The Institutionalization of Zoology

动物学的制度化

• 批准号: 9211818
• 负责人: Marsha Richmond
• 金额: $ 5万
• 依托单位: Individual Award
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1992
• 资助国家: 美国
• 起止时间: 1992-09-01 至 1995-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9211818&HistoricalAwards=false
• 关键词: Institutionalization; Zoology

Science education in the United States was largely based on models drawn from Germany. Young Americans interested in pursuing a career in science went to Germany for advanced education. This practice continued well into the 20th century--for example, Robert Oppenheimer, "father of the atomic bomb," studied quantum physics in Germany. Thus, if one wants to understand science education in America, one must understand its origins in Germany. A central focus in studies of the development of science in Germany are the scientific institutes of the universities. Their creation in the last third of the 19th century sparked an "institutional revolution" that Thomas Kuhn has called the "Second Scientific Revolution" owing to its importance for providing the organizational structure that made possible the remarkable intellectual advances of the modern era. To date, most studies have investigated the institutes of physics, chemistry, or physiology. Dr. Richmond is presenting a detailed archival study of the institutionalization of zoology in Munich University. One of the largest and most important centers of zoology in Germany, Munich harbored all of the major research programs of this period: Naturphilosophie, "scientific" zoology, and experimental zoology. By examining the cognitive, institutional, and socioeconomic factors that influenced the development of zoology in Munich over the course of the 19th and early 20th centuries, the study provides new information about the fine structure of the operation of one institute, and its findings can be applied more generally to broaden our understanding of the development of zoology during this critical period in its history.

美国的科学教育很大程度上是以德国的模式为基础的。有兴趣从事科学事业的美国年轻人去德国接受高等教育。这种做法一直持续到20世纪——例如，“原子弹之父”罗伯特·奥本海默（Robert Oppenheimer）在德国研究量子物理学。因此，如果想了解美国的科学教育，就必须了解它在德国的起源。德国科学发展研究的中心焦点是大学的科学研究所。它们在19世纪后30年的诞生引发了一场“制度革命”，托马斯·库恩（Thomas Kuhn）将其称为“第二次科学革命”，因为它提供了一种重要的组织结构，使现代显著的智力进步成为可能。迄今为止，大多数研究都是在物理、化学或生理学研究所进行的。里士满博士正在介绍慕尼黑大学动物学制度化的详细档案研究。作为德国最大和最重要的动物学中心之一，慕尼黑是这一时期所有主要研究项目的所在地：自然哲学、“科学”动物学和实验动物学。通过考察19世纪和20世纪初影响慕尼黑动物学发展的认知、制度和社会经济因素，该研究提供了关于一个研究所运作的精细结构的新信息。它的发现可以更广泛地应用于拓宽我们对这一历史关键时期动物学发展的理解。