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Children's moral culture and the exp...

Rose, Anne Christina.

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Children's moral culture and the experimental human sciences in Britain, France and Italy, 1748--1899.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Children's moral culture and the experimental human sciences in Britain, France and Italy, 1748--1899./
作者:	Rose, Anne Christina.
面頁冊數:	461 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1468.
Contained By:	Dissertation Abstracts International66-04A.
標題:	History, European. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3172683
ISBN:	9780542104800

Children's moral culture and the experimental human sciences in Britain, France and Italy, 1748--1899.
Rose, Anne Christina.

Children's moral culture and the experimental human sciences in Britain, France and Italy, 1748--1899. - 461 p.

Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1468.

Thesis (Ph.D.)--The Johns Hopkins University, 2005.

Children became productive research subjects over the course of the nineteenth century and this dissertation explains how and why that happened. Comparing English, French, and Italian experimental practices, I show how the introduction of children into the scientific arena engendered a new field of ethical inquiry that focused on issues of professional and social responsibility relative to the welfare of vulnerable human subjects. The historical narrative of the dissertation begins in the 1740s, when moral philosophers addressed parents, tutors and children through a diagnostic and prescriptive literature about the human passions. This new approach to childrearing was part of a larger project to explain human behavior scientifically. The integration of pedagogy with a medicalized moral science created the conditions of possibility for a new emotional regime in which the immature psyche was conceived as an object of study in its own right. Children were appealed to as potentially credible agents of their moral welfare and exploited for their suggestive capacities, two factors critical to the formation of child psychiatry.

ISBN: 9780542104800Subjects--Topical Terms:

1018076
History, European.

Children's moral culture and the experimental human sciences in Britain, France and Italy, 1748--1899.
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500 $a Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1468.
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520 $a Children became productive research subjects over the course of the nineteenth century and this dissertation explains how and why that happened. Comparing English, French, and Italian experimental practices, I show how the introduction of children into the scientific arena engendered a new field of ethical inquiry that focused on issues of professional and social responsibility relative to the welfare of vulnerable human subjects. The historical narrative of the dissertation begins in the 1740s, when moral philosophers addressed parents, tutors and children through a diagnostic and prescriptive literature about the human passions. This new approach to childrearing was part of a larger project to explain human behavior scientifically. The integration of pedagogy with a medicalized moral science created the conditions of possibility for a new emotional regime in which the immature psyche was conceived as an object of study in its own right. Children were appealed to as potentially credible agents of their moral welfare and exploited for their suggestive capacities, two factors critical to the formation of child psychiatry.
520 $a The dissertation establishes children's moral culture as an analytic field and connects it to scientific controversies, such as debates over mesmerism. Whereas previous scholarship has focused on socioeconomic factors such as schooling and factory work, I reconstruct experiments that subjected children to scientific scrutiny and I evaluate therapeutic innovations in epistemic proximity to an international discourse concerning juvenile emotionality. The sources I analyze include philosophical treatises, childcare manuals, medical research on puberty, conduct literature, investigations of children with alleged supernatural powers, and psychiatric case studies.
520 $a Historical explanations of how the human sciences advanced have become preoccupied with constructions of difference, often cast in terms of class, race and gender. This dissertation shifts explanatory weight to the differential category of generation by showing how the human sciences were shaped by changing meanings of immaturity and development in emergent disciplines such as anthropological medicine and therapeutic child psychiatry. The argument of the dissertation elaborates subjectivity theory by considering how children achieved and sustained agency through scientific objectification.
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