The volume collects classics of Marxist historiography of science, including a new translation of Boris Hessen's “The Social and Economic Roots of Newton's ...

These days many gyms and fitness centers are closed to reduce transmission of the SARS-CoV-2 virus in society. The gym is an environment rich in microorganisms, and careful hygiene is a necessity to keep infections at bay. Exercise centers strive for better hygiene compliance among their members. This effort has become essential in light of the current pandemic. Several experimental studies show that others’ physical presence, or the “illusion” of being watched, may alter behavior. This article reports on a natural (...) field experiment testing one specific social nudge intended to increase gym members’ hygienic behavior. The study was conducted before the SARS-COV-2 pandemic. A picture of “observing eyes” was attached to paper dispensers and cleanser spray bottles at two different gyms in Norway. A reversal design, also called an ABA design, with and without the nudge’s presence, was used to investigate the impact on gym members’ hygienic behavior. A follow-up study was conducted in one of the centers to investigate whether the nudge stimuli would function over time. The study included 254 individual choice situations during nine observation sessions conducted over 9 weeks. The results from both centers provide evidence of a strong effect of the nudge. However, the effect decreased during the follow-up study. These findings support previous research indicating that human behavior is influenced by the presence of implicit observation cues – in this case – observing eyes. However, insights into the long-term effect of implicit observation cues are still needed since the salience of the stimuli faded over time. (shrink)

The prevalence and negative impact of brain disorders are increasing. Clinical Neuropsychology is a specialty dedicated to understanding brain-behavior relationships, applying such knowledge to the assessment of cognitive, affective, and behavioral functioning associated with brain disorders, and designing and implementing effective treatments. The need for services goes beyond neurological diseases and has increased in areas of neurodevelopmental and psychiatric conditions, among others. In Europe, a great deal of variability exists in the education and training of Clinical Neuropsychologists. Training models include (...) master’s programs, continuing education courses, doctoral programs, and/or post-doctoral specialization depending on the country, with no common framework of requirements, although patients’ needs demand equal competencies across Europe. In the past five years, the Standing Committee on Clinical Neuropsychology of the European Federation of Psychologists’ Association has conducted a series of surveys and interviews with experts in the field representing 30 European countries. The information, along with information from the existing literature, is used in presenting an overview of current and relevant topics related to policy and guidelines in the training and competencies in Clinical Neuropsychology. An option for the way forward is the EuroPsy Specialist Certificate which is currently offered in Work- and Organizational psychology and Psychotherapy. It builds upon the Basic Certificate and complements national standards without overriding them. General principles can be found that can set the basis for a common, solid, and comprehensive specialty education/training, sharpening the Neuropsychologists’ competencies across Europe. The requirements in Clinical Neuropsychology should be comparable to those for the existing specialty areas in the EuroPsy model. Despite the perceived challenges, developing a Specialist Certificate appears a step forward for the development of Clinical Neuropsychology. Recommendations are proposed towards a shared framework of competencies by the means of a common level of education/training for the professionals in Europe. Benchmarking training standards and competencies across Europe has the potential of providing protection against unqualified and ethically questionable practice, creating transparency, raising the general European standard, and promoting mobility of both Clinical Neuropsychologists and patients in Europe, for the benefit of the professional field and the population. (shrink)

Boris Hessen’s ‘The Social and Economic Roots of Newton’s Principia’ (see https://doi.org./10.1163/1569206X-00002041) is considered a pioneering work in the historiography of the natural sciences. For some, it marks the founding moment of the ‘externalist’ approach to this field of study. Previously, Hessen published another paper on Newton entitled ‘Preface to Articles by A. Einstein and J.J. Thomson’, which, some maintain, bears a stronger resemblance to works in the ‘internalist’ camp of the historiography of the natural sciences. For decades, scholars have (...) puzzled over why Hessen chose to argue for, seemingly, diametrically opposed positions. In this paper, however, I argue that Hessen does not advance two different historiographical methods, but a single, dialectical-materialist approach that accounts for the ‘unity in opposition’ of the external and internal dimensions of natural-scientific theory. I draw from Hessen’s two papers on Newton, his previously untranslated writings, as well as selections from the secondary literature. (shrink)

