This contribution examines how collaborative efforts shaped the introduction of optical lanterns in academic teaching, highlighting broader societal influences.
Key Points
The aim is to analyze how the optical lantern was integrated into teaching at the Cité Scientifique by examining social and political contexts.
Adopted a theoretical framework inspired by Pierre Bourdieu's concepts.
Investigated the historical circumstances surrounding the Cité's establishment.
Analyzed the collaborative dynamics among political, business, and academic actors.
Identified multiple factors influencing the adoption of the optical lantern in teaching.
Demonstrated that the introduction of the optical lantern reflected a broader societal shift in educational practices.
Argued against the notion of isolated 'change agents' in this transformative process.