Social science, history, and philosophy have often been neglect in thinking through their fundamentally intertwined relationship. The result is often an inattention to philosophy where social science and history is concerned, or a neglect of historicity and social analysis where philosophy is concerned. Meanwhile, the place of values in research is often uneasily passed over in silence. The inattention to, and loss of, the intersection between these different disciplines and their subject matters, leaves our investigations (...) all the more impoverished as a result. In resolving these problems, it is not enough to strive for cooperation or integration, but to rethink of the nature of the disciplines themselves; their interests, purposes, and presuppositions. In this volume, contributors explore different facets of these relationships, and move beyond the problematics erected by positivism often cast in terms of value-free or value-neutral science, that is, a science obsessed with empirical data, schematic classifications, and the pursuit of law-like forms. While positivism has been subject to critique, the influence and legacy of positivism remains. It remains in the way in which we often think about science; the line drawn between the sciences and the humanities; the norms researchers should follow; what a successful explanation looks like; and the ethical, normative, and political implications of scientific research. Aimed at students and researchers of philosophy, history and the social sciences, this book is driven by a desire to revindicate questions concerning ontology and social ontology, to rethink the nature of explanation, and to resituate normativity and values within scientific, social scientific, and historical pursuits. (shrink)

Agent-based modeling has become a common and well-established tool in the social sciences and certain of the humanities. Here, we aim to provide an overview of the different modeling approaches in current use. Our discussion unfolds in two parts: we first classify different aspects of the model-building process and identify a number of characteristics shared by most agent-based models in the humanities and social sciences; then we map relevant differences between the various modeling approaches. We classify these into (...) different dimensions including the type of target systems addressed, the intended modeling goals, and the models’ degree of abstraction. Along the way, we provide reference to related debates in contemporary philosophy of science. (shrink)

Scholasticism, appropriation, and censure -- Humanists' invectives and Aristotle's impiety -- Renaissance Aristotle, Renaissance Averroes -- Italian Aristotelianism after Pomponazzi -- Religious reform and the reassessment of Aristotelianism -- Learned anti-Aristoteliansim -- History, erudition, and Aristotle's past -- Pious novelty.

The pendulum has had immense scientific, cultural, social and philosophical impact. Historical, methodological and philosophical studies of pendulum motion can assist teachers to improve science education by developing enriched curricular material, and by showing connections between pendulum studies and other parts of the school programme, especially mathematics, social studies, technology and music. The pendulum is a universal topic in high-school science programmes and some elementary science courses; an enriched approach to its study can result in deepened science literacy across the (...) whole educational spectrum. Such literacy will be manifest in a better appreciation of the part played by science in the development of society and culture. Such history, philosophy and science (HPS)-informed teaching and study of pendulum motion can serve as an exemplar of the benefits of HPS-informed teaching across the science curriculum. (This chapter draws on material in Matthews (1998, 2000, 2001, 2004), and on contributions to Matthews et al. (2005)). (shrink)

Abstract In this paper, I argue that there is a recursive relationship between history and philosophy that provides the methodological basis for the moral (human) sciences in the work of David Hume. A grasp of Hume's use of history is integral to understanding his project which I believe to be the establishment of “moral science” (i.e., the social sciences) on an empirical basis by linking that history and philosophy as two sides of (...) the same discourse about human beings. (shrink)

It is thirty years since the last major reforms of science education. many believe that it is time for reappraisal of these earlier curricula, and for the renewal of science education-its content, aims, methods. also, and importantly, there is a renewed interest in the preparation of science teachers. this essay is a contribution to that task.

Using selections from writers like Margaret Atwood, Octavia Butler, Marion Zimmer Bradley, Karen Joy Fowler, Ursula K. Le Guin, James Tiptree jr., and many others, this collection shows how the imagined worlds of science fiction create hold experiments for testing feminist hypotheses and for interpreting philosophical questions about humanity, gender, equality and more. Four main themes: Part 1, 'Human nature and reality', concentrates on whether there is an intrinsic difference between males and females. Part 2, 'Dystopias: the worst of (...) all possible worlds', portrays misogynistic societies uncomfortably familiar to the early 21st-century reader. Part 3, 'Separatist utopias: worlds of difference', assembles stories that scrutinize both the virtues and vices of separatism. In Part 4, 'Androgynous utopias: worlds of equality', the authors create worlds that anticipate the consequences, good and bad, of perfect sexual equality in education, intelligence, capability, and reproduction. (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)

