2. Compare and contrast Merchant’s and Schiebinger’s approach to integrating gender into their scholarship. Why might these approaches be critical to a more complete understanding of the history of science during the early modern era?
3. As presented by Schiebinger, what were the constraints during the early modern era that limited women’s participation in science? Dorothea Erxleben said she “feared recrimination from all sides” (251). Thiroux d’Archonville worked anonymously at home on her scientific endeavors because, “[s]he believed that intellectual women garner only ridicule; if their work is good, they are ignored; if it is bad, they are hissed at” (250). How might these exceptional women and others “prove the rules” of exclusion?
Choose from two prompts:
1. Jacob describes the moral aspirations of many of the leaders of the Scientific Revolution. If we are to believe Brockway, the scientific revolution did not benefit all people equally. Who benefited and why?
2. How did medieval and early modern cultural values plant the seeds for the kinds of relations with plants and British colonies described by Brockway? You might consider human relations with gardens and farming described in fall readings and Merchant's Death of Nature. Consider whether Francis Bacon's writings created a model for Kew Garden. To what extent did Kew Garden depart from his vision. What forces might account for this departure?