Over the course of Bell’s career in London, and of his priority dispute, pedagogy lost pride of place. Teaching was no longer the mode in which the production and dissemination of medical science occurred in a fundamentally intertwined fashion. Instead, those steps in the scientific process were separated out, as were the spaces in which they occurred and the participants involved. By the late nineteenth century, medical science was produced in the laboratory, a closed space belonging to expert scientists. It was taught through artfully produced and mastered performances, of the sort at which Magendie excelled, in classrooms and lecture theaters, the semi-restricted spaces of science. And finally, medical science was disseminated through journals, a space proclaimed to be open and unrestricted for purposes of priority disputes. The nineteenth-century rise of scientific experts and creation of disciplines and specialties, long recognized as hallmarks of modern science, occurred alongside, and sometimes by means of, a division of the spaces for science that had previously been united by their pedagogical purposes.
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