This book explores the historical dimension of David Hume's philosophy, a feature that Spencer Wertz calls 'historical empiricism.' According to Wertz, Hume sought to understand the present in terms of the past in a way that anticipates the historical constructionism of R.G. Collingwood and Herbert Butterfield. Hume's method is to tell a story about something's origin in which ideas yield impressions. These impressions eventually yield to experience that includes history as part of its structure. Arguing that Hume worked (...) between history and philosophy, Wertz demonstrates that Hume's historical empiricism consists of four key concepts. These concepts are history, human nature, experience, and nature, all of which play a role in historical narration, taste, moral judgments, and the historiography of science. Bringing new insights to the study of Hume's work, this book will be an important resource for scholars of philosophy. (shrink)

The purpose of this essay is to establish a relationship between philosophy, myth, and science in reference to a historical perspective. If for methodological reasons we now disregard the above mentioned terminological difficulties and refer to a common-sense view of myth, philosophy, and science, it remains unquestionable that myth existed long before philosophy and modern science began as late as the seventeenth century.Nevertheless, this historical perspective is not introduced to affirm the positivistic view, according to which the (...) history of humanity should be described in terms of three stages: theological (mythical), metaphysical (philosophical), and positive (scientific); nor is it presented to say that the positive one represents the final achievement of the human race. On the contrary, I will attempt to show that by departing from myth and original philosophy, modern men and women have concealed from themselves an intensely rich experience of life. In order to regain the love of wisdom, we need first to look backwards in order to move forward. (shrink)

This book highlights not only aspects of the career of Everett Mendelsohn, one of the premier historians of biology of our age, but also a wide range of topics that are now grouped under the general heading of science studies. This broad collection includes articles on the relations between science and the military, science as narrative, natural history and conservation, Marxism and science, the Human Genome Project, and the relation of philosophy to the study of embryonic development (...) in the 18th century. This book is essential not only for those who admire Professor Mendelsohn's work but also for those who want a slice of the current field of science studies. Audience: The main readership of this volume consists of historians of science, technology, and medicine, and sociologists of science. The book will also appeal to philosophers of science and biologists. Those interested in Middle Eastern studies will find the discussion of Professor Mendelsohn's political work in this area, as well as the article dealing with his activism in general, of considerable interest. (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.

