Science and medicine

This is the first ‘Science and Medicine’ chapter in The Year’s Work in Critical and Cultural Theory. It is synchronised with the journal’s other chapters in its reviewing of works published in 2010, while it also reads these works in the broader context of rapidly expanding interdisciplinary areas of research. Scientific and medical vocabularies are (to use a scientific metaphor) cross-pollinating within many areas of scholarship in the humanities, and this current period is bringing many exciting developments. This chapter concentrates on literary studies, while forthcoming chapters will also look more squarely at cultural studies.

'Context' in Durham, E., 'Symbols of power: The Silchester Bronze Eagle and eagles in Roman Britain'

Those who study Roman art and religion in Britain will know that there are a relatively small number of pieces in stone and bronze which are regularly used to illustrate arguments on Romanization, provincialism and identity. However, while these objects become familiar through such use, they are, in fact, often little studied as pieces in their own right and the only description of their appearance and context are some fifty or more years old. Re-excavation of the context from which the Silchester eagle was recovered has raised questions about the date of its deposition, as well as its origin and use, and indeed the nature of its deposition at Silchester. This paper examines the figurine in detail, the role of the eagle at Silchester and explores the significance of the eagle more widely in Roman Britain.

Symbols of power: the Silchester bronze eagle and eagles in Roman Britain

Those who study Roman art and religion in Britain will know that there are a relatively small number of pieces in stone and bronze which are regularly used to illustrate arguments on Romanization, provincialism and identity. However, while these objects become familiar through such use, they are, in fact, often little studied as pieces in their own right and the only description of their appearance and context are some fifty or more years old. Re-excavation of the context from which the Silchester eagle was recovered has raised questions about the date of its deposition, as well as its origin and use, and indeed the nature of its deposition at Silchester. This paper examines the figurine in detail, the role of the eagle at Silchester and explores the significance of the eagle more widely in Roman Britain.

Education and training futures in horticulture and horticultural science

Horticultural knowledge and skills training have been with humankind for some 10,000 to 20,000 years. With permanent settlement and rising wealth and trade, horticulture products and services became a source of fresh food for daily consumption, and a source of plant material in developing a quality environment and lifestyle. The knowledge of horticulture and the skills of its practitioners have been demonstrated through the advancing civilizations in both eastern and western countries. With the rise of the Agricultural Revolutions in Great Britain, and more widely across Continental Europe in the 17th and 18th centuries, as well as the move towards colonisation and early migration to the New Worlds, many westernised countries established the early institutions that would provide education and training in agriculture and horticulture. Today many of these colleges and universities provide undergraduate, postgraduate and vocational and technical training that specifically targets horticulture and/or horticultural science with some research and teaching institutions also providing extension and advisory services to industry. The objective of this chapter is to describe the wider pedagogic and educational context in which those concerned with horticulture operate, the institutional structures that target horticulture and horticultural science education and training internationally; examine changing educational formats, especially distance education; and consider strategies for attracting and retaining young people in the delivery of world-class horticultural education. In this chapter we set the context by investigating the horticultural education and training options available, the constraints that prevent young people entering horticulture, and suggest strategies that would attract and retain these students. We suggest that effective strategies and partnerships be put in place by the institution, the government and most importantly the industry to provide for undergraduate and postgraduate education in horticulture and horticultural science; that educational and vocational training institutions, government, and industry need to work more effectively together to improve communication about horticulture and horticultural science in order to attract enrolments of more and talented students; and that the horticulture curriculum be continuously evaluated and revised so that it remains relevant to future challenges facing the industries of horticulture in the production, environmental and social spheres. These strategies can be used as a means to develop successful programs and case studies that would provide better information to high school career counsellors, improve the image of horticulture and encourage greater involvement from alumni and the industries in recruitment, provide opportunities to improve career aspirations, ensure improved levels of remuneration, and promote the social features of the profession and greater awareness and recognition of the profession in the wider community. A successful career in horticulture demands intellectual capacities which are capable of drawing knowledge from a wide field of basic sciences, economics and the humanities and integrating this into academic scholarship and practical technologies.

To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils

Scientists hold a wide range of beliefs on matters of religion, although popular media coverage in the UK commonly suggests that atheism is a core commitment for scientists. Considering the relationship between religion and science is a recommended topic in the English National Curriculum for lower secondary pupils (11-14 year-olds), and it is expected that different perspectives will be considered. However it is well established that many pupils may have difficulty accessing sophisticated ideas about the nature of science, and previous research suggests some may identify science with scientism. To explore pupil impressions of the relationship between science and religion, 13-14 year old pupils were surveyed in one class from each of four English secondary schools, by asking them to rate a set of statements about the relationship between science and religion, and scientific and religious perspectives on the origins of the world, and of life on earth, on the value of prayer and on the status of miracles. The survey revealed diverse views on these issues, reflecting the wider society. However it was found that a considerable proportion of the pupils in the sample considered religious beliefs and scientific perspectives to be opposed. The basis and potential consequences of such views are considered, and the need for more attention to this area of student thinking is highlighted.

‘Rapt up with joy’: children’s emotional responses to death in early modern England

The chapter is an investigation of the child’s emotional response to death in early modern England. While much valuable scholarship has been produced on parents’ responses to the deaths of children, the reactions of the young themselves have rarely been explored. Drawing on a range of printed and archival sources, I argue that children expressed diverse and conflicting emotions, from fear and anxiety, to excitement and ecstasy. By exploring the emotional experiences of Protestants, the chapter contributes to the bourgeoning literature on emotion and religion, and contests earlier depictions of reformed Protestantism as an inherently intellectual, rather than an affective, faith. This study also suggests that we revise the way we classify the emotions, resisting the intuitive urge to categorise them as ‘positive’ or ‘negative’. The fear of hell, for example, though profoundly unpleasant, was regarded as a rational, commendable response, which demonstrated the work of the Holy Spirit in the soul, and was a prerequisite for the attainment of a joyful assurance of heaven. An underlying question is to what extent children’s responses to death differed from those of adults. I propose that although their reactions were broadly similar, the precise preoccupations of dying children were different. Through highlighting these distinctive features, we can come to a closer idea of what it was like to be a child in the early modern period.