03216nam a22004575i 4500001001800000003000900018005001700027007001500044008004100059020003700100024003500137050001200172072001800184072002300202072002000225100008800245245014700333250001800480264007900498300004400577336002600621337002600647338003600673347002400709505036000733520122601093650003502319650002902354650003502383650004302418650003102461650004302492710003402535773002602569776003602595776003602631856004602667912001402713912001402727999001702741978-3-031-75849-2DE-He21320251030114936.0cr nn 008mamaa250131s2024    sz |    s    |||| 0|eng d  a97830317584929978-3-031-75849-27 a10.1007/978-3-031-75849-22doi 4aDA1-995 7aHBJD12bicssc 7aHIS0150002bisacsh 7aNHDx1DD2thema1 aSwann, Elizabeth L.eauthor.4aut4http://id.loc.gov/vocabulary/relators/aut98037810aScience as Child’s Play in Seventeenth-Century Englandh[electronic resource] :bInnocence, Experience, Experiment /cby Elizabeth L. Swann.  a1st ed. 2024. 1aCham :bSpringer Nature Switzerland :bImprint: Palgrave Macmillan,c2024.  aXIII, 144 p. 7 illus.bonline resource.  atextbtxt2rdacontent  acomputerbc2rdamedia  aonline resourcebcr2rdacarrier  atext filebPDF2rda0 a1. Introduction: 'No babes, but strong men'? -- 2. 'Flesh most fluid': Children’s Senses -- 3. 'Too young to be dogmaticall': Innocence and Objectivity -- 4. Nature’s A.B.C. and the 'Toyish Art' of the Microscope -- 5. Bubbles, Popguns, Lizard’s Tails: Play as Experiment -- 6. 'A compendious way to Experience: Innocence Regained' -- 7. Conclusion.  aIn recent decades, scholars have uncovered the vital contributions made by non-elite figures, including women, artisans, and indigenous peoples, to the development of early modern natural philosophy. This Palgrave Pivot argues that children, too, quite literally played a decisive role in seventeenth-century experimental science in England, both as rhetorical exemplars, and as active contributors in the generation of natural knowledge. Exploring a widespread but critically-neglected connection between experiment and child’s play, it both illuminates the extent to which children participated – intentionally or incidentally – in natural historical and experimental activities, and investigates how ideas about childish innocence and sensory receptivity informed the nascent ideology of scientific objectivity. In the work of figures associated with the early Royal Society, this book proposes, children emerge as instinctive empiricists and experimenters, setting in motion a broader cultural transformation in ideas about childhood and education which still shapes how we think about these things today. Elizabeth L. Swann is Assistant Professor of Interdisciplinary Literary Studies at Durham University, UK. 0aGreat BritainxHistory.966701 0aSciencexHistory.965232 0aEuropexHistoryx1492-.96896814aHistory of Britain and Ireland.96670324aHistory of Science.96610124aHistory of Early Modern Europe.9689692 aSpringerLink (Online service)0 tSpringer Nature eBook08iPrinted edition:z978303175848508iPrinted edition:z978303175850840uhttps://doi.org/10.1007/978-3-031-75849-2  aZDB-2-HTY  aZDB-2-SXH  c66589d66589