The Shape of Knowledge: Children and the Visual Culture of Literacy and Numeracy

Science in Context 26 (2):215-245 (2013)
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Abstract

The ArgumentIn 1787 an anonymous student of the Perth Academy spent countless hours transforming his rough classroom notes into a beautifully inscribed notebook. Though this was an everyday practice for many Enlightenment students, extant notebooks of this nature are extremely rare and we know very little about how middle class children learned to inscribe and visualize knowledge on paper. This essay addresses this lacuna by using recently located student notebooks, drawings, and marginalia alongside textbooks and instructional literature to identify the graphic tools and skills that were taught to Scottish children in early modern classrooms. I show that, in addition to learning the facts of the curriculum, students participated in educational routines that enabled them to learn how to visually package knowledge into accessible figures and patterns of information, thereby making acts of inscription and visualization meaningful tools that benefitted both the self and society.

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Matthew Eddy
Durham University

References found in this work

Philosophical investigations.Ludwig Wittgenstein & G. E. M. Anscombe - 1953 - Revue Philosophique de la France Et de l'Etranger 161:124-124.
Orality and Literacy: The Technologizing of the Word.Walter J. Ong - 1983 - Philosophy and Rhetoric 16 (4):270-271.
Visualizing Thought.Barbara Tversky - 2011 - Topics in Cognitive Science 3 (3):499-535.
The Practice of Everyday Life.Steven F. Rendall (ed.) - 2011 - University of California Press.

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