Inventing Chemistry: Herman Boerhaave and the Pedagogical Reform of the Chemical Arts

这个项目探讨了大学教育学在化学学科发展中的作用。该项目包括关于荷兰医学和化学教授赫尔曼·博尔哈韦(Herman Boerhaave，1668-1738)及其为改革莱顿大学化学教学所做的努力的历史案例研究。它考察了Boerhave如何通过将化学成功地整合到莱顿医学院的课程中来将其作为大学学科来建立，作为他医学教育总体改革的一部分。这一整合过程需要对来自不同化学传统的各种实践和概念进行重组和重新解释，以便将它们塑造成一门符合莱顿医学院教学和哲学规范的化学课程，并以一种得到莱顿大学馆长和荷兰宗教团体支持的方式展示自己和他的工作。私家侦探将主要根据博尔哈韦论文中的手稿材料进行描述，这些论文目前保存在俄罗斯圣彼得堡的军事医学院。该项目将对化学史作出重大贡献，就该领域的机构和学科发展提出一种不同的观点，并增加关于化学和炼金术以及化学和医学之间关系的辩论。该项目还有力地证明了该大学，特别是在荷兰共和国，在十七世纪末和十八世纪初发展和传播新的经验和实验自然哲学方面的重要性。最后，就其对科学和社会的广泛意义而言，该项目将提高科学家和STS学者对科学教育学日益增长的兴趣，特别是关于教育学工作的地位随着时间的推移而发生的变化，以及利用教育学促进学科改革和哲学议程。

This project explores the role of university pedagogy in the development of chemistry into an academic discipline. The project consists of a historical case study on the Dutch medical and chemical professor, Herman Boerhaave (1668-1738), and his efforts to reform the teaching of chemistry at Leiden University. It examines how Boerhaave established chemistry as a university subject by successfully integrating it into the curriculum of the Leiden medical faculty as part of his general reform of medical education. This process of integration required the re-structuring and re-interpretation of various practices and concepts from diverse chemical traditions in order to shape them into a chemical course which conformed to the pedagogical and philosophical norms of Leiden's medical faculty as well as presenting himself and his work in a manner which would enlist the support of the Leiden University curators and Dutch religious community. The P.I. will base his account largely on manuscript materials found in Boerhaave's papers currently held at the Military Medicine Academy in Saint-Petersburg, Russia. This project will make a significant contribution to the history of chemistry by suggesting an alternate view regarding the institutional and disciplinary development of the field and add to the debates on the relationship between chemistry and alchemy and chemistry and medicine. The project also presents a strong case for the importance of the university, especially in the Dutch Republic, in the development and spread of new empirical and experimental natural philosophies during the late seventeenth and early eighteenth centuries. Finally, with regard to its wider significance for science and society, the project will enhance the growing interest in science pedagogy among scientists and STS scholars, especially regarding the changing status of pedagogical work over time and the uses of pedagogy to promote disciplinary reforms and philosophical agendas.