Darwin’s Footprint examines the impact of Darwinism in Greece, investigating how it has shaped Greece in terms of its cultural and intellectual history, and in particular its literature. The book demonstrates that in the late 19th to early 20th centuries Darwinism and associated science strongly influenced celebrated Greek literary writers and other influential intellectuals, which fueled debate in various areas such as ‘man’s place in nature’, eugenics, the nature-nurture controversy, religion, as well as class, race and gender. In addition, the study reveals that many of these individuals were also considering alternative approaches to these issues based on Darwinian and associated biological post-Darwinian ideas. Their concerns included the Greek “race” or nation, its culture, language and identity; also politics and gender equality. Zarimis’s monograph devotes considerable space to Xenopoulos (1867-1951), notable novelist, journalist and playwright.

This book explores the contributions, actual and potential, of complexity thinking to educational research and practice. While its focus is on the theoretical premises and the methodology, not specific applications, the aim is pragmatic--to present complexity thinking as an important and appropriate attitude for educators and educational researchers. Part I is concerned with global issues around complexity thinking, as read through an educational lens. Part II cites a diversity of practices and studies that are either explicitly informed by or that might be aligned with complexity research, and offers focused and practiced advice for structuring projects in ways that are consistent with complexity thinking. Complexity thinking offers a powerful alternative to the linear, reductionist approaches to inquiry that have dominated the sciences for hundreds of years and educational research for more than a century. It has captured the attention of many researchers whose studies reach across traditional disciplinary boundaries to investigate phenomena such as: How does the brain work? What is consciousness? What is intelligence? What is the role of emergent technologies in shaping personalities and possibilities? How do social collectives work? What is knowledge? Complexity research posits that a deep similarity among these phenomena is that each points toward some sort of system that learns. The authors’ intent is not to offer a complete account of the relevance of complexity thinking to education, not to prescribe and delimit, but to challenge readers to examine their own assumptions and theoretical commitments--whether anchored by commonsense, classical thought or any of the posts (such as postmodernism, poststructuralism, postcolonialism, postpositivism, postformalism, postepistemology) that mark the edges of current discursive possibility. Complexity and Education is THE introduction to the emerging field of complexity thinking for the education community. It is specifically relevant for educational researchers, graduate students, and inquiry-oriented teacher practitioners.

While historians of science have focused significant attention on Erasmus Darwin’s scientific ideas and milieu, relatively little attention has been paid to Darwin as a literary writer. In The Poetry of Erasmus Darwin: Enlightened Spaces, Romantic Times, Martin Priestman situates Darwin’s three major poems - The Loves of the Plants (1789), The Economy of Vegetation (1791) and The Temple of Nature (1803) - and Darwin himself within a large, polymathic late-Enlightenment network of other scientists, writers, thinkers and social movers and shakers. Interpreting Darwin’s poetry in terms of Darwin’s broader sense of the poetic text as a material space, he posits a significant shift from the Enlightenment’s emphases on conceptual spaces to the Romantic period’s emphases on historical time. He shows how Darwin’s poetry illuminates his stance toward all the major physical sciences and his well-formulated theories of evolution and materially based psychology. Priestman’s study also offers the first substantial accounts of Darwin’s mythological theories and their links to Enlightenment Rosicrucianism and Freemansonry, and of the reading of history that emerges from the fragment-poem The Progress of Society, a first-ever printed edition of which is included in an appendix. Ultimately, Priestman’s book offers readers a sustained account of Darwin’s polymathic Enlightenment worldview and cognate poetics in a period when texts are too often judged by their adherence to a retrospectively constructed ’Romanticism’.