Details

Autor(en) / Beteiligte

• Dietz, Feike
• Dupré, Sven

Titel

Youthful minds and hands: Learning practical knowledge in early modern Europe

Ist Teil von

• Science in context, 2019-06, Vol.32 (2), p.113-118

Ort / Verlag

Cambridge, UK: Cambridge University Press

Erscheinungsjahr

2019

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• The central question is how did young people appropriate and distribute practical knowledge, and how did learning processes change in response to knowledge cultures placing emphasis on the value of practical knowledge? Scholarship on artisanal epistemologies in particular has called into question traditional distinctions between the hand and the mind as well as between theory and practice (Roberts, Schaffer, and Dear 2007; Smith and Schmidt 2007; Smith 2004; Smith 2009; Valleriani 2017; Long 2012; Dupré, De Munck, and Clarke 2012; Dupré and Göttler 2017). [...]recent scholarship has examined how and why knowledge was codified and visualized (Smith and Beentjes 2010; Smith 2010; Harkness 2007; Long 2001). In part two, several articles explore aspects of such mediated learning processes in several social and geographical contexts (e.g. Wandel’s paper is about the education of a prince; Dietz discusses youth literature published for a broader audience), and in different media environments (e.g. Wandel on maps and Dietz on books). Acknowledgments This topical issue comes out of a series of workshops, which have been supported by Utrecht University (Descartes Centre, Institute for Cutural Inquiry, Dynamics of Youth), the Max Planck Institute for the History of Science, KNAW (Royal Netherlands Academy of Arts and Sciences), and the University Museum Utrecht.