ERIC Number: ED303322
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
The Relations of Literature and Science. An Annotated Bibliography of Scholarship, 1880-1980.
Schatzberg, Walter, Ed.; And Others
This annotated bibliography is offered as a resource tool for literary scholars, historians of science, and historians of ideas. Annually since 1939, a bibliography of scholarship on the relations of literature and science has been compiled by the Modern Language Association. The present bibliography incorporates the work of the annual bibliographies from 1939 to 1980 with some significant additions and deletions. The bibliography has been extended back to 1880 to cover a complete century. Background studies have not been included that focus on broad or general issues of cultural history and history of science but have instead concentrated on scholarly studies that deal specifically with some aspect of the relations of literature and science. This volume is organized to move from the general to the particular, that is, from studies of the general relations between literature and science to studies of their relations during the various historical periods. Each period is divided into general studies and surveys, and individual authors. Periods include Antiquity; Middle Ages; Renaissance; and 17th, 18th, 19th, and 20th Centuries. A thematically organized subject index complements the structure and facilitates use of the bibliography. (MVL)
Descriptors: Annotated Bibliographies, College Science, Eighteenth Century Literature, Literature, Nineteenth Century Literature, Reference Materials, Renaissance Literature, Scholarship, Science and Society, Sciences, Scientific Literacy, Scientific Principles, Seventeenth Century Literature, Twentieth Century Literature
Modern Language Association of America, 10 Astor Place, New York, NY 10003 (ISBN-0-87352-172-2--$40.00 cloth; $19.95 paper, ISBN-0-87352-173-0).
Publication Type: Reference Materials - Bibliographies
Education Level: N/A
Audience: Researchers; Teachers; Students; Practitioners
Authoring Institution: N/A