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Reprint of the original, first published in 1883.
Since the mid-1820s, a series of lectures has been delivered each year over the Christmas period in the world-famous Faraday Lecture Theatre at The Royal Institution of Great Britain by prominent scientists, addressed specifically to an audience of children. Initially made accessible in book form, the lectures have been nationally televised throughout the UK and distributed worldwide since the 1960s, making them accessible to an even larger audience. The importance of these lectures in promoting science to a broad audience is perhaps best gauged by the fact that an image of one of Faraday's lectures appeared on the Bank of England £20 note in the 1990s.This anthology brings together, for the first time, a carefully chosen selection of 11 lectures from the 1860s to the 1990s. The selection includes lectures by Michael Faraday, arguably the most important and influential 19th-century physicist, and Lawrence Bragg, the youngest ever winner of the Nobel Prize. Through this work, readers will come to grips with the changing nature of popular science lectures over the past 140 years.
This eight-volume, reset edition in two parts collects rare primary sources on Victorian science, literature and culture. The sources cover both scientific writing that has an aesthetic component – what might be called 'the literature of science' – and more overtly literary texts that deal with scientific matters.
Popular science readers embrace epics—the sweeping stories that claim to tell the history of all the universe, from the cosmological to the biological to the social. And the appeal is understandable: in writing these works, authors such as E. O. Wilson or Steven Weinberg deliberately seek to move beyond particular disciplines, to create a compelling story weaving together natural historical events, scientific endeavor, human discovery, and contemporary existential concerns. In AFinal Story, Nasser Zakariya delves into the origins and ambitions of these scientific epics, from the nineteenth century to the present, to see what they reveal about the relationship between storytelling, integrated scientific knowledge, and historical method. While seeking to transcend the perspectives of their own eras, the authors of the epics and the debates surrounding them are embedded in political and social struggles of their own times, struggles to which the epics in turn respond. In attempts to narrate an approach to a final, true account, these synthesizing efforts shape and orient scientific developments old and new. By looking closely at the composition of science epics and the related genres developed along with them, we are able to view the historical narrative of science as a form of knowledge itself, one that discloses much about the development of our understanding of and relationship to science over time.