Kelvin Smith Library celebrates scholarship at Case Western Reserve University by recognizing faculty authors in the Case School of Engineering, College of Arts and Sciences, and the Weatherhead School of Management who have written or edited books.
At the close of the nineteenth century, industrialization and urbanization marked the end of the traditional understanding of society as rooted in agriculture. Urban Modernity examines the construction of an urban-centered, industrial-based culture--an entirely new social reality based on science and technology. The authors show that this invention of modernity was brought about through the efforts of urban elites--businessmen, industrialists, and officials--to establish new science- and technology-related institutions. International expositions, museums, and other such institutions and projects helped stem the economic and social instability fueled by industrialization, projecting the past and the future as part of a steady continuum of scientific and technical progress. The authors examine the dynamic connecting urban planning, museums, educational institutions, and expositions in Paris, London, Chicago, Berlin, and Tokyo from 1870 to 1930. In Third Republic Paris, politicians, administrators, social scientists, architects, and engineers implemented the future city through a series of commissions, agencies, and organizations; in rapidly expanding London, cultures of science and technology were both rooted in and constitutive of urban culture; in Chicago after the Great Fire, Commercial Club members pursued civic ideals through scientific and technological change; in Berlin, industry, scientific institutes, and the popularization of science helped create a modern metropolis; and in Meiji-era Tokyo (Edo), modernization and Westernization went hand in hand.
This fascinating reappraisal of the relationship of women and the scientific enterprise focuses on the efforts of Protestant women science faculty at Mount Holyoke College to advance themselves and their institution from its founding as an evangelical Protestant seminary for women in 1837 to the present. Contrary to most history-of-science interpretations of women's professional experience, Levin suggests that in several important ways New England Protestant culture - and the zeal of women faculty at a college established to train female missionaries - created a learning environment that enabled science faculty to establish and maintain a niche for themselves and to contribute to the development of scientific enterprise, particularly during Mount Holyoke's first hundred years. externalist dimensions: religion, gender, geography, and pedagogy. She shows how the unique blending of a religious and female calling took place in a particular geographical setting - a relatively isolated college town in New England. She also shows how new ideas about doing science became translated into new ways of teaching science and how pedagogy and scientific discoveries are mutually interactive. Ultimately, Levin presents an intriguing case study of an alternative way of doing science - college-based, women-based, religion-based, teaching-based - one wholly different from the rise of the research university model that has become the basis for the history of academic science in the United States. In Levin's book, Mount Holyoke itself becomes an experiment that raises a basic question: Is there another way to do science?