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Title: The values of English education in the earth sciences, 1790-1830
Author: Dolan, B. P.
Awarding Body: University of Cambridge
Current Institution: University of Cambridge
Date of Award: 1996
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This dissertation examines the negotiations involved in justifying science education, particularly those sciences exploring the earth's 'natural resources', in early nineteenth-century England. Locations ranging from the ancient universities, London societies, to parlour-room lectures, education in the earth sciences was deemed useful because it provided the means to 'improve' the nation, both morally and materially. In the context of educational debates, where the means of reproducing knowledge in a hierarchical society was at issue, the distinctions between scientific theory and the practical applications of such knowledge had to be carefully negotiated. Defining principles upon which a gentlemanly, liberal education was based, against the practical, trained, experimental procedures which were demanded for conducting work in the earth sciences was not easily achieved. It was not easy to reach agreement among those concerned with scientific education as to how much practical detail should be taught. This dissertation examines how establishing rules which governed the acquisition and application of knowledge relied upon defining the values of education. One system of science education was developed within the Cambridge curriculum by Edward Daniel Clarke, professor of mineralogy. Clarke considered Cambridge a place for practically preparing students to enter the governing class. During the Napoleonic wars, concerns over national administration ranged from imperial expansion to effectively exploiting the natural resources that sustained the empire. Standardised methods of analysing the potential value of an imperial frontier relied upon education in the earth sciences.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available