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Astronomy and Astrophysics in Spain (1850-1914)
Editor: Pedro Ruiz-Castell
Date Of Publication: Jan 2008
Isbn13: 9781847184399
Isbn: 1-84718-439-1
This book explores the progress of astronomy and astrophysics in Spain during the second half of the nineteenth and the beginning of the twentieth century. In fact, it covers a period in which astronomy passed from a position of weakness to one of strength, as manifested by the size and diversity of the community of practitioners. This progress of Spanish astronomy has to be understood in the broader context of the modernizing ideals that took root in the country during the late nineteenth century. But it was essentially the fortuitous convergence of the eclipses of 1900 and 1905 what opened up a new period for the development of astronomy and astrophysics in Spain. These astronomical events brought astronomers from across the world to this country and thereby gave Spanish astronomers an opportunity for international contacts, which led to the inclusion of Spanish scholars into an international astronomical community in the process of becoming institutionalised. This work, which makes a significant contribution to our understanding of the emergence and progress of astronomy and astrophysics in Spain from the second half of the nineteenth century, is impressively documented with printed sources and manuscripts. The result is a "punchy" text, sustained by a rich body of evidence and ideas.
Pedro Ruiz-Castell is Head of the Department of Research and Documentation at the Spanish National Museum of Science and Technology in Madrid (Spain). After pursuing postgraduate studies in the history of science at the universities of Valencia (Spain) and Oxford, he was awarded a D.Phil. at the University of Oxford with a dissertation which has been now transformed into this book. His research and publications mainly focus on the history of physics and allied sciences during the nineteenth and twentieth century, science in the public sphere, and scientific instruments.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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