Ever since Thomas Kuhn's influential The Structure of Scientific Revolutions (1962), textbooks have suffered a bad reputation. They have been accused of distorting-at times purportedly-history and of feeding students with an unacceptably simplified and optimistic view of science. This attitude started to change only in recent times. With the increase of attention paid not only to how theories are conceived, but also how they are practiced, disseminated, and appropriated, historians have rehabilitated textbooks as a legitimate site of knowledge production. In this paper, I adopt textbooks as an instrument to unfold multiple facets of the culture that allowed quantum physics to flourish between 1900 and the early 1930s. I organize the article around two stories about two major textbooks, i.e., Sommerfeld's Atombau und Spektrallinien and Dirac's Principles of Quantum Mechanics. I explore the complex pedagogical cultures underlying these two masterpieces and how they intersect local agendas.

中文翻译：

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教育量子世代：从 1910 年代到 1930 年代的教科书和量子文化

自从托马斯·库恩（Thomas Kuhn）有影响力的《科学革命的结构》（The Structure of Scientific Revolutions，1962）以来，教科书就名声不佳。他们被指控歪曲（有时据称是）历史，并以一种令人无法接受的简化和乐观的科学观点来喂养学生。这种态度直到最近才开始改变。随着人们不仅关注理论的构想方式，而且关注它们的实践、传播和挪用方式，历史学家已将教科书恢复为知识生产的合法场所。在这篇论文中，我将教科书作为一种工具来展示允许量子物理学在 1900 年到 1930 年代初期蓬勃发展的文化的多个方面。我围绕两个主要教科书的两个故事来组织这篇文章，即 Sommerfeld' s Atombau und Spektrallinien 和狄拉克的量子力学原理。我探索了这两个杰作背后的复杂教学文化，以及它们如何与当地议程相交。