Abstract
Because reading was and remains a central aspect of doing science, reading practices may provide insights into cognitive practices—such as observation, economies of attention, arts of memory, and the solidification and erosion of belief—in the context of science. Reading has since ancient times been the model for all forms of understanding and possibly also the template upon which other ways of making the world intelligible were formed. Reading practices may also provide keys to the formation of the specifically scientific self, as they have more generally for that of the learned habitus. Finally, collectivities of readers served as the prototype of all such virtual communities of savants, including the scientific community.
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