Bodies of Knowledge: Professor Francis J. Cole, Anatomical Science and Epistemology (Origin of Disciplines, CNCS, University of Durham)

Question, 2017

https://www.questionjournal.com/issues

In May 1870 T.H. Huxley had to organize the administration and marking of 3705 animal physiology examinations for the Department of Science and Art. This paper closely follows this case as a window into how industrial-scale testing became possible in the second half of the 19th century.

1996

ABSTRACT THISARTICLE CONTAINS SUGGESTIONS for retrieval of bibliographic data:(1) by those interested in revealing interdisciplinarity, and (2) by those interested in being interdisciplinary. It is the latter who are most likely to produce interdisciplinary syntheses. Retrieval depends on bibliographic markers of various kinds, some of which divide disciplines. A major bibliographic indicator of interdisciplinarity is occurrence of the same marker on both sides of a disciplinary divide.

1996

LARGEUNIVERSITY LIBRARIES FACE particular challenges in selecting information resources, organizing them, and providing direct services to support interdisciplinary scholarship. The tension between generalization and specialization is manifested in these core activities and in the debate over branch versus centralized libraries.

Journal of the American Society for Information Science and Technology

Bishop, AP, Mehra, B., Bazzell, I., & Smith, C.(2001). Chapter 3: Scenarios in the design and evaluation of networked information services: An example from community health. In CR McClure & JC Bertot (Eds.), Evaluating networked information services: Techniques, policy, and issues (pp. 45-66). Medford, NJ: Information Today.

Shakespeare & Science examines Shakespearean drama in light of early practices, theories, and conceptual lexicons of anatomy, cartography, botany, physics, cosmology, meteorology, experimental science, and early variants of “life science.” In doing so, it aims, on the one hand, to expand our understanding of the relationships between art and science, nature and norms, and experience and experiment in the early modern period, and, on the other hand, to attend to the relative neglect of Shakespeare in recent scholarship on literature and science informed by new developments in the History of Science and Science Studies. Featuring new articles by Jean Feerick, Carla Mazzio, Kristen Poole, Elizabeth Spiller, Valerie Traub, Henry Turner, and William West, this Special Double Issue aims to move beyond earlier assessments of Shakespeare and particular sciences, and beyond the analysis of thematic traces of, or indeed reflections of, historical arenas of scientific practice, investigation and explication. It aims rather, to move toward a more nuanced understanding of forms of consilience and contestation between dramatic and scientific practices, epistemologies, mentalities, and assumptions integral to the making and unmaking of knowledge. While presenting a series of varied and innovative arguments on science, culture and Shakespearean drama, this volume is designed to pose as many questions as it provides answers, and in doing so to spur new research into Shakespeare and the manifold “sciences” that informed, and would be informed by, his works. Mazzio’s introduction historicizes “science” c. 1600 and maps out earlier cultural and scholarly interests in “Shakespeare and science," including a still largely unexplored archive of nineteenth and early twentieth-century scientific practitioners (of chemistry, meteorology, entomology, ornithology, botany, medicine and mineralogy) who wrote books and articles on Shakespeare and their particular area of specialization. The Introduction also attends to treatments of Shakespeare and various sciences in the twentieth century in order to emphasize that, while the articles themselves offer new approaches and insights to Shakespearean drama and early modern culture, Shakespeare & Science emerges even as it departs from a long and variegated tradition of inquiry into Shakespearean drama and practices and forms of knowledge aligned with the sciences.

2004