The concept of entrepreneur is a central one in economic history. The definition of entrepreneur is extended here to include ‘cultural entrepreneurs’ and show how they can be integrated into the new modern economic interpretation of ‘culture’ as agents who change the beliefs of others. This concept can help us understand one of the central dilemmas of modern economic history, namely how the new institutional economic history can be deployed to understand modern economic growth. Cultural changes in the early modern age led to institutional changes that made Europe more friendly to innovation. In that process, two English figures can be seen as central, Francis Bacon and Isaac Newton. The essay shows how they meet the definition of a cultural entrepreneur and how their work coordinated and focused cultural change that was instrumental in preparing the ground for the Industrial Revolution.

Cultural entrepreneurs and the origins of modern economic growth

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews:


What is a worldview?


Does science have a worldview?


Are there specific ontological, epistemological and ethical prerequisites for the conduct of science?


Does science lack a worldview but nevertheless have implications for worldviews?


How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews?


In which ways do the worldviews of students impact on their interest and learning of science?


Should science teachers engage with the worldviews of students?

Science, Worldviews and Education

This paper elaborates on the life and publications of Joseph Priestley, the eighteenth-century polymath. The paper outlines his particular place in the European Enlightenment; it stresses the importance of philosophy and worldview in his scientific work on pneumatic chemistry, the composition of air, and his discovery of the process of photosynthesis (or the ‘restoration of air’ as it was called at the time); finally the paper indicates ways in which Priestley’s work on photosynthesis can be utilised in the school classroom to advance the understanding of scientific subject matter, to promote an understanding of the nature of scientific procedure and methodology, and finally to evaluate some basic tenets of the European Enlightenment that Priestley so passionately advocated.

Science and Worldviews in the Classroom: Joseph Priestley and Photosynthesis

The early development of arc plasma physics is closely related to the development of suitable sources of electrical energy. The harnessing of electrostatic charge in Leyden jars (early capacitors) enabled the controlled production of sparks and pulsed arcs. A contemporary introduction to sparks and arcs gives the foundation for critically assessing the early development, when observation and discovery of phenomena were still far from understanding. The modern development of discharge physics can be traced back to the 18th century. Notably, and generally unnoticed by the scientific community until today, Joseph Priestley observed cathode erosion and film deposition of cathode material as early as 1766.

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Robert E. Schofield

Papers

Essay Review-Priestley Enlightened-The Enlightenment of Joseph Priestley: A Study of his Life and Work from 1733 to 1773