By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

By investigating the re-emergence of intellectual, moral, and civic virtues in the practice and teaching of science, this text challenges the increasing professionalization of science; questions the view of scientific knowledge as objective; and highlights the relationship between democracy and science. Written by a range of experts in science, the history of science, education and philosophy, the text establishes the historical relationship between natural philosophy and the Aristotelian virtues before moving to the challenges that the relationship faces, with the emergence, and increasing hegemony, brought about by the professionalization of science. Exploring how virtues relate to citizenship, technology, and politics, the chapters in this work illustrate the ways in which virtues are integral to understanding the values and limitations of science, and its role in informing democratic engagement. The text also demonstrates how the guiding virtues of scientific inquiry can be communicated in the classroom to the benefit of both individuals and wider societies. Scholars in the fields of Philosophy of Science, Ethics and Philosophy of Education, as well as Science Education, will find this book to be highly useful.

In the mid twentieth century Charles Brasch was a major figure in New Zealand's cultural life – a poet, patron and founding editor of Landfall, the country's premier journal of letters and art. Published to coincide with the release of his papers at the Hocken Library from a 30-year embargo, this volume celebrates his life and legacy in a series of essays by writers and critics, including people who knew him. Brasch was an early collector of New Zealand modernists, including Colin McCahon, Toss Woollaston, Evelyn Page and many other important artists. This book is well illustrated with personal photographs and color reproductions of works from that art collection, many of which have never before been published. The editor, Donald Kerr, is Special Collections Librarian at the University of Otago and has curated many exhibitions on Brasch.

Dr. Thomas Morland Hocken (1836--1910) arrived in Dunedin in 1862 at the age of 26. Throughout his busy life as a medical practitioner he amassed books, manuscripts, sketches, maps, and photographs of early New Zealand. Much of his initial collecting focused on the early discovery narratives of James Cook, the writings of Rev. Samuel Marsden and his contemporaries, Edward Gibbon Wakefield and the New Zealand Company, and Maori, especially in the south. He gifted his collection to the University of Otago in 1910. In this magnificent piece of research, Donald Kerr examines Hocken's collecting activities and his vital contribution to preserving the history of New Zealand's early postcontact period.