Schooling the Quantum Generations: Textbooks and Quantum Cultures from the 1910s to the 1930s

Ever since Thomas Kuhn's influential The Structure of Scientific Revolutions (1962), textbooks have suffered a bad reputation. They have been accused of distorting—at times purportedly—history and of feeding students with an unacceptably simplified and optimistic view of science. This attitude started to change only in recent times. With the increase of attention paid not only to how theories are conceived, but also how they are practiced, disseminated, and appropriated, historians have rehabilitated textbooks as a legitimate site of knowledge production. In this paper, I adopt textbooks as an instrument to unfold multiple facets of the culture that allowed quantum physics to flourish between 1900 and the early 1930s. I organize the article around two stories about two major textbooks, i.e., Sommerfeld′s Atombau und Spektrallinien and Dirac′s Principles of Quantum Mechanics. I explore the complex pedagogical cultures underlying these two masterpieces and how they intersect local agendas.     

A hard binary to shake: The limitations and possibilities of teaching GIS critically

This paper builds upon studies employing a syllabi-based methodology that suggest a tendency for critical geographic information science (GIS) courses to emphasize reading/discussion about GIS without actually doing GIS, and for traditional GIS instruction courses to emphasize the technical capacities of GIS software without incorporating critical theory in substantive ways. However, through ethnographic evidence we reveal that there is likely more innovative theory-practice transcending pedagogies being utilized than would necessarily show up in such a syllabi-based methodology. There are also very real and differentially manifest pragmatic, departmental, and institutional barriers in place to effectively incorporating critical social theory into courses that actually do GIS. We first catalogue these barriers as a means of ascertaining what can (and cannot) be done to overcome them through GIS pedagogic innovation. We then outline the (often-veiled) pedagogic strategies deployed by critical GIS scholars today to navigate and circumvent these barriers.     

Out of the Ivy and into the Arctic: Imitation Coral Reconstruction in Cross-Cultural Contexts

This essay discusses imitation coral reconstruction workshops based on a recipe from a sixteenth-century “book of secrets” that took place in three different educational contexts: Columbia University, Nunavut Arctic College, and Universität Hamburg. It reflects on the utility of reconstruction and material literacy as present-day history of science methodologies in which scholarly textual interpretation meets physical research. It also considers the nature of cultural heritage in shaping material practice through an Inuit cultural context, in which the acquisition and dissemination of knowledge is not rooted in textual traditions, but bodily embedded in oral histories, craft technology, and land stewardship. The essay also presents suggestions for new collaborative practices between humanists, artisans, and scientists that can be facilitated by reconstruction methodology.     

Bringing gender and spatial theory to life at a German technical university

This article focuses on the use of a university sculpture garden, the renaming of streets, and advice about the use of public space in order to teach the intersection of gender theory with spatial theory. This article outlines methods for teaching gender and spatial theory to international and multidisciplinary bachelor’s and master’s students in English at a German technical university. Most of the students had not learned gender or spatial theory prior to the course. A review of the course syllabus is included, and interactive teaching methods are outlined for the writings of three scholars: Elizabeth Grosz, Henri Lefebvre, and Dolores Hayden. Three intertwined aspects of campus life: its student life, its architecture, and its outdoor sculpture are brought into conversation with those theorists. Students learn the history of their campus buildings, outdoor spaces and artwork, along with how university spaces, place naming, and storytelling all affect their educational and individual experiences. By interacting with and analyzing examples of campus architecture, urban space, and outdoor sculpture, students discover how spatial and gender theories function in everyday life. However, students were more convinced that living gendered interactions affected everyday life, and less convinced that static gender representations such as the sculpture garden or street naming impacted gender ideas and perceptions.     

Does digital video enhance student learning in field-based experiments and develop graduate attributes beyond the classroom?

The connection between fieldwork and development of graduate attributes is explored in this paper. Digital technologies present opportunities to potentially enhance the learning experience of students undertaking fieldwork, and develop core digital attributes and competencies required by Higher Education Institutions (HEIs) and employers. This paper reports the success of adopting digital video capture in technology-rich field experiments that form part of final year undergraduate courses in Physical Geography at an HEI in New Zealand. Student perceptions were obtained via a range of approaches. Results suggest that deployment of digital video reinforces student learning and connects with core graduate attributes.     

The Technologization of Literacy

Currently,it is acknowledged that literacy is closely connected with technology,since technological literacy has fundamentally changed the ways to learn and teach.This paper aims at exploring the utilization of technology in literacy both inside and outside classroom and implication that how to take advantages of technology properly in daily teaching.     

Connecting lectures to current affairs: the “letters to newspapers” assignment

This paper presents the experiences of teaching political geography, in a level 2 BA course, with the use of an innovative assignment – the letters to newspapers assignment. We provide here the aims, rationale and a detailed outline of the assignment. We also discuss student feedback from 67 questionnaires and 2 focus groups. Our findings suggest that the assignment was instrumental in (a) enabling the students to see concepts in action, that is to link abstract ideas with real-world issues and (b) initiating a move away from passive learning towards supporting students to actively and critically reflect upon their relationship with the world.     

