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This paper examines Descartes' problematic relational theory of motion, especially when viewed within the context of his dynamics, the Cartesian natural laws. The work of various commentators on Cartesian motion is also surveyed, with particular emphasis placed upon the recent important texts of Garber and Des Chene. In contrast to the methodology of most previous interpretations, however, this essay employs a modern "spacetime" approach to the problem. By this means, the role of dynamics in Descartes' theory, which has often been (...) |
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It is difficult to evaluate the role of activity - of force or of that which has causal efficacy - in Descartes’ natural philosophy. On the one hand, Descartes claims to include in his natural philosophy only that which can be described geometrically, which amounts to matter (extended substance) in motion (where this motion is described kinematically).’ Yet on the other hand, rigorous adherence to a purely geometrical description of matter in motion would make it difficult to account for the (...) |
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: This paper presents a detailed account of Descartes' derivation of his second law of nature—the law of rectilinear motion—from a priori metaphysical principles. Unlike the other laws the proof of the second depends essentially on a metaphysical assumption about the temporal immediacy of God's operation. Recent commentators (e.g., Des Chene and Garber) have not adequately explained the precise role of this assumption in the proof and Descartes' reasoning has continued to seem somewhat arbitrary as a result. My account better (...) |
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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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In 1675, Burchard de Volder (1643–1709) was the first professor to introduce the demonstration of experiment into a university physics course and built the Leiden Physics Theatre to accommodate this new pedagogy. When he requested the funds from the university to build the facility, he claimed that the performance of experiments would demonstrate the “truth and certainty” of the postulates of theoretical physics. Such a claim is interesting given de Volder’s lifelong commitment to Cartesian scientia. This chapter will examine de (...) |
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In the last part of Ethics Spinoza introduces the doctrine of the intellectual love of God: God loves himself with an infinite intellectual love. This doctrine has raised one of the most discussed puzzles in Spinoza scholarship: How can God have intellectual love if, as Spinoza says, God is Nature itself? After examining existing.approaches to the puzzle and revealing their failures, I will propose a Neo- Confucian approach to the puzzle. I will compare Spinoza's philosophy with Neo-Confucian philosophy and argue (...) |
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Descartes understood the subject matter of physics (or natural philosophy) to encompass the whole of nature, including living things. It therefore comprised not only nonvital phenomena, including those we would now denominate as physical, chemical, minerological, magnetic, and atmospheric; it also extended to the world of plants and animals, including the human animal (with the exception of those aspects of the human mind that Descartes assigned to solely to thinking substance: pure intellect and will). Descartes wrote extensively on physiology and (...) |
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