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The First Part of a Dictionary of Chemistry
Lectures on Chemistry 1786, 1786, MSS 146Á48 St Thomas's Hospital, Henry Rumsey Papers, Royal College of Physicians
(2004)
Simõ es 'Charles Alfred Coulson and the Crafting of Science
Chemical Pedagogy and British Chemistry
J. Golinski (1988)
Utility and Audience in Eighteenth-Century Chemistry: Case Studies of William Cullen and Joseph PriestleyThe British Journal for the History of Science, 21
Lind's notes of Cullen's lectures are held by the British Library
(2001)
PhysicianÁChemist and Eccentric
P. Heimann, J. Guire (1971)
Newtonian Forces and Lockean Powers: Concepts of Matter in Eighteenth-Century ThoughtHist Stud Phys Sci, 3
Fordyce's affinity theory is clearly evident throughout this work which ran to five editions, the last of which was
Georgette Taylor (2006)
Unification achieved: William Cullen's theory of heat and phlogiston as an example of his philosophical chemistryThe British Journal for the History of Science, 39
(2006)
See also G. Taylor, 'Common Grounds: Variation and Consensus in 18th Century British Theories of Chemical Affinity
Notes Taken from Lectures on Chemistry, n.d. [1760s], MS/MSL/79aÁc Medical Society of London Wellcome Library for the History and Understanding of Medicine
Edward Bancroft
Experimental researches concerning the philosophy of permanent colours : and the best means of producing them, by dyeing, calico printing, &c
Summary This paper presents a case study that contributes to the current debate among historians of chemistry concerning the role and influence of pedagogy in science. Recently, Bernadette Bensaude-Vincent and her colleagues concluded that in nineteenth-century France, ‘textbooks played an important role in discipline building and in creating theories’.1 Developing this idea further, this paper examines the dissemination of knowledge through face-to-face chemical lectures, showing that the influence of pedagogical strategy on theoretical content of the science is far from negligible. The pedagogy of William Cullen was essentially responsible for the prevalence of the doctrine of affinity in British chemistry from the 1760s onwards. Cullen used his affinity theory as a pedagogical tool that to a large extent defined his discipline, and the pedagogical pyramid that he headed similarly ensured that the doctrine would remain at the heart of British chemistry. From a pedagogical tool, the doctrine of affinity was transformed over time into a chemical tool, offering British chemists a disciplinary common ground that both set and reinforced the boundaries to their discipline. 1A. Garcia-Belmar, B. Bensaude-Vincent and J.R. Bertomeu-Sánchez, ‘The Power of Didactic Writings: French Chemistry Textbooks of the Nineteenth Century’, in Pedagogy and the Practice of Science: Historical and Contemporary Perspectives, edited by D. Kaiser (Cambridge, MA, 2005), 243.
Annals of Science – Taylor & Francis
Published: Oct 1, 2008
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