The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/Hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ , (...) a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life could turn into ‘let die’ and even into ‘make die’. (shrink)

The ‘European Space of Higher Education’ could be mapped as an infrastructure for entrepreneurship and a place where the distinction between the social and the economic becomes obsolete. Using Foucault's understanding of biopolitics and discussing the analyses of Agamben and Negri/hardt it is argued that the actual governmental configuration, i.e. the economisation of the social, also has a biopolitical dimension. Focusing on the intersection between a politicisation and economisation of human life allows us to discuss a kind of ‘bio‐economisation’ (cf. (...) Bröckling), a regime of economic terror and learning as investment. Finally it is argued how fostering learning, i.e. fostering life (as a learning process) could turn into ‘let die’ and even into ‘make die’. (shrink)

ABSTRACT Recruitment into the scientific community is one oft-stated goal of science education—in the post-Sputnik United States, for example—but this obscures the fact that science textbooks are often read by people who will never be scientists. It cannot be presupposed that science textbooks for younger audiences, students in primary and secondary schools, function in this way. For this reason, precollegiate-level science textbooks are sometimes discussed as a subset of literature popularizing science. The high school science classroom and the textbook are (...) forums for exposing the public to science. The role of governments and educational institutions in regulating the consumption of these texts not only determines which books are used; it influences how they are written, read, and deemed authoritative. Therefore such science textbooks should not be seen as (at best) the disjunction of texts-for-training and books-for-popularization. A changing sense of what “textbooks” are compels a different understanding of their use in the history of science. (shrink)

Textbooks have a low status in the history of science because they have been seen as mere repositories for scientific knowledge. But historians have recently shown how they play a number of roles that can illuminate different aspects of the history of science, from priority disputes to pedagogical practices. The essays in this Focus section aim to expand our vision of textbooks further by showing how they perform various hybrid functions in scientific development.