This book argues that while the historiography of the development of scientific ideas has for some time acknowledged the important influences of socio-cultural and material contexts, the significant impact of traumatic events, life threatening illnesses and other psychotropic stimuli on the development of scientific thought may not have been fully recognised. Howard Carlton examines the available primary sources which provide insight into the lives of a number of nineteenth-century astronomers, theologians and physicists to study the complex interactions within their 'biocultural' brain-body systems which drove parallel changes of perspective in theology, metaphysics, and cosmology. In doing so, he also explores three topics of great scientific interest during this period: the question of the possible existence of life on other planets; the deployment of the nebular hypothesis as a theory of cosmogony; and the religiously charged debates about the ages of the earth and sun. From this body of evidence we gain a greater understanding of the underlying phenomena which actuated intellectual developments in the past and which are still relevant to today's knowledge-making processes.

This book argues that while the historiography of the development of scientific ideas has for some time acknowledged the important influences of socio-cultural and material contexts, the significant impact of traumatic events, life threatening illnesses and other psychotropic stimuli on the development of scientific thought may not have been fully recognised. Howard Carlton examines the available primary sources which provide insight into the lives of a number of nineteenth-century astronomers, theologians and physicists to study the complex interactions within their ‘biocultural’ brain-body systems which drove parallel changes of perspective in theology, metaphysics, and cosmology. In doing so, he also explores three topics of great scientific interest during this period: the question of the possible existence of life on other planets; the deployment of the nebular hypothesis as a theory of cosmogony; and the religiously charged debates about the ages of the earth and sun. From this body of evidence we gain a greater understanding of the underlying phenomena which actuated intellectual developments in the past and which are still relevant to today’s knowledge-making processes.

Based on extensive research, this provocative volume explores how schools are places where racial conflicts often remain hidden at the expense of a healthy school climate and the well-being of students of colour. Most schools fail to act on racial micro-aggressions because the stress of negotiating such conflicts is extremely high due to fears of incompetence, public exposure, and accusation. Instead of facing these conflicts head on, schools perpetuate a set of avoidance or coping strategies. The author of this much-needed book uncovers how racial stress undermines student achievement. Students, educators, and social service support staff will find workable strategies to improve their racial literacy skills to read, recast, and resolve racially stressful encounters when they happen. Book Features: A model that applies culturally relevant behavioural stress management strategies to problem-solve racial stress in schools. Examples demonstrating workable solutions relevant within predominantly White schools for students, parents, teachers, and administrators. Measurable outcomes and strategies for developing racial literacy skills that can be integrated into the K–12 curriculum and teacher professional development. Teaching and leadership skills that will create a more tolerant and supportive school environment for all students.