Maurice Merleau-Ponty was a prominent French philosopher known for his contributions to phenomenology, a philosophical movement that emphasizes the study of conscious experience from the first-person perspective. His work is particularly focused on perception, embodiment, and the relationship between the body and the world. Merleau-Ponty’s philosophy offers a profound rethinking of how we understand perception and the relationship between the body and the world. By emphasizing the embodied nature of experience, he provides a rich framework for exploring the complexities (...) of human existence. -/- Key Aspects of Merleau-Ponty’s Philosophy -/- Embodiment and Perception: Merleau-Ponty argued that perception is fundamentally embodied. This means that our bodily experiences are central to how we perceive and understand the world. He believed that the body is not just a physical object but a living, experiencing entity that interacts with its environment. -/- Critique of Empiricism and Intellectualism: He critiqued both empiricism (the idea that knowledge comes primarily from sensory experience) and intellectualism (the idea that knowledge comes from intellectual reasoning). Merleau-Ponty proposed that these approaches fail to account for the lived experience of the body. -/- Phenomenology of Perception: In his important work, “Phenomenology of Perception,” Merleau-Ponty explored how we experience the world through our bodies. He emphasized that perception is not a passive reception of sensory data but an active engagement with the world. -/- The Chiasm and the Flesh: In his later work, particularly in “The Visible and the Invisible,” Merleau-Ponty introduced the concepts of the chiasm and the flesh. The chiasm refers to the intertwining of the perceiver and the perceived, while the flesh denotes the fundamental, pre-reflective layer of experience that underlies all perception. -/- Influence on Various Fields: Merleau-Ponty’s ideas have had a significant impact on various fields, including cognitive science, psychology, and the arts. His emphasis on the embodied nature of perception has influenced contemporary discussions on embodied cognition and the philosophy of mind. -/- Chiasm and Reversibility The concepts of The Chiasm and Reversibility are central to Maurice Merleau-Ponty’s later philosophy, particularly as explored in his unfinished work, “The Visible and the Invisible.” -/- The Chiasm The term “chiasm” (or “chiasma”) refers to a crossing or intersection. In Merleau-Ponty’s philosophy, it symbolizes the intertwining relationship between the perceiver and the perceived. He uses this concept to illustrate how our experience of the world is not a one-way interaction but a reciprocal, intertwined process. -/- Intertwining of Subject and Object: Merleau-Ponty argues that the subject (the perceiver) and the object (the perceived) are not separate entities but are intertwined. This means that our perception of the world is shaped by our bodily presence in it, and conversely, the world shapes our bodily experience. -/- Mutual Influence: The chiasm highlights the mutual influence between the body and the world. For example, when we touch an object, we are not only feeling the object but also experiencing our own touch. This dual experience exemplifies the chiasm, where the boundaries between the perceiver and the perceived blur. -/- Reversibility Reversibility is closely related to the concept of the chiasm and refers to the idea that the roles of the perceiver and the perceived can be reversed. This means that the body can be both the subject of perception and the object of perception. Double Sensation: Merleau-Ponty illustrates reversibility with the example of touching one hand with the other. In this act, one hand is the toucher (subject) and the other is the touched (object). However, these roles can be reversed, showing that the body can simultaneously be both subject and object. Fundamental Structure of Experience: Reversibility is seen as a fundamental structure of our experience. It challenges the traditional dichotomy between subject and object, suggesting that our experience is more fluid and interconnected. -/- Implications The concepts of the chiasm and reversibility have profound implications for understanding perception, embodiment, and the nature of reality: -/- Embodied Perception: They emphasize that perception is an embodied process, deeply rooted in our physical being and interaction with the world. -/- Relational Ontology: These ideas contribute to a relational ontology, where being is understood in terms of relationships and interactions rather than isolated entities. FLESH The concept of the Flesh is one of the most profound and complex ideas in Maurice Merleau-Ponty’s later philosophy, particularly explored in his unfinished work, “The Visible and the Invisible’’. Merleau-Ponty’s notion of the flesh is not to be understood in a purely biological sense. Instead, it represents a fundamental, pre-reflective layer of experience that underlies all perception and existence. -/- Key Aspects of the Flesh -/- Ontological Foundation: The flesh is the basic, elemental fabric of being. It is the medium through which the world and the body are intertwined. Merleau-Ponty describes it as a “general thing,” a primordial substance that is neither purely subjective nor purely objective. -/- Intertwining of the Visible and the Invisible: The flesh encompasses both the visible (what we can see and perceive) and the invisible (what lies beyond direct perception but is still part of our experience). This intertwining suggests that our perception is always incomplete and open to the unseen dimensions of reality. -/- Reversibility and Chiasm: The flesh is closely related to the concepts of reversibility and the chiasm. It embodies the idea that the perceiver and the perceived are intertwined and can reverse roles. This means that the flesh is both the seer and the seen, the toucher and the touched. -/- Embodied Experience: The flesh emphasizes the embodied nature of experience. It is through our flesh that we engage with the world, and it is through this engagement that the world becomes meaningful to us. Our bodily sensations, movements, and interactions are all expressions of the flesh. -/- Relational Ontology: The flesh contributes to a relational ontology, where being is understood in terms of relationships and interactions rather than isolated entities. It suggests that our existence is fundamentally interconnected with the world and others. -/- The concept of the flesh has significant implications for various fields: -/- Phenomenology: It deepens the phenomenological understanding of perception by highlighting the pre-reflective, embodied basis of experience. -/- Philosophy of Mind: It challenges traditional dualisms between mind and body, subject and object, proposing a more integrated view of human existence. -/- Cognitive Science and Psychology: It influences contemporary discussions on embodied cognition, emphasizing the role of the body in shaping our cognitive processes. -/- Art and Aesthetics: It offers a rich framework for exploring the embodied nature of artistic creation and appreciation. Merleau-Ponty’s concept of the flesh provides a profound rethinking of the nature of perception and existence. By emphasizing the embodied, intertwined, and relational aspects of experience, it offers a holistic view of human being-in-the-world. (shrink)

