In New Science, New World Denise Albanese examines the discursive interconnections between two practices that emerged in the seventeenth century--modern science and colonialism. Drawing on the discourse analysis of Foucault, the ideology-critique of Marxist cultural studies, and de Certeau's assertion that the modern world produces itself through alterity, she argues that the beginnings of colonialism are intertwined in complex fashion with the ways in which the literary became the exotic "other" and undervalued opposite of the scientific. Albanese reads the inaugurators of the scientific revolution against the canonical authors of early modern literature, discussing Galileo's Dialogue on the Two Chief World Systems and Bacon's New Atlantis as well as Milton's Paradise Lost and Shakespeare's The Tempest. She examines how the newness or "novelty" of investigating nature is expressed through representations of the New World, including the native, the feminine, the body, and the heavens. "New" is therefore shown to be a double sign, referring both to the excitement associated with a knowledge oriented away from past practices, and to the oppression and domination typical of the colonialist enterprise. Exploring the connections between the New World and the New Science, and the simultaneously emerging patterns of thought and forms of writing characteristic of modernity, Albanese insists that science is at its inception a form of power-knowledge, and that the modern and postmodern division of "Two Cultures," the literary and the scientific, has its antecedents in the early modern world. New Science, New World makes an important contribution to feminist, new historicist, and cultural materialist debates about the extent to which the culture of seventeenth-century England is proto-modern. It will offer scholars and students from a wide range of fields a new critical model for historical practice.

A bestseller--more than 300,000 copies sold, translated into seventeen languages, and featured in the Los Angeles Times, Washington Post, Miami Herald, Harvard Business Review, Fast Company, and Fortune; Shows how discoveries in quantum physics, biology, and chaos theory enable us to deal successfully with change and uncertainty in our organizations and our lives; Includes a new chapter on how the new sciences can help us understand and cope with some of the major social challenges of our timesWe live in a time of chaos, rich in potential for new possibilities. A new world is being born. We need new ideas, new ways of seeing, and new relationships to help us now. New science--the new discoveries in biology, chaos theory, and quantum physics that are changing our understanding of how the world works--offers this guidance. It describes a world where chaos is natural, where order exists ''for free.'' It displays the intricate webs of cooperation that connect us. It assures us that life seeks order, but uses messes to get there.Leadership and the New Science is the bestselling, most acclaimed, and most influential guide to applying the new science to organizations and management. In it, Wheatley describes how the new science radically alters our understanding of the world, and how it can teach us to live and work well together in these chaotic times. It will teach you how to move with greater certainty and easier grace into the new forms of organizations and communities that are taking shape.

Prior to 1735, South America was terra incognita to many Europeans. But that year, the Paris Academy of Sciences sent a mission to the Spanish American province of Quito (in present-day Ecuador) to study the curvature of the earth at the Equator. Equipped with quadrants and telescopes, the mission’s participants referred to the transfer of scientific knowledge from Europe to the Andes as a “sacred fire” passing mysteriously through European astronomical instruments to observers in South America.By taking an innovative interdisciplinary look at the traces of this expedition, Measuring the New World examines the transatlantic flow of knowledge from West to East. Through ephemeral monuments and geographical maps, this book explores how the social and cultural worlds of South America contributed to the production of European scientific knowledge during the Enlightenment. Neil Safier uses the notebooks of traveling philosophers, as well as specimens from the expedition, to place this particular scientific endeavor in the larger context of early modern print culture and the emerging intellectual category of scientist as author.

A rebellious Indian proclaiming noble ancestry and entitlement, a military lieutenant foreshadowing the coming of revolution, a blasphemous Creole embroiderer in possession of a bundle of sketches brimming with pornography. All shared one thing in common. During the late eighteenth century, they were deemed to be mad and forcefully admitted to the Hospital de San Hipolito in Mexico City, the first hospital of the New World to specialize in the care and custody of the mentally disturbed. Christina Ramos reconstructs the history of this overlooked colonial hospital from its origins in 1567 to its transformation in the eighteenth century, when it began to admit a growing number of patients transferred from the Inquisition and secular criminal courts. Drawing on the poignant voices of patients, doctors, friars, and inquisitors, Ramos treats San Hipolito as both a microcosm and a colonial laboratory of the Hispanic Enlightenment—a site where traditional Catholicism and rationalist models of madness mingled in surprising ways. She shows how the emerging ideals of order, utility, rationalism, and the public good came to reshape the institutional and medical management of madness. While the history of psychiatry's beginnings has often been told as seated in Europe, Ramos proposes an alternative history of madness's medicalization that centers colonial Mexico and places religious figures, including inquisitors, at the pioneering forefront.

Over 7,000 entries drawn from one of the most authoritative and up-to-the-minute encyclopedia databases in the world come together in this comprehensive dictionary of science. 500 illustrations; diagrams, tables, & chronologies.

In Making the New World Their Own, Qiong Zhang offers a systematic study of how Chinese scholars in the late Ming and early Qing came to understand that the earth is shaped as a globe. This notion arose from their encounters with Matteo Ricci, Giulio Aleni and other Jesuits. These encounters formed a fascinating chapter in the early modern global integration of space. It unfolded as a series of mutually constitutive and competing scholarly discourses that reverberated in fields from cosmology, cartography and world geography to classical studies. Zhang demonstrates how scholars such as Xiong Mingyu, Fang Yizhi, Jie Xuan, Gu Yanwu, and Hu Wei appropriated Jesuit ideas to rediscover China’s place in the world and reconstitute their classical tradition. Winner of the Chinese Historians in the United States (CHUS) "2015 Academic Excellence Award"

When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you.