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            <title xml:lang="fr">A Botanical Education ? The Science praticed by everyone and studied by none  : Understanding a French Paradox from the Age of Enlightenment to the Napoleonic Empire</title>
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              <p>Why was botany not taught in France, despite the social and cultural enthusiasm that this “new” science aroused in the eighteenth century? The article aims at shedding light on this paradox. After the Revolution put an end to the pre-existing, empirical self-training of botanists by promoting the formal teaching of the discipline in schools, the Napoleonic regime took a further step and encouraged implementation of botanical knowledge to modernise the agricultural sector. While reconstructing such process, the article clearly demonstrates that, to fully grasp the evolution of botany and its increasing connection with agronomy, a wide range of variables must be taken into consideration.</p>
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              <p>Pourquoi la botanique n'a-t-elle pas été enseignée en France, malgré l'engouement social et culturel que cette "nouvelle" science a suscité au XVIIIe siècle ? Cet article vise à éclairer ce paradoxe. Après que la Révolution eut mis fin aux tendances à l'autodidaxie empirique des botanistes de l'Ancien Régime et érigé la botanique en enseignement au sein des écoles centrales à partir de 1795, le régime napoléonien met fin à cette expérience pédagogique. A l'enseignement théorique de la botanique, le régime préfère promouvoir ses applications à la modernisation du secteur agricole. En reconstituant ce processus, l'article démontre que pour bien comprendre l'évolution de la botanique et son lien avec l'agronomie, il faut tenir compte d'un large éventail de variables, y compris politiques et économiques.</p>
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