2004
DOI: 10.1007/s10739-004-2286-x
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Pictures, Preparations, and Living Processes: The Production of Immediate Visual Perception (Anschauung) in late-19th-Century Physiology

Abstract: This paper addresses the visual culture of the late-19th-century experimental physiology. Taking this case of Johann Nopomuk Czermak (1828-1873) as a key example, it argues that images played a crucial role in acquiring experimental physiological skills. Czermak, Emil Du Bois-Reymond (1818-1896) and other late-19th-century physiologists sought to present the achievements and perspective of their discipline by way of "immediate visual perception (unmittelbare Anschauung)." However, the images they produced and … Show more

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Cited by 21 publications
(10 citation statements)
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“…Images and imaging technologies played a crucial role in the new “physicalist” physiology, working on two levels: As pedagogical means, visual techniques played a central role in spreading physiological knowledge among students and laymen (Schmidgen, ). The most important setting to teach physiology was the demonstration , which is, in Du Bois‐Reymond's words, an “order of observed [angeschaut] facts, […] by which reason may rise step by step upon the particular border of our knowledge” (Du Bois‐Reymond, , p. 380).…”
Section: Physiology's Struggle With Invisibilitymentioning
confidence: 99%
See 1 more Smart Citation
“…Images and imaging technologies played a crucial role in the new “physicalist” physiology, working on two levels: As pedagogical means, visual techniques played a central role in spreading physiological knowledge among students and laymen (Schmidgen, ). The most important setting to teach physiology was the demonstration , which is, in Du Bois‐Reymond's words, an “order of observed [angeschaut] facts, […] by which reason may rise step by step upon the particular border of our knowledge” (Du Bois‐Reymond, , p. 380).…”
Section: Physiology's Struggle With Invisibilitymentioning
confidence: 99%
“…A large number of devices was developed just for demonstration purposes, making the “contemplation instruction” (“Anschauungsunterricht”) legitimate and meaningful, from old fashioned wall paintings up to specifically designed “contraction telegraph” and the “frog pistol”, both providing dissected frog muscles clamped into simple mechanical devices, revealing the unbroken contraction capability of the seemingly dead specimen when stimulated by electricity. Even whole buildings and lecture halls, such as the physiological institute in Berlin or Johann Czermak's cinema‐like “spectatorium” in Leipzig (for a detailed description, see Schmidgen, ), were designed to fulfill the desideratum of an instruction technique that was fundamentally based on the equation: seeing is knowing and vice versa .…”
Section: Physiology's Struggle With Invisibilitymentioning
confidence: 99%
“…His use of projection exemplified not only how nineteenth-century demonstration techniques and cinema coexisted, but also how film's status was not that of an heir apparent in the realm of the visual but rather that of an expensive and minor add-on. 20 For more on Anschauung, see Schmidgen 2004. In Pfeffer's case, cinema provided a new possibility that was superior in certain cases, but often nothing special.…”
Section: "Extremely Instructive Demonstrations": Wilhelm Pfeffer and mentioning
confidence: 99%
“…Du Bois-Reymond's entire lecture hall was designed to let large audiences witness the tiniest movement of a twitching frog's leg (Dierig 2006;Schmidgen 2004). Moreover, auditory teaching devices could be used as supplements when relying on eyesight alone was hardly possible, as Westermann's illustrierte Deutsche Monatshefte reported:…”
mentioning
confidence: 99%