Results for 'History Philosophy'

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  1.  10
    History, philosophy, and culture.Rolando M. Gripaldo - 2010 - Quezon City: C & E.
  2.  4
    History, Philosophy, and Science Teaching: Selected Readings.Michael R. Matthews - 1991
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  3.  45
    History/philosophy/science: Some lessons for philosophy of history.John H. Zammito - 2011 - History and Theory 50 (3):390-413.
    ABSTRACTRheinberger's brief history brings into sharp profile the importance of history of science for a philosophical understanding of historical practice. Rheinberger presents thought about the nature of science by leading scientists and their interpreters over the course of the twentieth century as emphasizing increasingly the local and developmental character of their learning practices, thus making the conception of knowledge dependent upon historical experience, “historicizing epistemology.” Linking his account of thought about science to his own work on “experimental systems,” (...)
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  4.  25
    History, Philosophy and Theory of the Life Sciences.Kevin D. Hoover - 2011 - Perspectives in Biology and Medicine 54 (3):316-331.
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  5.  1
    Rle: History & Philosophy of Science: 34-Volume Set.Georg Henrik Wright - 1971 - Routledge.
    History and Philosophy of Science reprints a distinguished selection of important texts published in this field over the last century. This set presents a unique opportunity to gain comprehensive coverage of all aspects of the history and philosophy of science. It covers all major fields of scientific thought throughout history from Physics, Biology, and Cosmology to ESP and Alchemy. It includes texts on all the great historical scientific figures including Darwin, Copernicus, Archimedes and Hooker and (...)
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  6.  4
    Science, History, Philosophy, and Literature in Sanskrit Classics: Dr. D.N. Shanbhag Felicitation Volume.Krishnamurthy Bheemacharya Archak & Dr Michael (eds.) - 2007 - Delhi: Sundeep Prakashan.
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  7. History, Philosophy, Culture: Revisiting Professor G.C. Pande's Thoughts and Works.Sibesh Chandra Bhattacharya (ed.) - 2010 - Aryan Books International.
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  8.  25
    History, philosophy and science teaching: Some answers to “How?”.Anna Maria Pessoa De Carvalho & Andréa Infantosi Vannucchi - 2000 - Science & Education 9 (5):427-448.
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  9. History, Philosophy and Theory of the Life Sciences.Philippe Huneman, Gérard Lambert & Marc Silberstein (eds.) - 2014 - Springer.
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  10.  1
    Psychology without foundations: history, philosophy and psychosocial theory.Steven D. Brown - 2009 - Thousand Oaks, Calif.: SAGE. Edited by Paul Stenner.
    This new book proposes a way out of the crisis by letting go of the idea that psychology needs ‘new’ foundations or a new identity, whether biological, discursive, or cognitive. The psychological is not narrowly confined to any one aspect of human experience; it is quite literally ‘everywhere’. Drawing on a range of influential thinkers including Michel Serres, Michel Foucault, AN Whitehead, and Gilles Deleuze, the book proposes a strong process-oriented approach to the psychological, which studies ‘events’ or ‘occasions.’.
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  11.  56
    History, Philosophy, and the Central Metaphor.Peter Galison - 1988 - Science in Context 2 (1):197-212.
    The ArgumentBehind the dispute over the relative priority of theory and experiment lie conflicting philosophical images of the nature of scientific inquiry. One crucial image arose in the 1920s, when the logical positivists agitated for a “unity of science” that would ground all meaningful scientific activity on an observational foundation. Their goals and rhetoric dovetailed with the larger movements of architectural, literary, and philosophical modernism. Historians of science followed the positivists by tracking experimental science as the basis for scientific progress. (...)
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  12. History, Philosophy, Culture: Revisiting Professor G.C. Pande's Thoughts and Works.Sibesh Chandra Bhattacharya (ed.) - 2010 - Aryan Books International.
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  13. Post history, Philosophy and Political Spirituality.Luis Felix Blengino - 2009 - Ideas Y Valores 58 (139):109-127.
  14. The history, philosophy, and methodology of geography: a bibliography selected for education and research.James S. Altengarten - 1976 - Monticello, Ill.: Council of Planning Librarians. Edited by Gary Anderson Molyneaux.
     
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  15.  9
    History, Philosophy and Science Teaching: New Perspectives.Michael R. Matthews (ed.) - 2017 - Springer Verlag.
    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 (...)
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  16. History, Philosophy of.Anthony K. Jensen - 2012 - In J. Feiser & B. Dowden (eds.), Internet Encyclopedia of Philosophy.
     
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  17. The history & philosophy of Buddhism.Lewis R. Lancaster - 1971 - [n.p.]: Big Sur Recordings.
     
