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  1. Teaching the Philosophical and Worldview Components of Science.Michael R. Matthews - 2009 - Science & Education 18 (6-7):697-728.
  • Copernicus, the orbs, and the equant.Peter Barker - 1990 - Synthese 83 (2):317 - 323.
    I argue that Copernicus accepted the reality of celestial spheres on the grounds that the equant problem is unintelligible except as a problem about real spheres. The same considerations point to a number of generally unnoticed liabilities of Copernican astronomy, especially gaps between the spheres, and the failure of some spheres to obey the principle that their natural motion is to rotate. These difficulties may be additional reasons for Copernicus's reluctance to publish, and also stand in the way of strict (...)
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  • Descartes and the tree of knowledge.Roger Ariew - 1992 - Synthese 92 (1):101 - 116.
    Descartes' image of the tree of knowledge from the preface to the French edition of the Principles of Philosophy is usually taken to represent Descartes' break with the past and with the fragmentation of knowledge of the schools. But if Descartes' tree of knowledge is analyzed in its proper context, another interpretation emerges. A series of contrasts with other classifications of knowledge from the seventeenth and eighteenth centuries raises some puzzles: claims of originality and radical break from the past do (...)
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