This volume includes recent contributions to the philosophy of science from a historical point of view and of the highest topicality: the range of the topics covers all fields in the philosophy of the science provided by authors from around the world focusing on ancient, modern and contemporary periods in the development of the science philosophy. This proceedings is for the scientific community and students at graduate level as well as postdocs in this interdisciplinary (...) field of research. (shrink)

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have (...) evaluated these initiatives. The chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (shrink)

The Computational History of Philosophy of Science Dataset aims to be a comprehensive set of article and book chapter metadata for philosophy of science. The dataset covers the full run of over 40 journals and 3 major book series in the field. An automated author disambiguation script is used to construct canonical names for each author, and a combination of gender attribution methods is used to attribute the gender of each author. The full code used (...) to generate the dataset is available at [URL not allowed]. See the file data_dictionary.txt for data dictionary and additional information. (shrink)

Thomas Kuhn’s book Black-Body Theory and the Quantum Discontinuity has come to be seen as something like the odd man out among his oeuvre. In particular, while the book has undoubtedly made a significant impact on the historiography of the discovery of the quantum, reconstructive accounts of Kuhn’s philosophy of science have generally paid little attention to Black-Body Theory. This is a lacuna I will attempt to rectify in part in this article. I will argue that Black-Body Theory (...) raises a number of interesting questions vis-à-vis Kuhn’s philosophy of science: specifically, that although Black-Body Theory can be said to partially mesh with the picture of science set forth in Structure, there are other parts of the account of the quantum revolution that fail to gel with the model of science set out in Structure. This leads to the question, Did Kuhn unwittingly undermine his philosophical account of science with the historical work undertaken in Black-Body Theory? (shrink)

History and Philosophy of Science. Between Description and Construction. Taking into consideration the huge amount of programs and departments in ‘History and Philosophy of Science’ (HPS), partly including also technology and sociology of science, the rather weak theoretical conceptualization of this field seems surprising. HPS is conceived of neither as a mere addition of history of science and philosophy of science, nor as a good will parallel action. Therefore, the (...) question arises about the genuine subject and method of this trans‐ and interdisciplinary field of research and teaching. The recent postulate of an “integrated HPS” indicates the need of a closer and more intrinsic cooperation and interaction between history of science and philosophy of science (covering also the social and cultural sciences) from a theoretical and practical point of view. In addition, there should be no more privileging of any part in this joint scholarly enterprise by overcoming the context of discovery and the context of justification. Some best practices and desiderata are mentioned together with the forgotten history of the philosophy of science itself. Based on the description of the scholarly field an ideal‐typical model of HPS is offered. (shrink)

This anthology contains selected papers from the 'Science as Culture' conference held at Lake Como, and Pavia University Italy, 15-19 September 1999. The conference, attended by about 220 individuals from thirty countries, was a joint venture of the International History, Philosophy and Science Teaching Group (its fifth conference) and the History of Physics and Physics Teaching Division of the European Physical Society (its eighth conference). The magnificient Villa Olmo, on the lakeshore, provided a memorable location (...) for the presentors of the 160 papers and the audience that discussed them. The conference was part of local celebrations of the bicentenary of Alessandro Volta's creation of the battery in 1799. Volta was born in Como in 1745, and for forty years from 1778 he was professor of experimental physics at Pavia University. The conference was fortunate to have had the generous financial support of the Italian government's Volta Bicentenary Fund, Lombardy region, Pavia University, Italian Research Council, and Kluwer Academic Publishers. The papers included here, have or will be, published in the journal Science & Education, the inaugural volume (1992) of which was a landmark in the history of science education publication, because it was the first journal in the field devoted to contributions from historical, philosophical and sociological scholarship. Clearly these 'foundational' disciplines inform numerous theoretical, curricular and pedagogical debates in science education. Contemporary Concerns The reseach promoted by the International and European Groups, and by the journal, is central to science education programmes in most areas of the world. (shrink)