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  18.  45
    History, philosophy, and science teaching: The present rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
  19.  31
    History, philosophy and science teaching what can be done in an undergraduate course?Michael R. Matthews - 1990 - Studies in Philosophy and Education 10 (1):93-97.
    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.
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  20. Acts of Knowledge: History, Philosophy and Logic.Giuseppe Primiero (ed.) - 2009 - College Publications.
    The Editors’ vision for this volume is that it should be a selection of essays, contributed by the academics who have worked, studied, collaborated and disagreed with Göran Sundholm; engaging in debated issues and exploring untouched areas maybe only suggested or hinted at in Sundholm’s own work. "Acts of Knowledge" characterizes the papers contained in this volume as bringing something scientifically valuable in their respective fields: all the papers present cutting-edge research in their own style, contributing to very lively debates (...)
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  21. Rethinking the Enlightenment: Between History, Philosophy, and Politics.Geoff Boucher & Henry Martyn Lloyd (eds.) - 2017 - Lanham: Lexington Books.
    Rethinking the Enlightenment connects new work in intellectual history with fresh understandings of Continental philosophy and political theory. The collection bridges the disciplinary divides between the Enlightenment as understood in history, philosophy, and politics and moves towards a critical self-understanding of the present.
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  22.  2
    Rethinking the Enlightenment: Between History, Philosophy, and Politics.Geoff Boucher & Henry Martyn Lloyd (eds.) - 2017 - Lanham: Lexington Books.
    Rethinking the Enlightenment connects new work in intellectual history with fresh understandings of Continental philosophy and political theory. The collection bridges the disciplinary divides between the Enlightenment as understood in history, philosophy, and politics and moves towards a critical self-understanding of the present.
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  23. Dante's multitudes: history, philosophy, method.Teodolinda Barolini - 2022 - Notre Dame, Indiana: University of Notre Dame Press.
    Social and cultural difference. "Only historicize": history, material culture (food, clothes, books), and the future of Dante studies -- Dante's sympathy for the other, or the non-stereotyping imagination: sexual and racialized others in the Commedia -- Contemporaries who found heterodoxy in Dante: Cecco d'Ascoli, Boccaccio, and Benvenuto da Imola on Fortuna and Inferno 7.89 -- Dante's limbo and equity of access: non-Christians, children, and criteria of inclusion and exclusion, form Inferno 4 to Paradiso 32 -- Metaphysical difference. Toward a (...)
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  24.  35
    History, Philosophy and Sociology of Biology: A Family Romance.Edward Manier - 1980 - Studies in History and Philosophy of Science Part A 11 (1):1.
  25.  12
    Rethinking the Anarchist Canon: History, Philosophy, and Interpretation.Nathan Jun - 2013 - Anarchist Developments in Cultural Studies 3 (1):79-111.
    How we define the anarchist canon—let alone how we decide which thinkers, theories, and texts should count as canonical—depends very much on what we take the purpose of the anarchist canon to be. In this essay, I distinguish between thinkers, theories, or texts that are “anarchist,” by virtue of belonging to actually-existing historical anarchist movements, and those which are “anarchist” in virtue of expressing “anarchistic” (or “anarchic”) ideas. I argue that the anarchist canon is best conceived as a repository of (...)
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  26.  2
    History, philosophy, and science education: reflections on genetics 20 years after the human genome project.Robert Meunier - 2023 - History and Philosophy of the Life Sciences 45 (2):1-8.
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  27. Life and Evolution, History, Philosophy and Theory of the Life Sciences.Lorenzo Baravalle & Luciana Zaterka (eds.) - 2020
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  28.  3
    Models in biology: history, philosophy, and practical concerns.Georg F. Striedter - 2022 - Cambridge, Massachusetts: The MIT Press.
    Instead of arguing for a specific animal model, Striedter will review the history and philosophy of animal models in biomedical research, examining their various advantages and limitations.
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  29. History, philosophy, and science teaching: A brief review.Michael R. Matthews - 1989 - Synthese 80 (1):1 - 7.
    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 (...)
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  30.  5
    History, Philosophy, and the Canons of the Arts.Claire Detels - 1998 - The Journal of Aesthetic Education 32 (3):33.
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  31. Space and History: Philosophy and Imperialism in Nishida and Watsuji.Yoko Arisaka - 1996 - Dissertation, University of California, Riverside
    This dissertation analyzes the philosophical theories and politics of Kitaro Nishida , the founder of modern Japanese philosophy, and Tetsuro Watsuji , the second most famous philosopher in Japan. Both Nishida and Watsuji develop a "spatialized" conception of history to contrast with a temporal model which had the effect of situating Europe as the most advanced form of modern culture. According to their view, the representation of world history should take into account the contemporaneous developments of all (...)
     
