Abstract This contribution aims to show that the introduction of the optical lantern in academic teaching at the Cité scientifique of the Université libre de Bruxelles cannot be explained simply by the intervention of “change agents.” To understand this development, it is necessary to consider the wider political and social context in Belgium as well as the specific historical situation at the time of the Cité's creation. Opting for an approach inspired by concepts proposed by Pierre Bourdieu, this study looks at the competing forces present both within the Université libre and Belgian society. It investigates the collaborative efforts of a group of actors from politics, business, and academia to make the Cité a site where modern teaching and learning practices could be experimented. The contribution argues for a comprehensive approach to the introduction of the optical lantern as an academic innovation, trying to identify the various factors that helped create an environment that was open to accommodating the projected image as a teaching tool in the service of this educational project.
Sabine Lenk (Wed,) studied this question.
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