This book features papers on the history and philosophy of science. It also includes related reviews of recent research literature on Rudolf Carnap, Eino Kaila, Ernst Mach, and Otto Neurath. The central idea behind this volume is that this distinctive field is both historical and philosophical at the same time. Good history and philosophy of science is not just history of science into which some philosophy of science may enter. On (...) the other hand, it is neither philosophy of science into which some history of science may enter. The founding insight of this modern research discipline is that history and philosophy have a special affinity and one can effectively advance both simultaneously. The selection of contributions collected in this volume are good examples and best practices for these claims. In addition, it includes illuminating case studies. It will appeal to scholars in the history of and philosophy of science, especially history and philosophy of physics and biology, as well as economics, extended evolution, and the history of knowledge. (shrink)

The following article describes a pilot study on the possible integration of digital historiography into teaching practice. It focuses on Émilie Du Châtelet’s considerations of space and time against the background of Leibniz’s program of analysis situs. Historians have characterized philosophical controversies on space and time as a dichotomy between the absolute and relational concepts of space and time. In response to this, the present case study pursues two aims: First, it shows that the common portrayal simplifies the complex pattern (...) of change and the semantic shift from absolute-relational concepts of space and time to invariance and conservation principles. Second, against this background, I present the Online Reading Guide on Émilie Du Châtelet’s Foundations of Physics, a teaching and research project designed to help navigate Du Châtelet’s Institutions physiques. This project makes Du Châtelet’s important text visible to a broad audience and allows for a more critical and deeper view on classical topics of the history of philosophy and science in a more accessible way than traditional introductions. (shrink)

The History and Philosophy of Science: A Reader brings together seminal texts from antiquity to the end of the nineteenth century and makes them accessible in one volume for the first time. With readings from Aristotle, Aquinas, Copernicus, Galileo, Descartes, Newton, Lavoisier, Linnaeus, Darwin, Faraday, and Maxwell, it analyses and discusses major classical, medieval and modern texts and figures from the natural sciences. Grouped by topic to clarify the development of methods and disciplines and the unification of (...) theories, each section includes an introduction, suggestions for further reading and end-of-section discussion questions, allowing students to develop the skills needed to: § read, interpret, and critically engage with central problems and ideas from the history and philosophy of science § understand and evaluate scientific material found in a wide variety of professional and popular settings § appreciate the social and cultural context in which scientific ideas emerge § identify the roles that mathematics plays in scientific inquiry Featuring primary sources in all the core scientific fields - astronomy, physics, chemistry, and the life sciences - The History and Philosophy of Science: A Reader is ideal for students looking to better understand the origins of natural science and the questions asked throughout its history. By taking a thematic approach to introduce influential assumptions, methods and answers, this reader illustrates the implications of an impressive range of values and ideas across the history and philosophy of Western science. (shrink)

This volume includes recent contributions to the philosophy of science from a historical point of view and of the highest topicality: the range of the topics covers all fields in the philosophy of the science provided by authors from around the world focusing on ancient, modern and contemporary periods in the development of the science philosophy. This proceedings is for the scientific community and students at graduate level as well as postdocs in this interdisciplinary (...) field of research. (shrink)

This article reconstructs the forgotten friendship between Georges Bataille and the Russian émigré poet and philosopher Boris Poplavsky. Comparing their solar metaphysics, I focus on conceptions of friendship, sacrifice and depersonalisation. First, I retrace Bataille’s relationship to early Surrealis and Russian circles in interwar Paris, with a focus on his friendship with Irina Odoevtseva. I then offer a novel reading of Poplavsky’s poetry through the lens of Bataille’s philosophy, analysing a recurring motif that I call ‘dark solarity’. Uncovering a (...) hidden intertextual dialogue between Poplavsky and Bataille, I argue for Poplavsky’s lasting impact on Bataille’s anti-Icarian sun cult. Finally, my paper demonstrates how Poplavsky’s writings on solar sacrifice, excess and friendship left marks on Bataille’s vision of a solar community, embodied in the secret society Acéphale. The dialogue between Poplavsky and Bataille, I finally suggest, is a missing piece in the entangled history of Russian and French philosophy, as well as an original contribution to discourses on friendship in twentieth-century continental thought. (shrink)

