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Volta
Giuliano Pancaldi sets us within the cosmopolitan cultures of Enlightenment Europe to tell the story of Alessandro Volta--the brilliant man whose name is forever attached to electromotive force. Providing fascinating details, many previously unknown, Pancaldi depicts Volta as an inventor who used his international network of acquaintances to further his quest to harness the power of electricity. This is the story of a man who sought recognition as a natural philosopher and ended up with an invention that would make an everyday marvel of electric lighting. Examining the social and scientific contexts in which Volta operated--as well as Europe's reception of his most famous invention--Volta al...
International Handbook of Research in History, Philosophy and Science Teaching
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...
The German Physical Society in the Third Reich
This book details the effects of the Nazi regime on the German Physical Society.
Hermann von Helmholtz and the Foundations of Nineteenth-Century Science
Hermann von Helmholtz (1821-1894) was a polymath of dazzling intellectual range and energy. Renowned for his co-discovery of the second law of thermodynamics and his invention of the ophthalmoscope, Helmholtz also made many other contributions to physiology, physical theory, philosophy of science and mathematics, and aesthetic thought. During the late nineteenth century, Helmholtz was revered as a scientist-sage—much like Albert Einstein in this century. David Cahan has assembled an outstanding group of European and North American historians of science and philosophy for this intellectual biography of Helmholtz, the first ever to critically assess both his published and unpublished writings. It represents a significant contribution not only to Helmholtz scholarship but also to the history of nineteenth-century science and philosophy in general.
The Context of Constitution
This book sets out an extensive argument against the foundationalist theories of justification, and advocates new life for philosophy of science. The author brings together aspects of an ontology of the interpretative constitution of research objects and a holistic picture of science’s cognitive structures. The book is a contribution to a wide range of discussion concerning the post-Gadamerian extension of philosophical hermeneutics beyond the scope of the traditional humanistic culture.
Science Teaching
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: what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. Outlining the history of liberal 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.
Hyper/Text/Theory
In his widely acclaimed book Hypertext George P. Landow described a radically new information technology and its relationship to the work of such literary theorists as Jacques Derrida and Roland Barthes. Now Landow has brought together a distinguished group of authorities to explore more fully the implications of hypertextual reading for contemporary literary theory. Among the contributors, Charles Ess uses the work of Jürgen Habermas and the Frankfurt School to examine hypertext's potential for true democratization. Stuart Moulthrop turns to Deleuze and Guattari as a point of departure for a study of the relation of hypertext and political power. Espen Aarseth places hypertext within a framework created by other forms of electronic textuality. David Kolb explores what hypertext implies for philosophy and philosophical discourse. Jane Yellowlees Douglas, Gunnar Liestol, and Mireille Rosello use contemporary theory to come to terms with hypertext narrative. Terrence Harpold investigates the hypertextual fiction of Michael Joyce. Drawing on Derrida, Lacan, and Wittgenstein, Gregory Ulmer offers an example of the new form of writing hypertextuality demands.
Analysing Historical Mathematics Textbooks
This book is about the creation and production of textbooks for learning and teaching mathematics. It covers a period from Antiquity to Modern Times. The analysis begins by assessing principal cultures with a practice of mathematics. The tension between the role of the teacher and his oral mode, on the one hand, and the use of a written (printed) text, in their respective relation with the student, is one of the dimensions of the comparative analysis, conceived of as the ‘textbook triangle’. The changes in this tension with the introduction of the printing press are discussed. The book presents various national case studies (France, Germany, Italy) as well as analyses of the internationalisation of textbooks via transmission processes. As this topic has not been sufficiently explored in the literature, it will be very well received by scholars of mathematics education, mathematics teacher educators and anyone with an interest in the field.
History, Philosophy and Science Teaching: A Personal Story
This book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
