Explores some steps toward non-assimilative encounters in the "global village.".

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)

Comparative political theory is at best an embryonic and marginalized endeavor. As practiced in most Western universities, the study of political theory generally involves a rehearsal of the canon of Western political thought from Plato to Marx. Only rarely are practitioners of political thought willing (and professionally encouraged) to transgress the canon and thereby the cultural boundaries of North America and Europe in the direction of genuine comparative investigation. Border Crossings presents an effort to remedy this situation, fully launching a (...) new era in political theory. Thirteen scholars from around the world examine the various political traditions of West, South, and East Asia and engage in a reflective cross-cultural discussion that belies the assumptions of an Asian "essence" and of an unbridgeable gulf between West and non-West. The denial of essential differences does not, however, amount to an endorsement of essential sameness. As viewed and as practiced by contributors to this ground-breaking volume, comparative political theorizing must steer a course between uniformity and radical separation--this is the path of "border crossings.". (shrink)

This paper describes an attempt to introduce philosophy and history of science to pre-service science teachers. I argue briefly for the view that science in the schools cannot be taught without implicitly assuming a particular philosophy of science. Therefore, both philosophy and history of science are necessary components of undergraduate science education courses.

School science education is currently the subject of much debate. Historians and philosophers of science should play a role in this debate. Since the late nineteenth century there has been a persistent, if minor, tradition arguing for the incorporation of historical and philosophical dimensions in the teaching of school science. With the current crisis in science teaching, there are encouraging signs that more attention is being paid to this tradition. What is required is much greater collaboration (...) between philosophers, historians, and science educators, particularly in the training of teachers. (shrink)

This article casts light on the intimate relationship between metaphysics and science in Adam Smith’s thought. Understanding this relationship can help in resolving an enduring dispute or misreading concerning the status and role of natural theology and the ‘invisible hand’ doctrine. In Smith’s scientific realism, ontological issues are necessary prerequisites for scientific inquiry, and metaphysical ideas thus play an organizing and regulatory role. Smith also recognized the importance of scientifically informed metaphysics in science’s historical development. In this sense, (...) for Smith, the metaphysico-scientific link, was a basic criterion of scientific validation by Inference to the Best Explanation. Furthermore, Smith’s comments implicitly suggest that in scientific progress there is a dialectic between metaphysics and science. These themes are illustrated primarily through his writings on the history of astronomy. (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)

Science lies at the intersection of ideas and society, at the heart of the modern human experience. The study of past science should therefore be central to our humanistic attempt to know ourselves. Nevertheless, past science is not studied as an integral whole, but from two very different and divergent perspectives: the intellectual history of science, which focuses on the development of ideas and arguments, and the social history of science, which focuses on (...) the development of science as a social undertaking within its broader contexts. There is almost universal agreement that this bifurcation of the field is lamentable, and nearly universal disagreement about where, exactly, the problem lies. In order to identify the difficulty, this paper examines the institutional histories and disciplinary philosophies that have constituted the study of past science. I argue that science history, eventually allied itself with either History or Philosophy in order to find institutional support, thereby suffering the artificial imposition of the disciplinary prejudices of its allied fields, which lead science historians to adopt either the intellectual or the social perspective. Science history must reconcile its distinctions on its own terms, as an integrated unity with its own disciplinary bounds, and apart from History and Philosophy. As a catalyst for rapprochement, the historical and philosophical examination also yields a mapping of the field of science history that can be used to locate the problematic divisions in present scholarship and to draw new disciplinary bounds. (shrink)

This chapter contains sections titled: Philosophy Logic Science History Acknowledgments References.

This groundbreaking volume casts light on the long shadow of naturalistic monism in modern thought and culture. When monism's philosophical proposition - the unity of all matter and thought in a single, universal substance - fused with scientific empiricism and Darwinism in the mid-nineteenth century, it led to the formation of a powerful worldview articulated in the work of figures such as Ernst Haeckel. The compelling essays collected here, written by leading international scholars, investigate the articulation of monism in (...) class='Hi'>science, philosophy, and religion and its impact on a range of social movements, from socialism and early feminism to imperialism and eugenics. The result is a broad and comprehensive chronological, disciplinary, and geographic map of a century of monism, as well as a bellwether for innovative new directions in the interdisciplinary study of science, religion, philosophy, and culture. (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)

