All photographs are historical photographs. Whether they existed for seconds or millennia before the shutter clicks, the objects in the frame all have a history. Without knowing that history, photographs can become dead objects, untethered in time and space. The author uses contemporary photographs of Tulare County and archival and contemporary photographs of F Ranch in Point Reyes to show how the history of a landscape is revealed.
Intelligence gouvernementale et sciences sociales. Vincent Spenlehauer [95-128]. Après 1945 en France, les rapports entre sciences sociales et action publique ont été fortement conditionnés par la constitution et les évolutions d'un appareil d'expertise socio-économique interne à l'État central et dont les expressions les plus fameuses sont «planification», «rationalisation des choix budgétaires», «évaluation des politiques publiques». L'auteur rend compte de la vie de cet appareil d'expertise, décrit les contradictions qui en minent la pertinence gouvernementale, et suggère que les sciences sociales auraient aujourd'hui tout à gagner à édulcorer leur positionnement autonomiste vis-à-vis de l'action publique.
Bibliography: leaves 94-105. ; The purpose this empirical investigation is to determine how closely the science and technology curriculum views of South African science teachers concur with those of science Expo students in 1997. The study is also substantial contribution to an on-going national survey of the views of more than 1000 respondents for improving the teaching and learning of school science and technology as part of the Reconstruction and Development Programme. The 1995 Government White Paper states that there is a need for curriculum development that includes finding criteria to prepare and recruit students for subjects in short supply, particularly science, mathematics and technology. In its statement of Values and Principles of Education and Training, the White Paper (15 March 1995:22) states: -An appropriate mathematics, science and technology education initiative is essential to stem the waste of talent, and make up the chronic national deficit in these fields of learning, which are crucial to human understanding and to economic advancement. Subsequent to the release of the White paper, a panel of seven South African researchers reviewed the science and technology (S&T) literature and extracted fifteen possible policy recommendations for the improvement of teaching methods, curriculum and textbooks in science and technology programmes.
En este trabajo nos proponemos analizar las similitudes en las concepciones de la historia de Hannah Arendt y de Arthur Danto. Sobre la base de estas similitudes, y dada la anterioridad temporal de las obras de Arendt relevantes para este tema -mediados y fines de la década del 50-, pretendemos mostrar que esta autora anticipó, en cierta medida, el enfoque general del narrativismo histórico iniciado con la publicación del libro de Danto Filosofía analítica de la historia en 1965. Por otra parte, sostenemos que a diferencia de Danto, Arendt no sólo se ocupa de los problemas epistemológicos de la historia sino también de las relaciones entre la historia y la política. Esta peculiaridad del enfoque de Arendt, que denominaremos dimensión política de la historia, desempeña un papel central en el fortalecimiento del espacio público. ; The aim of this paper is to analyze the similarities in terms of historical conceptions between Hannah Arendt and Arthur Danto. On the basis of those similarities, and in view of the fact that the works of Arendt related to this subject were published before those of Danto -middle and late 50s- we will try to show how this authoress anticipated, in a certain way, the general approach of historical narrativism that began with Danto's publication in 1965 of his book Filosofía analítica de la historia . We also consider that, unlike Danto, Arendt deals not only with the epistemological issues of History but also with the relationship between History and Politics. This particular aspect in Arendt's approach, that we will call the political dimension of History, plays a key role in the strengthening of the public sphere. ; Facultad de Humanidades y Ciencias de la Educación
Programs for the reform of K-12 science teaching today usually insist that science teachers must introduce their students to the nature of science, as well as to scientific content. The academic field of science studies, however, evinces no consensus about what the nature of science really is. This article examines how science educators and educational researchers have drawn on the fragmented teachings of science studies about the nature of science, and how they have used those teachings as a resource in their own projects. It identifies three competing movements for the reform of science teaching that owe a particular debt to science studies: history and philosophy of science (HPS), science, technology, and society (STS), and constructivist pedagogy. The article analyzes some of the deep assumptions about the relationships between research science, school science, and children's learning that pervade the educational literature.
Modeling patterns of human migration -- Earliest human migrations, to 40,000 BP -- Peopling northern and American regions, 40,000 to 15,000 BP -- Agriculture, 15,000 BP to 5000 BP -- Commerce, 3000 BCE to 500 CE -- Modes of movement, 500 CE to 1400 CE -- Spanning the Oceans, 1400 to 1700 -- Labor for industry and empire, 1700 to 1900 -- Diasporas and nations in expansion, 1900 to 1980 -- Migration in global transformation, 1980 to 2050.
COVID–19 has not only resulted in nearly two and a half million deaths globally but it has also spawned a pandemic of misinformation and conspiracies. In this article I examine COVID–19 misinformation and conspiracies in the United States (US). These misinformation and conspiracies have been commonly argued to be anti-science. I argue, although it is important to rebut false information and stop their spread, social scientists need to analyse how such anti-science claims are discursively framed and interpreted. Specifically, I show how the framing of the anti-science conspiracies utilise the credibility of science and scientists. I also explore how the COVID–19 misinformation and conspiracies were given different meaning among different social groups. The article is divided into three sections. In the first section I analyse the discursive emplotment of the Plandemic video that had Dr Judy Mikovits presenting several COVID–19 conspiracy theories and went viral before it was taken down from major social media platforms. I show how the video draws on the credibility of science, scientists, and scientific journals to present misinformation and conspiracies claims against vaccination, mask wearing, etc. The second section explores how COVID–19 misinformation and conspiracies were interpreted among the African-American community by drawing on the history of black community's experiences in the US and as such how their interpretations stand in contrast to the interpretations of the COVID–19 misinformation and conspiracies among the White community. The last section analyses the role of STS in engaging with anti-science and post-truth issues and emphasises the need to excavate genealogies of the present even with regard to misinformation and conspiracies.
