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  1. 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 first handbook to cover the (...)
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  • The normative structure of mathematization in systematic biology.Beckett Sterner & Scott Lidgard - 2014 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 46 (1):44-54.
    We argue that the mathematization of science should be understood as a normative activity of advocating for a particular methodology with its own criteria for evaluating good research. As a case study, we examine the mathematization of taxonomic classification in systematic biology. We show how mathematization is a normative activity by contrasting its distinctive features in numerical taxonomy in the 1960s with an earlier reform advocated by Ernst Mayr starting in the 1940s. Both Mayr and the numerical taxonomists sought to (...)
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  • Developing Students’ Reflections on the Function and Status of Mathematical Modeling in Different Scientific Practices: History as a Provider of Cases.Tinne Hoff Kjeldsen & Morten Blomhøj - 2013 - Science & Education 22 (9):2157-2171.
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  • Overcoming the Newtonian Paradigm: The Unfinished Project of Theoretical Biology from a Schellingian Perspective.Arran Gare - 2013 - Progress in Biophysics and Molecular Biology 113:5-24.
    Defending Robert Rosen’s claim that in every confrontation between physics and biology it is physics that has always had to give ground, it is shown that many of the most important advances in mathematics and physics over the last two centuries have followed from Schelling’s demand for a new physics that could make the emergence of life intelligible. Consequently, while reductionism prevails in biology, many biophysicists are resolutely anti-reductionist. This history is used to identify and defend a fragmented but progressive (...)
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  • Walter Pitts and “A Logical Calculus”.Mark Schlatter & Ken Aizawa - 2008 - Synthese 162 (2):235-250.
    Many years after the publication of “A Logical Calculus of the Ideas Immanent in Nervous Activity,” Warren McCulloch gave Walter Pitts credit for contributing his knowledge of modular mathematics to their joint project. In 1941 I presented my notions on the flow of information through ranks of neurons to Rashevsky’s seminar in the Committee on Mathematical Biology of the University of Chicago and met Walter Pitts, who then was about seventeen years old. He was working on a mathematical theory of (...)
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  • The Development of Sociobiology in Relation to Animal Behavior Studies, 1946–1975.Clement Levallois - 2018 - Journal of the History of Biology 51 (3):419-444.
    This paper aims at bridging a gap between the history of American animal behavior studies and the history of sociobiology. In the post-war period, ecology, comparative psychology and ethology were all investigating animal societies, using different approaches ranging from fieldwork to laboratory studies. We argue that this disunity in “practices of place” explains the attempts of dialogue between those three fields and early calls for unity through “sociobiology” by J. Paul Scott. In turn, tensions between the naturalist tradition and the (...)
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  • Bourdieu’s Cleft Sociology of Science.Charles Camic - 2011 - Minerva 49 (3):275-293.
    The paper examines Pierre Bourdieu’s extensive writings on the production of scientific knowledge. The study shows that Bourdieu offered not one but two - significantly different - approaches to scientific knowledge production, one formulated in his theoretical, or programmatic, writings on the subject, the other developed in his empirical writings. Addressing the question as to the relevance of Bourdieu’s work for science studies, the analysis argues that the former of these two approaches is at once very visible in Bourdieu’s work (...)
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