Philosophy of science emerged as a distinctive part of philosophy in the twentieth century. Its defining moment was the meeting (and the clash) of two courses of events: the breakdown of the Kantian philosophical tradition and the crisis in the sciences and mathematics in the beginning of the century. But what we now call philosophy of science has a rich intellectual history that goes back to the ancient Greeks. It is intimately connected with the (...) efforts made by many thinkers to come to terms with the distinctive kind of knowledge (episteme; scientia) that science offers. Though science proper was distinguished from natural philosophy only in the nineteenth century, the philosophy of natural philosophy has had almost the very same agenda that current philosophy of science has. (shrink)

This volume collects contributions from leading scholars of early modern philosophy from a wide variety of philosophical and geographic backgrounds. The distinguished contributors offer very different, competing approaches to the history of philosophy.

Philosopherd have long stressed a distinction between theory justification and theory discovery based on a belief that justification and discovery are essentially different processes. What makes these two processes essentially different, it was assumed, is that the process of justification is guided by criteria which are expressable as rules, while the processes involved in discovery are not rule-guided. Moreover and perhaps more importantly, it was assumed that tha rules for justification are discoverable a priori by rationalistic logical analysis but an (...) account of discovery, whatever it turns out to be like, will be describable only a posteriori. (shrink)

The basis of Muslim philosophy and science is the instruction embedded in the Quran. At an early date this tradition was enlarged and strengthened by the infiltration into Muslim culture of Greek philosophy and science through the translation of Greek classics by Muslims. The Indian tradition of thought also made its contribution. This book traces the development and interaction of these strands in Muslim thinking. The author is concerned to show both how philosophy and (...) class='Hi'>science are related to specifically religious thought, and how they have made distinctive contributions to method and discovery. (shrink)

This volume collects contributions from leading scholars of early modern philosophy from a wide variety of philosophical and geographic backgrounds. The distinguished contributors offer very different, competing approaches to the history of philosophy.Many chapters articulate new, detailed methods of doing history of philosophy. These present conflicting visions of the history of philosophy as an autonomous sub-discipline of professional philosophy. Several other chapters offer new approaches to integrating history into one's philosophy (...) by re-telling the history of recent philosophy. A number of chapters explore the relationship between history of philosophy and history of science.Among the topics discussed and debated in the volume are: the status of the principle of charity; the nature of reading texts; the role of historiography within the history of philosophy; the nature of establishing proper context. (shrink)

The Philosophy and Science of Roger Bacon offers new insights and research perspectives on one of the most intriguing characters of the Middle Ages, Roger Bacon. At the intersections between science and philosophy, the volume analyses central aspects of Bacon's reflections on how nature and society can be perfected. The volume dives into the intertwining of Bacon's philosophical stances on nature, substantial change, and hylomorphism with his scientific discussion of music, alchemy, and medicine. The Philosophy (...) and Science of Roger Bacon also investigates Bacon's projects of education reform and his epistemological and theological ground maintaining that humans and God are bound by wisdom, and therefore science. Finally, the volume examines how Bacon's doctrines are related to a wider historical context, particularly in consideration of Peter John Olivi, John Pecham, Peter of Ireland, and Robert Grosseteste. The Philosophy and Science of Roger Bacon is a crucial tool for scholars and students working in the history of philosophy and science and also for a broader audience interested in Roger Bacon and his long-lasting contribution to the history of ideas. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more (...) generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

When Did I Begin? investigates the theoretical, moral, and biological issues surrounding the debate over the beginning of human life. With the continuing controversy over the use of in vitro fertilization techniques and experimentation with human embryos, these issues have been forced into the arena of public debate. Following a detailed analysis of the history of the question, Reverend Ford argues that a human individual could not begin before definitive individuation occurs with the appearance of the primitive streak about (...) two weeks after fertilization. This, he argues, is when it becomes finally known whether one or more human individuals are to form from a single egg. Thus, he questions the idea that the fertilized egg itself could be regarded as the beginning of the development of the human individual. The author also differs sharply, however, from those who would delay the beginning of the human person until the brain is formed, or until birth or the onset of conscious states. (shrink)