A significant thread in Boris Hessen‟s iconic essay, The Social and Economic Roots of Newton’s Principia (1931), is his critique of Newton‟s involving God in his physics. Contra Newton, Hessen believes that nature does not need God in order to function properly. Hessen gives two, quite distinct, „internal‟ explanations of Newton‟s failure to see this. The first explanation is that Newton‟s failure is caused by his believing that motion is a mode instead of an attribute or essence of matter. The (...) second explanation is that Newton‟s failure is owed to his considering mechanical motion as the sole form of the motion of matter: Newton, in Hessen‟s view, did not realize that matter has many forms of motion which constantly transform into one another while conserving energy. In the present paper, I defend the thesis that none of these explanations can account for Newton‟s failure. Hessen‟s first explanation is problematic because even if Newton believed that motion is an attribute or essence of matter, he would still be obliged to involve God in physics. His second explanation fails too because he does not show exactly how the multiplicity and inter-transformation of forms of motion can account for nature‟s organizational structure. (shrink)

: The work of Boris Hessen and Henryk Grossman on the emergence of early modern science is an attempt at a historical sociology of science and a historical epistemology of scientific knowledge. One of their theses is elaborated here, namely that early modern mechanics developed in the study of contemporary technology. In particular I discuss the thesis that the replacement of the Aristotelian concept of motion by the modern general and mathematical concept developed in the study of transmission machines. In (...) addition to a discussion of the thesis and its implications, I also present a case study to substantiate the thesis. I show that Benedetti's famous refutation of Aristotle and his introduction of a new concept of motion depended on empirical knowledge of the newly invented treadle mechanism. I argue that although the historiography of science since the 1930s has explored many of the individual issues first raised by the Marxist historians of science, this perspective remains unique in that it establishes direct and informative connections between the grand narrative of the transition from agrarian-feudal society to industrial production in early capitalism and the development of science and technology down to specific cognitive issues such as shared assumptions concerning the natural order. (shrink)

This paper commemorates thepresentation of the honorary doctorate, in May2001 by the University of ód, toProfessor Andrzej Walicki. On this occasion,the Honorary Graduate delivered a lecturedevoted to his first philosophy teacher –Sergej Iosifovich Hessen, a prominent RussianNeo-Kantian philosopher and a liberal inmatters social and political. I try to analyzethe main features of Hessen''s philosophicalneo-Kantianism, in particular the inevitabilityof a choice between the absolute and therelative both in epistemology and in ethics inthe context of contemporary philosophy.

This book articulates Soviet philosopher Boris Hessen's groundbreaking analysis of socioeconomic development, technological progress, and natural scientific theory; reassesses Hessen's legacy to the history and philosophy of science; and reflects on Hessen's enduring significance in today's world of social inequality and technological progress.

The article analyzes the rationale for S.I. Hessen’s idea of transcendental empiricism, which highlights the issue of the individual and makes it “the fundamental bedrock of truth.” The author also discusses Hessen’s understanding of individual causality and its forms in the process of cognition of historical reality.

ArgumentThis paper provides an introduction to three translations of articles by Soviet philosopher Boris Hessen: “Mechanical Materialism and Modern Physics,” “On Comrade Timiryazev’s Attitude towards Contemporary Science” and “Marian Smoluchowski (On the Tenth Anniversary of His Death)”. It begins by presenting a central tension in Hessen’s work; namely, how even though he is better known for the externalism of his 1931 Newton paper, much of his work has been considered exemplary of an internalist approach. I then show that for Hessen, (...) the history of modern science was defined by the discovery of the dialectical unity in opposition between dynamic and statistical regularity. This not only sheds important light on Hessen’s understanding of causation, but also reconciles the aforementioned tension by showing his approach to the relationship between individuals and collectives in the study of physical phenomena, along with the relationship between individual scientists and socioeconomic conditions. (shrink)

The author presents the previously unknown text of the outstanding Soviet philosopher and historian of science Boris Mikhailovich Hessen. The author analyzes the report of Boris M. Hessen at the Second international Congress on the history of science and technology in London (1931). He considers as well some published works of B.M. Hessen, mainly his book on the philosophical interpretation of the theory of relativity. He argues that it is time to start introducing unpublished texts by B.M. Hessen into scientific (...) circulation. This will make the study of his work more thorough and increase the reliability of conclusions made by specialists in Hessen’s legacy. This publication offers the reader the text of B.M. Hessen, extracted from the archive: the report of B.M. Hessen at a meeting of the Presidium of the Communist Academy about the trip to the London Congress. (shrink)