It is sometimes remarked that while the preoccupation with the history of technology is a mature and well-established discipline, the preoccupation with the philosophy of technology is at best recent, and at worst considered as marginal in academic terms. In contrast, its relative, the philosophy of science is eminently respectable and unquestioningly accepted by the philosophical community.This paper, first, briefly sets out the historical relationship between science and technology in the West. Against such a context, it then (...) looks at the epistemological values and goals embedded respectively in the philosophy of science and the philosophy of technology, to consider their overlap as well as their differences. It uses the study of genetics, its two revolutions in the twentieth century – classical Mendelian genetics and DNA molecular genetics – as an example to demonstrate these points of similarities and differences, thereby also establishing that the philosophy of technology is indeed a serious preoccupation. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and History, Customs and EthicsHui-Chieh Loy (bio)Origins of Moral-Political Philosophy in Early China: Contestation of Humaneness, Justice, and Personal Freedom. By Tao Jiang. New York: Oxford University Press, 2021.Tao Jiang's Origins of Moral-Political Philosophy in Early China is a serious tour de force of a study. In many ways, I am reminded of Angus Graham's Disputers of the Tao and Benjamin Schwartz' The World (...) of Thought in Ancient China—but updated. A signal difference is that it is more constrained in its coverage of figures, texts, and especially in having the topical focus upon moral-political philosophy. At the same time and within the chosen (narrower) confines, it often examines its subject in greater detail and draws on more recent discussions.One neat thing that Jiang does is to deliberately weave in explicit discussions of how each subsequent thinker or text incorporated or criticized ideas associated with earlier thinkers. (I formulated it this way since there isn't enough historical evidence about who-actually-read-what in the ancient world, citation practices being what they were.) In this regard, I am especially heartened to read, for example, the sections on "Traces of Mohist Elements in the Laozi" (3.3.2), and "Mohist Elements in Han Feizi's Thought" (7.3.3).By no means should the desultory remarks below be counted as a full review or assessment (impressionistically, this is the sort of book I will recommend that my grad students read—there, I've said it). Think of them as humble shards of pottery thrown in the hope for some jade in response. To make my task more focused, I will comment on the Sinology versus Philosophy distinction, and Jiang's treatment of the Mohists.I. Philosophy and History of PhilosophyAn important part of Jiang's Introduction is devoted to discussing the situation of Chinese Philosophy as a field in the Western Academy, caught between Sinology on the one hand and academic Philosophy on the other. Due to the different scholarly objectives and norms in the two disciplines, scholars working on Chinese Philosophy often find themselves caught [End Page 420] between two distinct audiences who demand different things. Jiang's aim is to propose an "interpretive model to distinguish two sets of scholarly objects operative in Sinology and philosophy. These objects are related and at times overlap, but they are also often irreducibly distinct, i.e., original text versus inherited text, historical author versus textual author, and authorial intent versus textual intent, with the former in the pairs belonging to Sinologists and the latter to philosophers" (p. 7). In general, I am highly sympathetic to the distinctions Jiang draws. But I do wonder if we need to step back and start from a wider context involving what is potentially a deeper divide.Now, it is entirely a caricature but the joke around the water cooler is that philosophers—especially those of a more "analytic" bent—often exude the attitude that they are not in the business of reading old books. Their project is one focused on issues and problems and puzzles that are ultimately about the natural and human world, rather than about texts and their interpretation, or even the historical thinkers themselves. To give some obvious examples, the intellectual questions they see themselves as answering are the likes of:• Can we know that God exists, if God exists at all?• What is the nature of moral claims? Do they admit of truth and falsity?• How is causation related to possibility?• Is a logic that dispenses with the law of non-contradiction viable?• What are the necessary and sufficient conditions of knowledge?• Is abortion morally justifiable?Sometimes the questions they ask even infringe on the results and insights from nearby fields, for instance linguistics and the natural and empirical sciences:• What is time?• Can a presentist conception of time be made consistent with contemporary physics?• What is the nature of consciousness? How is it related to physical neural states or informational computational processes?• Can computers be sentient?• How is morality related to the passions?• In what sense is a political order that does justice to diversity of moral beliefs... (shrink)

R. G. Collingwood's philosophical work is marked both by its compelling critique of scientific experience and by an unresolved tension between the claims of philosophy and the claims of history. The three works under consideration here, Speculum Mentis, Essay on Philosophical Method, and Essay on Metaphysics, comprise a systematic expression of the character of human understanding in terms of its open-ended, dialectical character, and a sustained critique of the scientific conception of human knowledge as a denial (...) of that character. (shrink)

This volume illuminates the achievements of present-day social science insights. It merits a close reading by those for whom the history of ideas is a living entity.

