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The Singular and the Making of Knowledge at the Royal Society of London in the Eighteenth Century
Author: Palmira Fontes da Costa
Date Of Publication: Apr 2009
Isbn13: 978-1-4438-0357-1
Isbn: 1-4438-0357-X
The central subject of this book is the status of singular experiences in the making of natural knowledge at the Royal Society of London in the eighteenth century. It makes a significant contribution to our understanding of the importance of the reporting and display of extraordinary phenomena at the Royal Society in this period, and shows that the success of these practices was largely based on their multiple roles within the Society, where singular experiences not only promoted natural historical and medical knowledge but also played a social and epistemological role. However, singular experiences were problematic in terms of authentication and the book reveals how eighteenth-century literary satires made the Royal Society an easy and favoured target for their interest in them. The book demonstrates the variety and intricacy of elements involved in the making and circulation of natural knowledge in the period. It provides an interdisciplinary and innovative approach to the place of the singular in one of the oldest and most import scientific institutions in the world.
Palmira Fontes da Costa is an Assistant Professor of History of Science at Universidade Nova de Lisboa, Portugal. She earned her doctorate at Cambridge University. Her research interests include the history of natural history and medicine from the sixteenth to the eighteenth century, science and gender, science and ethics, and science and the visual arts. She is the author of multiple articles and the editor of Ciência e Bioarte: Encruzilhadas e desafios Éticos/Science and Bioart: Crossroads and Ethical Challenges (Lisboa: Caleidoscópio, 2007) and O Corpo Insólito: Dissertações sobre Monstros no Portugal do século XVIII Portugal (Porto: Porto Editora, 2005).
‘…comprehensively researched book which constitutes a useful addition to the still scant literature on the Royal Society in the Eighteenth Century…written with authority, and with an eye to the major debates about the character of the Royal Society. At last the life of that institution in the Eighteenth Century is starting to emerge from the shadows to which it has long be consigned.'
John Gascoigne- University of New South Wales, The Journal of BJHS, Vol. 43/1- March 2010
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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