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КартаВръзкиТемиБългарияНощта (K-TRIO)Мария Склодовска-КюриЗа ученициЗа учителиМетодологияИзненадай ме
HEИндивидуална стипендия2023–2026

TESCCO · Teaching science in the Colonial Era: knowledge weaponization and cultural integration from Europe to the Jesuit missions

„Хоризонт Европа“ — Действия „Мария Склодовска-Кюри“

Период
2023-10-01 → 2026-09-30
Финансиране от ЕС
288 859 €
Участници
4
Схема
HORIZON-TMA-MSCA-PF-GF

Линиите свързват координатора с партньорите.

Накратко на български

Преподаването на наука в йезуитските мисии в Китай и Северна Америка разкрива как знанията са били използвани за доминация над местните култури. Разбирането на тези процеси помага за изграждането на по-отворена и децентрализирана глобална история на науката.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Teaching science in the Colonial Era: knowledge weaponization and cultural integration from Europe to the Jesuit missions

Human cultures have always defined their identity in relation to and in opposition to other cultures. Through this comparison, different cultures are often perceived as culturally worthy or not, which can justify practices of subjugation, domination, and repulsion when indigenous cultures are deemed unworthy. During the Colonial Era, there was a fundamental shift in how cultural worthiness was determined by the Western world. Colonists and missionaries, in light of new scientific discoveries, no longer saw themselves solely as bringers of a superior religious truth but also as bringers of superior and scientifically proven knowledge. Cultural worthiness was then determined based on how well the minds of the natives could comprehend these new concepts. Project TESCCO seeks to recover data on the process of subjugation, which involved a distorted application of science. Through a comparative study of how science was taught and perceived in the Jesuit missions in China and North America, the project reveals different strategies of subjugation, discrimination, and cultural appropriation. By shedding light on these processes, project TESCCO can facilitate integration with cultures that now view science not as a universal endeavor but as a specific aspect of Western culture used for domination. This shift will lead to a new global and decentralized history of science that is more aware of the risks inherent in its distorted use.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

The TESCCO project aims at offering a comparative study on the methods for teaching science implemented by the Jesuits at the end of the 17th century during their missions in China and North America, to show that the harmonization between religious motives and motives connected to cultural dissemination found in their activities couldn’t have been possible without a serious and wider philosophical reassessment of the role of science and its teaching throughout Europe. This study will cast a new light on the domination strategies adopted during the Colonial Era, connecting consistently for the first time the scientific developments of the early modern period with the many attempts of subjugation and cultural appropriation made at that time on behalf of a (supposed) superior and exclusive knowledge. The interdisciplinarity of this project, which combines the history of science and science teaching, history of philosophy, and sociology is further complemented by a theoretical part that aims at rising awareness of the overlooked connection between the foundation of science and how it is taught to others. By promoting a healthy distinction between raw scientific data and the historical context in which it has been collected, the TESCCO project has the ambition of becoming relevant nowadays as a starting point for a discussion on the role of science as a by-product of the European culture and on how this assumption is seen in the exchanges with other cultures.This project, hosted by Ca' Foscari University of Venice and by the Department of Philosophy at Harvard University, will be crucial to expanding my knowledge and my expertise as a researcher, thanks to the collaboration with my supervisors and the exchange with other researchers involved in ground-breaking projects on early modern science. It will also be a fundamental step in the development of my career, helping me obtain a permanent position at Ca' Foscari University or another European institution.

Оригинален текст от CORDIS (на английски).

Участници

Връзки

Данни: CORDIS, © Европейски съюз