Philosophy After Lacan: Politics, Science and Art brings together reflections on contemporary philosophy inspired by and in dialogue with Lacanian theory. Rather than focus on the thinkers who came before Lacan, the editors maintain attention on innovations in contemporary philosophy that owe their emergence to complimentary, critical, direct, or tangential engagement with Lacan. This collection makes one of the first concerted efforts to expand discussions between psychoanalysis and more recent philosophical thinkers while gathering chapters by some of (...) the leading philosophical voices of the present moment. With contributors from around the world, this book has international appeal and is unique in its emphasis on contemporary philosophies inspired or influenced by Lacan. Philosophy After Lacan will not only appeal to psychotherapists and psychoanalysts, but also to students and professors of philosophy, critical theory, psychology, politics, history, and literature. (shrink)

The work of Theodor Waitz is an important but hitherto unnoticed source of Dilthey’s concept of ‘human sciences’. Waitz was an outstanding philosopher and psychologist who, in the late 1850s, devoted himself wholeheartedly to empirical anthropology. In this field Waitz distinguished himself for his defence of the unity of humankind against mainstream polygenic and racial doctrines. Waitz inspired Dilthey’s articulation of psychology into two branches: the ‘descriptive’ one and the ‘explanative’ one. Even more remarkably, in a work reviewed (...) by Dilthey in warmly favourable terms, Waitz explicitly mentioned and defined the ‘sciences which treat of the spirit ’. Some of Dilthey's most interesting ideas are thus prefigured in Waitz’s long underrated work. (shrink)

An odd, but persistent question. In _Guns, Steel and Germs, Jared Diamond's answer is that history is or should be a science. Like sociobiologists and evolutionary psychologists, he wants to extend the methods of the natural sciences to the social sciences and the humanities. My answer is an emphatic 'no!' E. H. Carr's _What is History? made an extended case for scientific history. The main burden of my essay is a dismantling of Carr's argument. Concerned (...) with objective truth (_pace the radical skeptics), history writing may have science in its tool kit. But it is essentially an interpretive, narrative art. (shrink)

Although numerous disciplines recognize multiple ways of conceptualizing time, Stefan Tanaka argues that scholars still overwhelmingly operate on chronological and linear Newtonian or classical time that emerged during the Enlightenment. This short, approachable book implores the humanities and humanistic social sciences to actively embrace the richness of different times that are evident in non-modern societies and have become common in several scientific fields throughout the twentieth century. Tanaka first offers a history of chronology by showing how the social (...) structures built on clocks and calendars gained material expression. Tanaka then proposes that we can move away from this chronology by considering how contemporary scientific understandings of time might be adapted to reconceive the present and pasts. This opens up a conversation that allows for the possibility of other ways to know about and re-present pasts. A multiplicity of times will help us broaden the historical horizon by embracing the heterogeneity of our lives and world via rethinking the complex interaction between stability, repetition, and change. This history without chronology also allows for incorporating the affordances of digital media. (shrink)

A collection of Fr. James Schall's recent essays, Political Philosophy and Revelation offers a learned, erudite, and coherent statement on the relationship between reason and revelation in the modern world. It addresses political philosophy in the context of an awareness of other humane and practical sciences, including history, literature, economics, theology, ethics and metaphysics.

Through both an historical and philosophical analysis of the concept of possibility, we show how including both potentiality and actuality as part of the real is both compatible with experience and contributes to solving key problems of fundamental process and emergence. The book is organized into four main sections that incorporate our routes to potentiality: (1) potentiality in modern science [history and philosophy; quantum physics and complexity]; (2) Relational Realism [ontological interpretation of quantum physics; philosophy and logic]; (...) (3) Process Physics [ontological interpretation of relativity theory; physics and philosophy]; (4) on speculative philosophy and physics [limitations and approximations; process philosophy]. We conclude that certain fundamental problems in modern physics require complementary analyses of certain philosophical and metaphysical issues, and that such scholarship reveals intrinsic features and limits of determinism, potentiality and emergence that enable, among others, important progress on the quantum theory of measurement problem and new understandings of emergence. (shrink)