The article examines Thomas Kuhn's work in the history of science with special attention to its relevance to subsequent developments in social epistemology. The article begins with a discussion of Kuhn's historical work, and the so-called historical turn in philosophy of science. It then examines Kuhn's views on textbook science, followed by an analysis of Kuhn's views on the relationship between the history of science and the philosophy of science. Then it (...) discusses Kuhn's contributions to our understanding of the social dimensions of scientific inquiry. Finally, it discusses his influence on the social epistemology of science and the sociology of science. (shrink)

This look at Gassendi’s philosophy and science illuminates his contributions to early modern thought and to the broader history of philosophy of science. Two keys to his thought are his novel picture of acquiring and judging empirical belief, and his liberal account of criteria for counting empirical beliefs as parts of warranted physical theories. By viewing his philosophical and scientific pursuits as part of one and the same project, Gassendi’s arguments on behalf of atomism can (...) be fruitfully explained as licensed by his empiricism. (shrink)

History and philosophy complement and overlap each other in subject matter, but the two disciplines exhibit conflict over methodology. Since Hempel's challenge to historians that they should adopt the covering law model of explanation, the methodological conflict has revolved around the respective roles of the general and the particular in each discipline. In recent years, the revival of narrativism in history, coupled with the trend in philosophy of science to rely upon case studies, joins the (...) methodological conflict anew. So long as contemporary philosophy of science relies upon history's methodology to construct its case studies, it subjects itself to a paradoxical situation: the better the history, the worse the philosophy. An example of the methodological conflict is presented in the case of Antoine Lavoisier. This example also serves our ultimateconclusion, which is that distinctively philosophical methods of case-study design promise enhanced prescriptive powers for philosophy of science. (shrink)

Eric Davidson, a passionate molecular developmental biologist and intellectual, believed that conceptual advances in the sciences should be based on knowledge of conceptual history. Convinced of the superiority of a causal-analytical approach over other methods, he succeeded in successfully applying this approach to the complex feature of organismal development by introducing the far-reaching concept of developmental Gene Regulatory Networks. This essay reviews Davidson’s philosophy, his support for the history of science, and some aspects of his scientific (...) personality. (shrink)

This article critically examines the views that psychology first came into existence as a discipline ca. 1879, that philosophy and psychology were estranged in the ensuing decades, that psychology finally became scientific through the influence of logical empiricism, and that it should now disappear in favor of cognitive science and neuroscience. It argues that psychology had a natural philosophical phase (from antiquity) that waxed in the seventeenth and eighteenth centuries, that this psychology transformed into experimental psychology ca. 1900, (...) that philosophers and psychologists collaboratively discussed the subject matter and methods of psychology in the first two decades of the twentieth century, that the neobehaviorists were not substantively influenced by the Vienna Circle, that the study of perception and cognition in psychology did not disappear in the behaviorist period and so did not reemerge as a result of artificial intelligence, linguistics, and the computer analogy, that although some psychologists adopted the language-of-thought approach of traditional cognitive science, many did not, and that psychology will not go away because it contributes independently of cognitive science and neuroscience. (shrink)

This chapter explores how perspectives on science drawn from Indian experiences can contribute to the interface between history and philosophy of science (HPS) and science education (SE). HPS is encoded in science texts in the various presuppositions that underlie both the content and the way the content is presented. Thus, a deeper engagement with contemporary work in HPS will be of great significance to science teaching. By drawing on the notion of multicultural origins (...) of science as well as redefining the nature of science debate by invoking the Indian engagement with science, this chapter aims to make both HPS and SE more sensitive to other cultural understandings of science and scientific method. The last two sections describe ways of drawing on the Indian philosophical traditions that could be relevant for contemporary debates, such as constructivism and teaching critical thinking, in science education. (shrink)

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)

There are two main groups of essays in this volume. The first centres on Locke's theories of religion and their relation to contemporary scientific thought and the work of Descartes, Leibniz and Hume. The second group explores the relation between biology and physiology, and the science of man.