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  32.  4
    Year-round education: history, philosophy, future.Don E. Glines - 1995 - Saline, MI: McNaughton & Gunn.
  33.  1
    Acts of Knowledge: History, Philosophy and Logic.Shahid Rahman & Primiero Giussepe (eds.) - 2009 - College Publications.
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  34.  8
    A graduate programme in history, philosophy and science teaching in Brazil.Olival Freire Jr & Robinson M. Tenório - 2001 - Science & Education 10 (6):601-608.
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  35.  1
    Baroque Topographies Literature/History/Philosophy.Timothy Hampton - 1948
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  36.  19
    Kant's Embedded Cosmopolitanism: History, Philosophy and Education for World Citizens.Georg Cavallar - 2015 - Boston: De Gruyter.
    This book uncovers Kant s hidden theory of cosmopolitan education within the framework of his overall practical philosophy. The Kant brought out here turns out to be very different from current mainstream appropriations, which erroneously consider him one of the founding fathers of the new cosmopolitanism. Kant s Embedded Cosmopolitanism is a valuable source for students of political philosophy, cosmopolitanism, and Kant s ethics.".
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  37.  5
    History, Philosophy and Culture in the Young Gramsci.C. Boggs - 1977 - Télos 1977 (31):202-220.
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  38.  29
    Early childhood education: history, philosophy, experience.Cathy Nutbrown - 2008 - Los Angeles: SAGE. Edited by Peter Clough & Philip Selbie.
    With increasing development in the field of early childhood education and care, and new interest in alternative approaches to early years provision internationally, there is an urgent need for a book which explores and explains historical roots of practices and philosophical ideas which have underpinned the development of those practices in the field. This book traces historical ideas and their pioneers. It provides brief biographies and critical insights into their work as individuals and compares their principles and practices to those (...)
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  39. Eugenio Garin between history, philosophy and politics in some unpublished letters.Giovanni Mastroianni - 2009 - Giornale Critico Della Filosofia Italiana 5 (2):479-498.
     
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  40. Third International History, Philosophy and Science Teaching Conference.Fred Finley - 1994 - Science & Education 3:209-211.
     
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  41. SIXTH International History, Philosophy & Science Teaching Conference.Denver Colorado - 2000 - Science & Education 9:489-490.
     
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  42. Department of history & philosophy of science university of cambridge. Uk a phenomenological account of the «ontological problem of space».Nader El-Bizri - 2002 - Existentia 12:345.
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  43.  70
    History, philosophy and science teaching: A bibliography.Michael R. Matthews - 1989 - Synthese 80 (1):185-196.
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  44. International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    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 (...)
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  45.  48
    Myth in history, philosophy of history as myth: On the ambivalence of Hans Blumenberg's interpretation of Ernst Cassirer's theory of myth.Jeffrey Andrew Barash - 2011 - History and Theory 50 (3):328-340.
    ABSTRACTThis essay explores the different interpretations proposed by Ernst Cassirer and Hans Blumenberg of the relation between Platonic philosophy and myth as a means of bringing to light a fundamental divergence in their respective conceptions of what precisely myth is. It attempts to show that their conceptions of myth are closely related to their respective assumptions concerning the historical significance of myth and regarding the sense of history more generally. Their divergent conceptions of myth and of history, (...)
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  46.  20
    When did I begin?: conception of the human individual in history, philosophy, and science.Norman M. Ford - 1988 - New York: Cambridge University Press.
    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 (...)
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  47.  24
    The Darwinian paradigm: essays on its history, philosophy, and religious implications.Michael Ruse - 1989 - New York: Routledge.
    INTRODUCTION I first read Charles Darwin's masterpiece, On the Origin of Species , some twenty years ago. At once I fell under its spell - an emotion which ...
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  48.  35
    Introduction: The History, Purpose and Content of the Springer International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews - 2014 - In International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1-15.
    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 (...)
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  49.  24
    Plants as Machines: History, Philosophy and Practical Consequences of an Idea.Sophie Gerber & Quentin Hiernaux - 2022 - Journal of Agricultural and Environmental Ethics 35 (1):1-24.
    This paper elucidates the philosophical origins of the conception of plants as machines and analyses the contemporary technical and ethical consequences of that thinking. First, we explain the historical relationship between the explicit animal machine thesis of Descartes and the implicit plant machine thesis of today. Our hypothesis is that, although it is rarely discussed, the plant machine thesis remains influential. We define the philosophical criteria for both a moderate and radical interpretation of the thesis. Then, assessing the compatibility of (...)
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  50.  1
    Contemporary perspectives on C.S. Lewis' The abolition of man: history, philosophy, education, and science.Timothy M. Mosteller & Gayne John Anacker (eds.) - 2017 - New York: Bloomsbury Academic, an Imprint of Bloomsbury Publishing Plc.
    Beginning with a clear account of the historical setting for The Abolition of Man and its place within C.S. Lewis' corpus of writing, Contemporary Perspectives on C. S. Lewis' The Abolition of Man: History, Philosophy, Education and Science assesses and appraises Lewis' seminal lectures, providing a thorough analysis of the themes and subjects that are raised. Chapters focus on the major areas of thought including: philosophy, natural law, education, literature, politics, theology, science, biotechnology and the connection between (...)
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