The purpose of this essay is to establish a relationship between philosophy, myth, and science in reference to a historical perspective. If for methodological reasons we now disregard the above mentioned terminological difficulties and refer to a common-sense view of myth, philosophy, and science, it remains unquestionable that myth existed long before philosophy and modern science began as late as the seventeenth century.Nevertheless, this historical perspective is not introduced to affirm the positivistic view, according to which the (...) history of humanity should be described in terms of three stages: theological (mythical), metaphysical (philosophical), and positive (scientific); nor is it presented to say that the positive one represents the final achievement of the human race. On the contrary, I will attempt to show that by departing from myth and original philosophy, modern men and women have concealed from themselves an intensely rich experience of life. In order to regain the love of wisdom, we need first to look backwards in order to move forward. (shrink)

Although human well-being is a topic of much contemporary philosophical discussion, there has been comparatively little theoretical discussion in philosophy of (nonhuman) animal well-being. Animal welfare science is a well-established scientific discipline that studies animal well-being from an empirical standpoint. This article examines parts of this literature that may be relevant to philosophical treatments of animal well-being and to other philosophical issues. First, I explain the dominant conceptions of well-being in animal welfare science and survey some debates in (...) that literature surrounding these competing conceptions. Second, I explain the empirical methods used to measure animal well-being. Third, I argue for the philosophical relevance of the research in animal welfare science and outline some philosophical issues concerning animal welfare and its science that I claim are worthy of attention by philosophers. (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)

Matter and Form explores the relationship between natural science and political philosophy from the classical to contemporary eras, taking an interdisciplinary approach to the philosophic understanding of the structure and process of the natural world and its impact on the history of political philosophy. It illuminates the importance of philosophic reflection on material nature to moral and political theorizing, mediating between the sciences and humanities and making a contribution to ending the isolation between them.

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)

Analytic philosophy is sometimes said to have particularly close connections to logic and to science, and no particularly interesting or close relation to its own history. It is argued here that although the connections to logic and science have been important in the development of analytic philosophy, these connections do not come close to characterizing the nature of analytic philosophy, either as a body of doctrines or as a philosophical method. We will do better to understand (...) analytic philosophy—and its relationship to continental philosophy—if we see it as a historically constructed collection of texts, which define its key problems and concerns. It is true, however, that analytic philosophy has paid little attention to the history of the subject. This is both its strength—since it allows for a distinctive kind of creativity—and its weakness—since ignoring history can encourage a philosophical variety of “normal science.”. (shrink)

Philosophical concerns are evidenced from the beginning of human literature, which have no obvious connection to philosophy’s mainstream epistemological and metaphysical problematic. I reject the views that the nature of philosophy is a philosophical question, and that the discipline is united by methodology, arguing that it must be united by subject matter. The origins of the discipline provide reasons to doubt the existence of a unifying subject matter, however, and scepticism about philosophy also arises from its (...) a priori methodology and apparent lack of progress. In response, I argue that philosophy acquired a distinctive subject matter when the concept of transcendence was introduced into attempts to gain a systematic understanding of the world and our place within it; philosophy thereby pursues the same aim of achieving a synoptic vision of reality as religion, but resembles science in its development and employment of rigorous methodologies. Philosophy’s subject matter explains why it must be pursued a priori, and it only appears not to have progressed when aims are neglected, and it is inappropriately assimilated to science. (shrink)

This is a concise introductory textbook for a one semester course in the history and philosophy of mathematics. It is written for mathematics majors, philosophy students, history of science students and secondary school mathematics teachers. The only prerequisite is a solid command of pre-calculus mathematics. It is shorter than the standard textbooks in that area and thus more accessible to students who have trouble coping with vast amounts of reading. Furthermore, there are many detailed explanations of (...) the important mathematical procedures actually used by famous mathematicians, giving more mathematically talented students a greater opportunity to learn the history and philosophy by way of problem solving. Several important philosophical topics are pursued throughout the text, giving the student an opportunity to come to a full and consistent knowledge of their development. These topics include infinity, the nature of motion, and Platonism. This book offers, in fewer pages, a deep penetration into the key mathematical and philosophical aspects of the history of mathematics. (shrink)

This chapter explores how science and technology studies (STS) have evolved over the past generation. It surveys the contrasting perspectives of philosophers, sociologists, scholars of the humanities, wider publics, and scientists themselves. It describes contrasting views about the practice and purpose for studying the history of science. -/- ISBN 978-1-85168-681-0.