Knowing nature: Nature study and American life, 1873--1923

This dissertation employs historical analysis and pragmatic cultural theory to investigate problems of science, nature and culture in turn of the twentieth century American life as revealed by a widespread set of popular and curricular practices known as the nature study movement. The attempts by nature study advocates to achieve sound pedagogic practice by combining their progressive zeal for rigorous scientific research with their romantic view of children and nature exposed many of the incongruities that shaped American culture. Nature study advocates debated the role of science and nature in relation to progressive education, childhood development, conservation, mass culture, spiritual teachings and industrial capitalism.; Knowing Nature critically examines the ideological construction of science and nature within the nature study movement as a debate over the ethics and meanings of nature in industrial society. The cultural history of education is furthered through chapter investigations into nature study's relationship to "recapitulation" and other theories of "natural" childhood development, and as an integral part to the development of progressive education. Critical thematic chapters examine nature study and the Woodcraft Indians, the country life movement, the popularization of scientific study, nature study's affinity with conservation, and the relationship between nature study and problems of subjectivity and authenticity in mass culture. Last, the dissertation also examines the popular idea that interaction with nature was a way to spur the creative modes of being ostensibly thwarted by industrial society.