for educating en masse for life in modern states; they provide general entry to careers in scores of disciplines and a thousand occupations; and they embody prevailing ideals of a meritocracy of competence, transparency (through publication), and a universalistic logic of objectivity. An older microhistory of laboratory practices may thus be reborn as a systematic, macrosocial history of the lab. (shrink)