Research in science education has recognized the importance of history and philosophy of science (HPS), and this has facilitated the evaluation of science textbooks. Purpose of this chapter is to review research based on analyses of science textbooks that explicitly use a history and philosophy of science framework. This review has focused on studies published in the 15-year period (1996–2010) and has drawn on the following major science education journals: International (...) Journal of Science Education, Journal of Research in Science Teaching, Science Education, and Science & Education. Based on HPS-related criteria, 52 articles were selected for review, and of these 28 were published in Science & Education, which clearly shows the importance of HPS for this journal. Selected articles were classified in the following subject areas depending on the textbooks analyzed: university biology textbooks (n = 2), university chemistry textbooks (n = 14), university physics textbooks (n = 17), and primary, secondary, and high school textbooks (n = 19). Results obtained revealed the following: (a) Most biology, chemistry, physics, and school science textbooks lack a history and philosophy of science perspective; (b) most of the textbooks analyzed were published in the USA and to a much lesser extent in other countries; (c) few studies provided details of the procedure and reliability of the application of criteria/rubric for analyzing textbooks; (d) some of the topics analyzed in the textbooks were nature of science, atomic structure, Newtonian mechanics, quantum mechanics, special theory of relativity, and evolution; (e) textbooks avoided including controversial and difficult aspects of different topics (e.g., concepts of force, weight, heat, temperature, origin of the quantum hypothesis, oil drop experiment, Millikan’s data supported Einstein’s photoelectric equation but not his theory); and (f) various science topics provide an opportunity to illustrate the tentative nature of scientific knowledge, and still very few textbooks referred to this important aspect. As textbooks do refer to laws and theories while referring to historical content, it is concluded that HPS is already “inside” the science curriculum provided textbook authors make an effort to scrutinize the historical reconstructions while dealing with the different topics. (shrink)

The article presents the results of a more extensive work on soviet historiography of philosophy. the first thing to note is that there is a well-developed soviet historiography of philosophy. it has developed remarkably since 1947--including expansion of the history of the philosophy of the peoples of the soviet union. the article also discusses the principles that underlie soviet historiography of philosophy: partisanship, and the unity of historicism and internationalism. an examination of the discussions about (...) the object of history of philosophy as a science shows that the basic statement is that philosophy develops according to laws. (shrink)

History of science, it has been argued, has benefited philosophers of science primarily by forcing them into greater contact with "real science." In this paper I argue that additional major benefits arise from the importance of specifically historical considerations within philosophy of science. Loci for specifically historical investigations include: (1) making and evaluating rational reconstructions of particular theories and explanations, (2) estimating the degree of support earned by particular theories and theoretical claims, and (3) (...) evaluating proposed philosophical norms for the evaluation of the degree of support for theories and the worth of explanations. More generally, I argue that theories develop and change structure with time, that (like biological species) they are historical entities. Accordingly, both the identification and the evaluation of theories are essentially historical in character. (shrink)

The paper intends to identify some particular basic assumptions, approaches and means of proceeding, which are spontaneously shared by philosophers, sociologists and historians of science, besides the common interchange of meta-notions describing science. To this end, the specific subject matter, scope, meta-cognitive goals and methodological background of each of the three domains of science study is first outlined. Only two shared proceedings are further discussed in details: the objective attitude, called 'playing a stranger', and the historiographers' involvement (...) in demarcational problem resolution. A far-reaching prospect is finally suggested for philosophers and historiographers: methodological partnership, leading towards the elaboration of an impending integral metatheory of science. (shrink)

This paper addresses the context of emergence, development, and current status of the use of history and philosophy of science in science education in Brazil. After a short overview of the three areas (history of science, philosophy of science, and science education) in Brazil, the paper focuses on the application of this approach to teaching physics, chemistry, and biology at the secondary school level. The first Brazilian researches along this line appeared (...) more consistently in the decade of 1970. From 1980 onwards, the importance of this approach became widely accepted, and the subject became a common theme of dissertations and theses, appearing in conferences and educational journals. Since 1998, the use of history and philosophy of science was included among the government recommendations for secondary school science teaching in Brazil. Nowadays, this is an important line of research in graduate programs on science and mathematics education. However, the actual use of this approach in secondary education is still a desideratum. (shrink)

Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational (...) arguments about which aspects of macroevolution are most important for students to learn. Third, it discusses how scientific debates about the causal factors responsible for macroevolutionary patterns have been exploited by creationists and have impacted the teaching of evolution. Finally, it emphasizes that the rich perspectives that HPS has to offer on the important topic of macroevolution have yet to be integrated into science education scholarship. (shrink)

In surveying the field of history and philosophy of science , it may be more useful just now to pose some key questions than it would be to lay out the sundry competing attempts to unify H and P. The ten problems this essay presents are grounded in a range of work of enormous interest—historical and philosophical work that has made use of productive categories of analysis: context, historicism, purity, and microhistory, to name but a few. What (...) kind of account are we after—historically and philosophically—when we attempt to address science not as a vacuous generality but in its specific, local formation? (shrink)

[from the publisher's website] Questions about the existence and attributes of God form the subject matter of natural theology, which seeks to gain knowledge of the divine by relying on reason and experience of the world. Arguments in natural theology rely largely on intuitions and inferences that seem natural to us, occurring spontaneously—at the sight of a beautiful landscape, perhaps, or in wonderment at the complexity of the cosmos—even to a nonphilosopher. In this book, Helen De Cruz and Johan De (...) Smedt examine the cognitive origins of arguments in natural theology. They find that although natural theological arguments can be very sophisticated, they are rooted in everyday intuitions about purpose, causation, agency, and morality. Using evidence and theories from disciplines including the cognitive science of religion, evolutionary ethics, evolutionary aesthetics, and the cognitive science of testimony, they show that these intuitions emerge early in development and are a stable part of human cognition. -/- De Cruz and De Smedt analyze the cognitive underpinnings of five well-known arguments for the existence of God: the argument from design, the cosmological argument, the moral argument, the argument from beauty, and the argument from miracles. Finally, they consider whether the cognitive origins of these natural theological arguments should affect their rationality. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate (...) science curriculum for all students; how science should be taught in traditional cultures; what integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

Kuhn closed the Introduction to The Structure of Scientific Revolutions with what was clearly intended as a rhetorical question: How could history of science fail to be a source of phenomena to which theories about knowledge may legitimately be asked to apply? (Kuhn 1970, 9) This paper argues that there is a more fruitful way of conceiving the relationship between a historical and philosophical study of science, which is dubbed the 'phylogenetic' approach. I sketch an example of (...) this approach, and take a first pass at an abstract characterization of the method. (shrink)

Although macroevolution has been the subject of sustained attention in the history and philosophy of science (HPS) community, only in recent years have science educators begun to more fully engage with the topic. This chapter first explores how science educators have conceptualized macroevolution and how their perspectives align with the views from HPS. Second, it illustrates how science educators’ limited engagement with HPS scholarship on macroevolution has influenced construct delineation, measurement instrument development, and educational (...) arguments about which aspects of macroevolution are most important for students to learn. Third, it discusses how scientific debates about the causal factors responsible for macroevolutionary patterns have been exploited by creationists and have impacted the teaching of evolution. Finally, it emphasizes that the rich perspectives that HPS has to offer on the important topic of macroevolution have yet to be integrated into science education scholarship. (shrink)

This volume is a collection of original essays focusing on a wide range of topics in the History and Philosophy of Science. It is a festschrift for Peter Machamer, which includes contributions from scholars who, at one time or another, were his students. The essays bring together analyses of issues and debates spanning from early modern science and philosophy through the 21st century. Machamer’s influence is reflected in the volume’s broad range of topics. These include: (...) underdetermination, scientific practice, scientific models, mechanistic explanation in contemporary and historical science, values in science, the relationship between philosophy and psychology, experimentation, supervenience and reductionism. (shrink)