Teaching historical geography in the field

This paper examines the pedagogical and practical challenges associated with teaching historical geography, and archival research specifically, in the context of the undergraduate field trip. In so doing, it draws upon students' own reflections on the experience of conducting archival research during a field trip to New York City and presents the results of an international survey of academics' views as to the current problems and future possibilities associated with the teaching of historical geography and the implications of these perspectives for future curriculum design.     

Challenging students' perceptions of sustainability using an Earth Systems Science approach

This study investigated whether an Earth Systems-based course focused on raising postgraduate students' awareness of sustainability, from a systems-thinking perspective, would produce graduates with commitment to drive the sustainability agenda forward with a broad perspective. It investigated students' pre and post-course perceptions of sustainability using a pre- and post-course survey, and by analysing the students' reflective journal entries. The findings confirmed those of previous studies in that initially these students did have an enviro-centric view. The study showed that while the students' perceptions had indeed moved towards a broader view of sustainability, many still leaned towards an environmentally focused perspective.     

The Original Placement of the Hereford Mappa Mundi

Although antiquarians, historians of cartography, palaeographers and art historians have written about the Hereford mappa mundi for more than three hundred years, we know little about its original placement or use. This paper relies on new masonry and dendrochronological evidence and the system of medieval ecclesiastical preferments to argue that this monumental world map was originally exhibited in 1287 next to the first shrine of St Thomas Cantilupe in Hereford Cathedral's north transept. It did not function as an altarpiece, therefore, but as part of what I call the Cantilupe pilgrimage complex, a conglomeration of items and images which was for a time one of England's most popular pilgrimage destinations. In this location, the map would have added to the complex's attractive power and served as a multi‐media pedagogical tool.

Bien que les amateurs d'antiquités, les historiens de la cartographie, les paléographes et les historiens de l'art aient écrit depuis plus de trois cents ans sur la mappemonde de Hereford, on connaît peu de choses à propos de son emplacement primitif ou de son utilisation. Cet article s'appuie sur des preuves tirées de la nouvelle maçonnerie et de la dendrochronologie pour affirmer que cette monumentale carte du monde était présentée à l'origine près du premier tombeau de Saint Thomas Cantilupe, dans le transept nord de la cathédrale de Hereford. Elle n'était donc pas utilisée comme un retable, mais comme un élément de ce que j'appelle le ‘système du pèlerinage de Cantilupe’, un ensemble d'objets et d'images qui constitua un temps l'une des destinations de pèlerinage parmi les plus populaires d'Angleterre. A son emplacement, la carte aurait ajouté au pouvoir d'attraction du système et servi d'outil pédagogique multimédia.

Obwohl Historiker, Kartographiehistoriker, Palaeographen und Kunsthistoriker seit über dreihundert Jahren über die Mappa Mundi von Hereford geschrieben haben, wissen wir wenig über ihren originalen Aufstellungsort und ihre Verwendung. Die Argumentation in diesem Beitrag basiert auf neuen Untersuchungen der Steinmetzarbeiten, der Dendrochronologie und des Systems der Beförderung in der mittelalterlichen Kirchenhierarchie, die nahelegen, dass diese monumentale Weltkarte 1287 ihren ersten Aufstellungsplatz neben dem ersten Schrein des Heiligen Thomas Cantilupe im nördlichen Querschiff der Kathedrale von Hereford erhielt. Sie diente dementsprechend nicht als Altarbild, sondern bildete einen Teil dessen, was der Autor den ‘Cantilupe pilgrimage complex’ nennt. Dabei handelt es sich um eine Gruppe von Bildern und Gegenständen, die für einige Zeit zum populärsten Pilgerziel Englands avancierten. An diesem Platz hätte die Karte die Attraktivität dieses Komplexes gesteigert und als ein multimediales pädagogisches Instrument gedient.

Aunque anticuarios, historiadores de la cartografía, paleógrafos e historiadores del arte han escrito sobre el mappa mundi de Hereford durante más de 300 años, conocemos poco acerca de su emplazamiento original o uso. Este artículo trata de la obra de la nueva sillería de la catedral, de evidencias dendrocronológicas y del sistema de preeminencias eclesiásticas medievales, para argumentar que este monumental mapa del mundo fue originalmente exhibido en 1287 cerca del primer sepulcro de Santo Thomas Cantilupe, en el crucero norte de la catedral de Hereford, y que no funcionó como retablo, sino como parte de lo que el autor denomina ‘el complejo de peregrinaciones Cantilupe’, un conglomerado de aditamentos e imágenes que fue en aquel tiempo uno de los mas populares destinos de peregrinación en Inglaterra. En este emplazamiento, el mapa podría haber añadido atractivo al complejo y servido como un instrumento de pedagogía multimedia.