Learning from Nature: Alexander Von Humboldt's Influence on Young Women's Geography and Natural History Education in Nineteenth-Century America

Autor/in	Tolley, Kim
Titel	Learning from Nature: Alexander Von Humboldt's Influence on Young Women's Geography and Natural History Education in Nineteenth-Century America
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 56 (2020) 1-2, S.101-120 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tolley, Kim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2019.1630448
Schlagwörter	Females; Womens Education; United States History; Educational History; Textbooks; Botany; Science Instruction; Climate; Natural Resources; Ecology; Slavery; Foreign Policy; Civil Rights; Geography Instruction; Gender Issues + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; 'Women''s education'; Frauenbildung; History of education; Bildungsgeschichte; Textbook; Text book; Schulbuch; Lehrbuch; Botanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klima; Natural Ressource; Natürliche Ressource; Ökologie; Sklaverei; Außenpolitik; Bürgerrechte; Grundrechte; Zivilrecht; Geography education; Geography lessons; Geografieunterricht; Geschlechterfrage
Abstract	This article explores Alexander von Humboldt's influence on the education of young women in early nineteenth-century America. In the past decade, the English-speaking world has seen a resurgence of interest in Alexander von Humboldt. To date however, scholars have devoted relatively little attention to Humboldt's influence on American education, particularly before mid-century. When did schoolbooks begin to adopt his theories, and how universally did they incorporate them? Were young women exposed to his work as well as young men? To find out, this study analysed 44 editions of the most popular geography and botany texts designed for schools enrolling females as well as males during the period from 1791 to 1859. The analysis considers the degree to which these texts incorporated or ignored Humboldt's ideas in the following areas: (1) plant geography; (2) climate; (3) learning from nature; (4) human impact on nature; (5) slavery; (6) colonialism; (7) human equality; and (8) the earth's place in the cosmos. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01