Feminist philosophy of science has led to improvements in the practices and products of scientific knowledge-making, and in this way it exemplifies socially relevant philosophy of science. It has also yielded important insights and original research questions for philosophy. Feminist scholarship on science thus presents a worthy thought-model for considering how we might build a more socially relevant philosophy of science—the question posed by the editors of this special issue. In this analysis (...) of the history, contributions, and challenges faced by feminist philosophy of science, I argue that engaged case study work and interdisciplinarity have been central to the success of feminist philosophy of science in producing socially relevant scholarship, and that its future lies in the continued development of robust and dynamic philosophical frameworks for modeling social values in science. Feminist philosophers of science, however, have often encountered marginalization and persistent misunderstandings, challenges that must be addressed within the institutional and intellectual culture of American philosophy. (shrink)

There seems to be a general understanding that French philosophy of science is different from ‘mainstream’ philosophy of science; this difference has been made official, as it were, in reference works and Encyclopaedias. In this, the Routledge Encyclopedia of Philosophy is paradigmatic: it has two entries, one for ‘Philosophy of Science’, and another for ‘French philosophy of science’. Is this distinction correct, and where does it come from? In this paper Cristina (...) Chimisso gives a mixed answer: on the one hand, she argues that there is a distinctive tradition in French philosophy of science, generally called historical epistemology. This tradition has developed thanks to particular institutional and intellectual arrangements that have promoted close links between philosophy and other disciplines, and thanks to the centrality of history in the study of philosophy. On the other hand, she also argues that the reception of French philosophy of science outside France has been, arguably unduly, dominated by this particular, though very important, tradition at the expense of other approaches. (shrink)

Though the publication of Kuhn's 'Structure of Scientific Revolutions' seemed to herald the advent of a unified study of the history and philosophy of science, it is a hard fact that history of science and philosophy of science have increasingly grown apart. Recently, however, there has been a series of workshops on both sides of the Atlantic (called '&HPS') to bring historians and philosophers of science together to discuss integrative approaches. This is (...) therefore an especially appropriate time to explore the problems with and prospects for integrating history and philosophy of science. The original essays in this volume, all from specialists in the history of science or philosophy of science, offer such an exploration from a wide variety of perspectives. The volume combines general reflections on the current state of history and philosophy of science with discussion of the relation between the two disciplines in specific historical and scientific cases"--Publisher's description, back cover. (shrink)

The aim of the paper is an extension of the idealizational theory of science in order to explicate intuitions of historians and philosophers of history about unpredictability and contingency of history. The author identifies two types of essential structures: the first kind dominated by the main factor and the second kind which is dominated by a class of secondary factors. In an essential structure dominated by the main factor, the power of influence it exerts is greater than (...) the sum of the power of influence of secondary factors. In an essential structure dominated by secondary factors, their total influence is greater than the influence exerted by the main factor, although the power of the latter influence is greater than the power of influence of each secondary factor taken separately. In the latter kind of essential structure the so-called cascade effect can occur which means that at certain moment the power of influence of secondary factors can be greater than influence of main factor. In the further part of this paper, the author examines consequences of cascade effect for construction of scientific theory and historical narrative. (shrink)

History and Philosophy of Science reprints a distinguished selection of important texts published in this field over the last century. This set presents a unique opportunity to gain comprehensive coverage of all aspects of the history and philosophy of science. It covers all major fields of scientific thought throughout history from Physics, Biology, and Cosmology to ESP and Alchemy. It includes texts on all the great historical scientific figures including Darwin, Copernicus, Archimedes and (...) Hooker and covers all main themes in science taking in creation, evolution, the development of scientific methodology and the future of science. For further information on this collection please email [email protected]. (shrink)

My task in this paper is to defend the legitimacy of historicist philosophy of science, defined as the philosophic study of science that takes seriously case studies drawn from the practice of science. Historicistphilosophy of science suffers from what I call the ’evidence problem’. The worry is that case studies cannot qualify as rigorous evidence for the adjudication of philosophic theories. I explore the reasons why one might deny to historical cases a probative value, then (...) reply to these reasons on behalf of historicism. The main proponents of the view I am criticizing are Pitt (2001) and Rasmussen (2001). (shrink)