This book uses computer modeling to investigate trends in what is published in leading philosophy journals over the last century and a half. The notable trends include the rise of realism from a fringe view to the mainstream metaphysical outlook, the increase in specialization, and the increasing depth of integration between philosophy and physical sciences. It also contains a guide to how to do similar investigations, and discussions of the strengths and weaknesses of the approach.

This 1982 book is a history of the great age of scholastism from Abelard to the rejection of Aristotelianism in the Renaissance, combining the highest standards of medieval scholarship with a respect for the interests and insights of contemporary philosophers, particularly those working in the analytic tradition. The volume follows on chronologically from The Cambridge History of Later Greek and Early Medieval Philosophy, though it does not continue the histories of Greek and Islamic philosophy but concentrates (...) on the Latin Christian West. Unlike other histories of medieval philosophy that divide the subject matter by individual thinkers, it emphasises the parts of more historical and theological interest. This volume is organised by those topics in which recent philosophy has made the greatest progress. (shrink)

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from (...) a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK. (shrink)

I draw attention to one of the most important sources of Kuhn’s ideas in Structure of Scientific Revolutions. Contrary to the popular trend of focusing on external factors in explaining Kuhn’s views, factors related to his social milieu or personal experiences, I focus on the influence of the books and articles he was reading and thinking about in the history of science, specifically, sources in the history of chemistry. I argue that there is good reason to think that (...) the history of chemistry had a profound influence on Kuhn’s thinking, and what is remarkable is that this has eluded our attention for so long. I also argue that his interest in the history of chemistry was due to the influence of James B. Conant and Leonard Nash. (shrink)

Mr. Mathien asks for evidence that there is Canadian philosophy in a special sense. He is not concerned with questions about whether people who were Canadians, or lived out much or most of their working lives in Canada, wrote philosophy which deserves to be taken seriously. Rather, he asks whether what has gone on in Canada by way of philosophy can be assembled in such a way as to make a coherent discipline.

Building on Bernard Williams’ thesis about the intertwining of history and political philosophy, the essay explores how the problem of the history of dēmokratia after the late-eighteenth and over the nineteenth-century in Britain constituted a primary and critical field in which the philosophical meaning of democracy was debated. Configuring a new temporal perspective grounded in the relationship between ancient and modern democracy, historiographical works by John Gillies, William Mitford, and George Grote put forth an understanding of the (...) concept as a battlefield, involving several conflicting meanings, narratives and historical forces. This historiographical tradition highlighted the tensions underpinning the definition of democracy in the long-term temporal frame linking antiquity and modernity. So even more than contemporary philosophical and political writings, historical understanding constituted a unique concept of democracy that both concentrated and dispersed meaning; it was not just one vision of democracy, among others, but one that acquired the paradoxical power to forge some semantic stability and coherence over time, and to accentuate the threat of the concept’s break up into distinct political premises and historical moments that constituted it. (shrink)

"Knowing and History" charts the development of Hegelian philosophy of history in France from the 1930s through the postwar period, and critically assesses its significance for an understanding of our cultural present and of the possibilities for making meaning out of change over time. Michael Roth provides detailed analyses of the works of three of the most important Hegelian thinkers: Jean Hyppolite, Alexandre Kojève, and Eric Weil. These philosophers turned to history as the source of truths (...) and criteria of judgment: they forged connections between history and knowing as a means of confronting key modem philosophical problems, and of engaging their contemporary political concerns. According to Roth, the French Hegelians' work illuminates the power and limitations of the philosophical approach to history. Further, he finds in the development of their philosophies one of the crucial transformations in modem intellectual history: the shift from a concern with questions of significance to a concern with questions of use or function. Relevant to a wide variety of disciplines, "Knowing and History" will appeal to those specializing in intellectual history and political theory, as well as philosophers of history, critical theorists, and students of modem French thought and culture. (shrink)

The article analyzes Wilhelm Windelband’s views on the problem of the relation of philosophy to its history. Windelband’s essay “History of philosophy” (1905) is put as a starting point. The main motive for this research is the idea that the history of philosophy is an organon and a component of philosophy. The article critically examines Windelband’s interpretation of (1) Hegel’s conception of the history of philosophy, (2) the question about the grounds (...) of philosophers’ interest in the history of philosophy, (3) the problem of development of the history of philosophy as a science (Wissenschaft). The author assesses Windelband’s role in the development of the history of philosophy as a science is important, despite some accusations of partisanship. The main merit of Windelband, according to the author, is (1) a critique of Psychologism and Historical Relativism and (2) the justification of the history of philosophy’s main role in education as a whole and in the philosophical education in particular. (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)

I here respond to James Warren and John Shand's replies to my paper ‘In Defence of Four Socratic Doctrines’ (all published in THINK 17) by questioning the supremacy of contextualist history of philosophy over the so-called ‘analytic’ approach.

For the passions represent a force of excess and lawlessness in humanity that produces troubling, confusing paradoxes.In this book, noted European philosopher Michel Meyer offers a wide-ranging exegesis, the first of its kind, that ...

This fifth volume covers many of the most important philosophers and movements of the nineteenth century, including utilitarianism, positivism and pragmatism.