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A new education of women. Denis Diderot’s anatomy course project for young noble women

100%

Forycki M.

Biuletyn Historii Wychowania

2013

issue 29

7-14

A new education of women. Denis Diderot’s anatomy course project for young noble women Denis Diderot (1713–1784) explained how women’s education should be different than before. A woman should be considered a citizen, Diderot demanded placing primary social importance on her domestic activity. An interesting feature of this new approach to education of women was to include an anatomy course in their personal development. Denis Diderot did not devote a separate tractate to the issue of women’s education, nor did he write a concise curriculum in anatomy. However, the remarks scattered among various texts by the philosopher concerning that innovative concept allow us not only to reconstruct a fairly cohesive draft of an anatomy course for girls, but also superbly illustrate Diderot’s commitment to realization of his own ideas. Secondly, we need to consider the activities of one Ms. Biheron – the organizer of public anatomy courses – which exerted, as we will see, a huge influence on Diderot’s conviction of the need to incorporate such courses in women’s education. In the last part of the discourse, the involvement of the French philosopher in the educational reforms of Catherine II should be noted. The analysis of Diderot’s texts on education clearly indicates that the philosopher put a strong emphasis on changes in the methods of teaching women. As the director of St. Petersburg facility for girls he managed to partially put his project into effect. Of course, for French philosophers – blind to Russian realities – the unquestionable success of Diderot’s anatomy course might be another argument for the proclamation of the view that Catherine II realized in her country the postulates of the Enlightenment.

A new education of women. Denis Diderot’s anatomy course project for young noble women. Denis Diderot (1713–1784) explained how women’s education should be different than before. A woman should be considered a citizen, Diderot demanded placing primary social importance on her domestic activity. An interesting feature of this new approach to education of women was to include an anatomy course in their personal development. Denis Diderot did not devote a separate tractate to the issue of women’s education, nor did he write a concise curriculum in anatomy. However, the remarks scattered among various texts by the philosopher concerning that innovative concept allow us not only to reconstruct a fairly cohesive draft of an anatomy course for girls, but also superbly illustrate Diderot’s commitment to realization of his own ideas. Secondly, we need to consider the activities of one Ms. Biheron – the organizer of public anatomy courses – which exerted, as we will see, a huge influence on Diderot’s conviction of the need to incorporate such courses in women’s education. In the last part of the discourse, the involvement of the French philosopher in the educational reforms of Catherine II should be noted. The analysis of Diderot’s texts on education clearly indicates that the philosopher put a strong emphasis on changes in the methods of teaching women. As the director of St. Petersburg facility for girls he managed to partially put his project into effect. Of course, for French philosophers – blind to Russian realities – the unquestionable success of Diderot’s anatomy course might be another argument for the proclamation of the view that Catherine II realized in her country the postulates of the Enlightenment.

Foreign scientific centers of the Polish Academy of Sciences in Vienna, Paris and Brussels: potential and opportunities. Directors’ experiences

51%

Dybaś B., Forycki M., Molęda-Zdziech M.

Nauka

2020

issue 4

The aim of the article is to present the activities of foreign scientific centres of the Polish Academy of Sciences on the examples of three out of six operating centers: the center in Vienna, Paris and the Polish Science Contact Agency PolSCA PAN in Brussels. The authors of the article combine their own experiences of the former directors of the centers: in Vienna, Paris and Brussels to reflect critically on the place and role of these centers in the scientific-research area. They point to centers’ enormous and diverse potential for disseminating and promoting the achievements of scientists, not fully recognized and used by the scientific community. Taking into account the specifics of each institution, the authors describe the ways of optimal use of their cultural and social capital, and identify common structural problems they encountered during their tenure. The article consists of the following elements: an introduction, an extensive authorial analysis of each station's activities, prepared in the form of a case study and a summary with conclusions

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1 Biuletyn Historii Wychowania

1 Nauka

2 Forycki M.

1 Dybaś B.

1 Molęda-Zdziech M.

1 2020

1 2013

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A new education of women. Denis Diderot’s anatomy course project for young noble women

Foreign scientific centers of the Polish Academy of Sciences in Vienna, Paris and Brussels: potential and opportunities. Directors’ experiences