First published in 1997, this volume expands the analytical philosophical tradition in the face of parochial Anglo-American philosophical interests. The essays making up the section on 'Antiquity' share one concern: to show that there are largely unrecognised but radical differences between the way in which certain fundamental questions - concerning the nature of number, sense perception, and scepticism - were thought of in antiquity and the way in which they were thought of from the 17th century onwards. Part 2, on (...) early modern thought, explores the theoretical characterisation of the role of experiment in early modern physical theory through Galileo's embracing of experiments, along with Descartes' automata and issues in a relatively neglected but especially intractable part of Descartes' philosophy: how he conceives of what a successful inference consists in and what it is that makes it successful. The final section deals with the philosophical foundations of physical theory, the distinction between the human and the natural sciences, the philosophical-cum-scientific foundations of Marx's idea of socialism, and Nietzche's criticisms of the very notion of science, concluding that Nietzsche's probing questions cannot be dismissed, as he has opened up some genuinely challenging issues which we ignore at our peril. (shrink)

This volume brings together a diverse range of scholars to address important philosophical and interdisciplinary questions in the study of language. Linguistics throughout history has been a conduit to the study of the mind, brain, societal structure, literature and history itself. The epistemic and methodological transfer between the sciences and humanities in regards to linguistics has often been documented, but the underlying philosophical issues have not always been adequately addressed. -/- With 15 original and interdisciplinary chapters, this volume (...) therefore tackles vital questions relating to the philosophy, history, and theoretical interplay between the study of language and fields as varied as logic, physics, biology, classical philology and neuroscience. -/- With a four part structure, questions of the mathematical foundations of linguistics, links to the natural sciences, cognitive implications and historical connections, take centre stage throughout the volume. The final chapters present research related to the linguistic connections between history, philosophy and the humanities more broadly. Advancing new avenues of research, this volume is exemplary in its treatment of diachronic and cross-disciplinary interaction, and will be of interest to all scholars interested in the study of language. (shrink)

The very possibility of reflecting upon the relationship between philosophy and science, as a problem, is relatively recent. It goes back only to the Renascence, to the separation which at that time occurred between philosophy and science, and which appears to have found its finished form in the philosophy of Descartes. The Cartesian philosophy is indeed not only a philosophy that distinguishes itself strictly from science; it is at the same time a (...) philosophy which develops, in a systematic and decisive manner, the categories in which the opposition philosophy-science is thought: the categories of thought and space. Philosophy will be, in this perspective, the development of what is contained in the idea of thought, the res cogitans, based upon the fundamental experience of the Cogito. And, as we know, this idea leads to the philosophical rediscovery of the idea of God and of creation. It also contains, by the intermediary of the notion of God and the relation of creation, a kind of transcendental justification of the world and, in particular, of the world of spatial extension. With this world of pure extension philosophy as such has not to deal, but it must offer a justification of it. This precisely is one of the aims of the metaphysical reflection of Descartes, and the philosophical role, if such an expression is permissible, of the idea of God in his system. (shrink)

This is the first handbook to be published that is devoted to the field of historical and philosophical research in science and mathematics education (HPS&ST). Given that science and mathematics through their long history have always been engaged with philosophy and that for over a century it has been recognised that science and mathematics curriculum development, teaching, assessment and learning give rise to so many historical and philosophical questions, it is unfortunate that such a handbook (...) has been so long coming. (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)

One of the earliest and most influential treatises on the subject of this volume is Aristotle's Categories. Aristotle's title is a form of the Greek verb for speaking against or submitting an accusation in a legal proceeding. By the time of Aristotle, it also meant: to signify or to predicate. Surprisingly, the "predicates" Aristotle talks about include not only bits of language, but also such nonlinguistic items as the color white in a body and the knowledge of grammar in a (...) man's soul. (Categories I/ii) Equally surprising are such details as Aristotle's use of the terms 'homonymy' and 'synonymy' in connection with things talked about rather than words used to talk about them. Judging from the evidence in the Organon, the Metaphysics, and elsewhere, Aristotle was both aware of and able to mark the distinction between using and men tioning words; and so we must conclude that in the Categories, he was not greatly concerned with it. For our purposes, however, it is best to treat the term 'predication' as if it were ambiguous and introduce some jargon to disambiguate it. Code, Modrak, and other authors of the essays which follow use the terms 'linguistic predication' and 'metaphysical predication' for this. (shrink)

Politics and Modernity provides a critical review of the key interface of contemporary political theory and social theory about the questions of modernity and postmodernity. Review essays offer a broad-ranging assessment of the issues at stake in current debates. Among the works reviewed are those of William Connolly, Anthony Giddens, J[um]urgen Habermas, Alasdair MacIntyre, Richard Rorty, Charles Taylor and Roy Bhaskar. As well as reviewing the contemporary literature, the contributors assess the historical roots of current problems in the works of (...) Nietzsche and Max Weber. (shrink)