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Hierbei verwendet die Autorin verschiedene interdisziplin\u00e4re Herangehensweisen, die Mathematik, Mathematikgeschichte, Wissenschaftstheorie und -soziologie miteinander verkn\u00fcpfen. Wichtige methodische Grundlagen sind u.a. die wissenschaftstheoretische Arbeit Ludwik Flecks zu Denkstil und Denkkollektiv, das Konzept der dichten Beschreibung des Ethnologen Clifford Geertz, die der Kulturwissenschaft entnommenen Ans\u00e4tze von Yehuda Elkana zu Wissensvorstellungen und Wissenskorpus sowie Michail Bachtins in der Literaturwissenschaft verwendetes Konzept der Dialogizit\u00e4t.  Dargestellt wird ein ``Kulturwandel'' in der Mathematik: Durch die Denk- und Arbeitsweisen der modernen Algebra, die nach und nach auch in andere Teilgebiete der Mathematik Eingang finden, entwickelt sich die Mathematik zu einer Strukturwissenschaft. ``Es ist die Geschichte einer kulturellen Bewegung, deren Intention die Modernisierung der Algebra und die Algebraisierung der Mathematik war.'' (S. IX)  Die Noether-Schule wird dargestellt als ein ``Denkraum'', dessen Mitglieder nicht nur die direkten Sch\u00fcler/innen Noethers sind, sondern auch andere mit Noether verbundene Mathematiker/innen wie z.B. Alexandroff, Brauer, Hasse, Krull, MacLane, van der Waerden. Als charakteristisch f\u00fcr die Noether-Schule wird ``die Entstehung der Gedanken beim Reden und im Dialog'' genannt. Dies wird belegt und anschaulich gemacht durch die ``Spuren dieser Gespr\u00e4che'', die sich nicht nur in Briefen finden, sondern auch in den eigentlich ``entpersonalisierten'' mathematischen Publikationen -- sofern diese ``gegen der mathematischen Strich'' gelesen werden (S. X).  Das Buch besteht aus f\u00fcnf Kapiteln sowie einem Anhang. In Kapitel 1 wird die Biografie Emmy Noethers vorgestellt, wobei u.a.\\ Nachrufe und von Noether selbst geschriebene Lebensl\u00e4ufe zu Grunde gelegt und analysiert werden. Als Erg\u00e4nzung k\u00f6nnen hier die im Anhang gezeigten Fotos aus verschiedenen Lebensphasen Noethers dienen. In diesem Kapitel wird auch -- u.a. im Zusammenhang mit ihrem Habilitationsverfahren -- auf Noethers Stellung als Frau in der Mathematik Bezug genommen. Die Autorin fasst zusammen (S. XIII): ``Biografische Elemente wie die Grenz\u00fcberschreitung tradierter Geschlechterrollen sowie die Bewegung und Entstehung der Gedanken im Dialog korrelieren mit Noethers F\u00e4higkeit, festgeschriebene mathematische Wege zu verlassen und Problemstellungen von einem allgemeinen Standpunkt aus zu erfassen, und lassen sich als biografische Muster festhalten.''  In Kapitel 2 werden die begriffliche Mathematik und das dialogische Vorgehen Noethers am Beispiel ihrer grundlegender Arbeit ``Idealtheorie in Ringbereichen'' dargestellt. Hierbei wird -- Geertz folgend -- zum Verst\u00e4ndnis der Wissenschaft Mathematik das betrachtet, ``was ihre Praktiker tun'' (S. 294), und es werden vielf\u00e4ltige Quellen jenseits der ver\u00f6ffentlichten Publikationen herangezogen (z.B. Briefe, Gutachten, Vortr\u00e4ge, Rezensionen). \u00c4hnlich wird in Kapitel 3 am Beispiel des Hasse-Brauer-Noether-Theorems die ``Entstehung und Entwicklung einer wissenschaftlichen Tatsache'' (Fleck) beschrieben.  Kapitel 4 stellt die Noether-Schule ``als Denkraum und kulturelle Bewegung'' (S. 299) mittels einer dichten Beschreibung vor. Im Anhang finden sich zudem Kurzbiografien von 52 der Noether-Schule zugerechneten Personen.  In Kapitel 5 schlie\u00dflich wird anhand von f\u00fcnf B\u00fcchern (\\textit{van der Waerden}: ``Moderne Algebra'', \\textit{Deuring}: ``Algebren'', \\textit{Krull}: ``Idealtheorie'', \\textit{Alexandroff/Hopf}: ``Topologie'', \\textit{MacLane}: ``Categories for the working mathematician'') aufgezeigt, wie sich die moderne Algebra ``von der Zeitschrift- zur Handbuchwissenschaft'' (Fleck) entwickelte. Noethers ``Arbeits- und Auffassungsmethoden'', die, wie sie in einem Brief an Hasse schreibt, ``anonym \u00fcberall eingedrungen'' sind (S. 299), finden sich hier wieder -- und zwar nicht nur in der Algebra, sondern in verschiedenen Teilen der Mathematik.  Das vorliegende Buch ist aus meiner Sicht \u00e4u\u00dferst gelungen. Es gelingt der Autorin, dass der Leser/die Leserin sich ``mittendrin'' f\u00fchlt im Denkraum Noether-Schule. Das Leben und Werk Emmy Noethers, vor allem aber ihre ``Arbeits- und Auffassungsmethoden'' und der daraus resultierende Kulturwandel innerhalb der Mathematik werden spannend und nachvollziehbar 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