Paul Natorp, John Dewey and Sergius Hessen are usually considered to represent three different philosophical and pedagogical doctrines developed at the turn of the Twentieth century. These are, respectively: neo‐Kantianism, pragmatism and humanistic pedagogy widely rooted in Wil‐ helm Dilthey’s philosophy. Contrary to this common classification, Hessen himself described his own concept of pedagogy as an applied philosophy as a continuation of Natorp’s thought. However, Hessen also noted that an approach very similar to his one can be found in John (...) Dewey’s theory. In this case, the fundamental issue is to determine the relationship between philosophy and pedagogical theory and practise. The main part of this article will identify the specificity of this relationship: the specificity implied by the concept of pedagogy understood as applied philosophy. The concept of pedagogy, understood as an applied philosophy in its theoretical and practical aspects, is the basis for critical reconstruction of social life in general. It is the opinion shared by all three philosophers that this type of reconstruction should be based on the communal dimension of basic social interactions, that is, on the communal dimension of work. The only way for the renewal of a different form of social life leads through regaining through them an essential communal dimension of human work. All three authors agreed that to regain the communal dimension of human work by another form of social interaction would only be possible when certain conditions are present; that is, when work will be permeated by individual creativity. The presence of such conditions shall be ensured by the educational community. Thus, the educational community should be a starting and end point for any critical social reconstruction as well as for the pedagogy understood as an applied philosophy. (shrink)

In February 1686, Gottfried Wilhelm Leibniz sent a letter to Antoine Arnauld, via their mutual friend Ernst, the Landgrave of Hessen-Rheinfels. This letter contained a short summary of Leibniz's most recent philosophical work, the Discourse on Metaphysics, and asked Arnauld for his reaction to it. Arnauld's response was extremely harsh: he called Leibniz's views shocking and useless and advised him to stop engaging in metaphysical speculations. Yet, Leibniz did not let this discourage him. In the exchange that followed, Leibniz was (...) intent on convincing Arnauld that the views contained in the Discourse are well supported and less radical than Arnauld initially thought. And while he never convinced Arnauld... (shrink)

The report of B. M. Hessen at the I All-Union Congress of physicists. The Congress was held in Odessa from 19 to 24 August 1930. At the plenary meeting B. M. Hessen, made a report on methodological issues of quantum physics, the relationship of physics and philosophy. Mechanistic materialism in his time came to replace the scholastic physics. But he could not solve the problems of development and specificity of forms of movement. B. M. Hessen believed that the development of (...) the basic concepts of natural science (matter, space and time, motion, wave and particle, pattern and randomness) coincides with the approach of dialectical materialism. (shrink)

This volume gathers together for the first time are all the key texts in a crucial debate in modern philosophy, centered on Leibniz's famous 1695 essay, the "New System of the Nature of Substances and their Communication," in which he introduced his strikingly original theory of metaphysics. His "system" became increasingly famous and drew him into discussion and development of these ideas, both in public and in private, with a variety of thinkers, most notably the great French philosopher Pierre Bayle. (...) Woolhouse's and Francks's new English edition gives the only full representation of this debate, and will therefore be essential reading for anyone who wishes to gain a proper understanding of Leibniz's philosophy and its intelletual context. All the texts are newly translated and extensively annotated; many appear in English for the first time. (shrink)

What does “belonging to nature” mean today and how can children and young people be inspired to experience this? What basic dilemmas and challenges arise between the requirement for critical thinking on the one side, and the experience of belonging and coexisting in nature on the other? In this article we will scrutinize the ideal of rational arguments and norms as stated in current policy documents and discuss how this best can promote curiosity and wonder, as well as a sense (...) of relatedness and responsibility with nature that can inspire normative actions, We claim that critical thinking informed by a value-based ecology is needed to reveal the hidden curriculum of sustainable education; that is, a loss of “holistic” view in the footsteps of scientific diversification, a lack of curiosity and training of critical thinking, and a “denial of nature” characterized by a missed opportunity to raise the urgent attention towards environmental risks, that today should be a main mission in natural science education. (shrink)

Nach ihm schauen wir in der ewigen Wahrheit nur die Grundsätze und Grundbegriffe der Idealwissenschaften, während wir für alle realwissenschaftliche Erkenntnis auf die Erfahrung angewiesen sind. Während also Gioberti alle Inhalte ...

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