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An Examination Of The Needham Question: Why Didn't China Have A Scientific Revolution Considering Its Early Scientific Accomplishments?, Rebecca L. Olerich
An Examination Of The Needham Question: Why Didn't China Have A Scientific Revolution Considering Its Early Scientific Accomplishments?, Rebecca L. Olerich
Dissertations, Theses, and Capstone Projects
Joseph Needham (1900–1995) formulated several important queries about science and technology in China. Known as Needham’s “Grand Question” or “Puzzle,” he asked why modern science developed in Europe rather than in China, despite China’s advanced technology, and examined the inhibiting factors in Chinese civilization that prevented the rise of modern science by the seventeenth century. The question itself has prompted a variety of answers, all of which are partial. In this thesis, some of the complex social, cultural, political and economic factors that contributed to the Scientific Revolution in Europe will be discussed, as well as some of the key …
Aeschylean Drama And The History Of Rhetoric, Allannah K. Karas
Aeschylean Drama And The History Of Rhetoric, Allannah K. Karas
Dissertations, Theses, and Capstone Projects
This dissertation demonstrates how the playwright Aeschylus contributes to the development of ancient Greek rhetoric through his use and display of πειθώ (often translated “persuasion”) throughout the Oresteia, first performed in 458 BCE. In this drama, Aeschylus specifically displays and develops πειθώ as a theme, a goddess, a central principle of action, and an important concept for his audience to consider. By tracing connections between Aeschylus’ innovations with πειθώ and later fifth and early fourth century conceptions of Greek rhetoric, I argue that Aeschylus plays a more important role in the development of practical principles and concepts of the …
The Technocratic Politics Of The Common Core State Standards In History, Kate Duguid
The Technocratic Politics Of The Common Core State Standards In History, Kate Duguid
Dissertations, Theses, and Capstone Projects
This paper shows that the explicit aims of the American educational standards for public schools, the Common Core State Standards to teach history to create “college and career ready” students, marks a shift from preparing students for political participation to preparing them for market participation. I trace the intellectual and pedagogical origins of the Common Core’s pretense of technocratic apolitical values back through the previous two major American curricular reform efforts. In the first section I discuss the origins and development of the National History Standards and show how Cold War anxiety prompted a shift in evaluating students as potential …