By carefully examining one of the most famous thought experiments in the history of science—that by which Galileo is said to have refuted the Aristotelian theory that heavier bodies fall faster than lighter ones—I attempt to show that thought experiments play a distinctive role in scientific inquiry. Reasoning about particular entities within the context of an imaginary scenario can lead to rationally justified concluusions that—given the same initial information—would not be rationally justifiable on the basis of a straightforward argument.

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 publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

As is well known, the late Husserl warned against the dangers of reifying and objectifying the mathematical models that operate at the heart of our physical theories. Although Husserl’s worries were mainly directed at Galilean physics, the first aim of our paper is to show that many of his critical arguments are no less relevant today. By addressing the formalism and current interpretations of quantum theory, we illustrate how topics surrounding the mathematization of nature come to the fore naturally. Our (...) second aim is to consider the program of reconstructing quantum theory, a program that currently enjoys popularity in the field of quantum foundations. We will conclude by arguing that, seen from this vantage point, certain insights delivered by phenomenology and quantum theory regarding perspectivity are remarkably concordant. Our overall hope with this paper is to show that there is much room for mutual learning between phenomenology and modern physics. (shrink)

in this paper we return to Marshall Clagett’s view about the existence of an ancient Greek geometry of motion. It can be read in two ways. As a basic presentation of ancient Greek geometry of motion, followed by some aspects of its further development in landmark works by Galileo and Newton. Conversely, it can be read as a basic presentation of aspects of Galileo’s and Newton’s mathematics that can be considered as developments of a geometry of motion that was first (...) conceived by ancient Greek mathematicians. (shrink)

: In the concluding pages of his Epistolae duae de motu impresso a motore translato (1642), Pierre Gassendi provides a brief summary of the explanation of the tides found in Galileo's Dialogue over the Two Chief World Systems (1632). A comparison between the two texts reveals, however, that Gassendi surreptitiously modifies Galileo's theory in some crucial points in the vain hope of rendering it more compatible with the observed phenomena. But why did Gassendi not acknowledge his departures from the Galilean (...) model? The present article argues that cautiousness was just one of the reasons that stopped the French priest from turning Galileo's theory into his own theory. He was probably also aware of the fact that Kepler's model of planetary motion, which he endorsed in the Epistolae, could not be reconciled with Galileo's explanation of the tides. In the postumously published Syntagma philosophicum (1658), Gassendi tried to mend this major inconsistency by arguing that Galileo's theory of the tides not only remained valid, but became even more coherent, if one attributed to the Earth an elliptic orbit. But given that in the Syntagma Gassendi officially adhered to the Tychonic system, his effort to reconcile Kepler and Galileo, while already unconvincing by itself, appears completely futile. (shrink)

ArgumentThis paper discusses the theory of motion of the philosopher Honoré Fabri (1608–1688), a senior representative of early modern Jesuit scientists. It argues that the consensus prevailing among historians – according to which Fabri's theory of impetus is diametrically opposed to Galileo's or Descartes' concept of inertia – is false. It shows: that Fabri carefully constructed his concept of impetus in order to easily incorporate the principle of linear conservation of motion (designated here as “limited inertia”), by adopting formal (rather (...) than efficient) causality between impetus and motion and by allowing impetus to act only along straight lines; that he explicitly deemed Aristotle's famous “inertial paradox” not as a paradox at all; and that linear conservation of motion was not limited to “counterfactual” circumstances but played a significant part in his discrete theory of free fall and constituted an integral component of his general physical (and even mathematical) philosophy. However, the paper also shows that Fabri's notion of inertia was restricted to one dimension only, and therefore should indeed be considered “limited.” In his analysis of horizontal projectiles, Fabri explicitly rejected Galileo's important principle of superposition, and thus revealed significant constraints to his “inertial” thinking. (shrink)

Thesis (Ph. D.)--University of Hawaii at Manoa, 1996.

The ArgumentOne of the earliest arguments for Copernicanism was a widely accepted fact: that on a horizontal plane a body subject to no external resistance can be set in motion by the smallest of all possible forces. This fact was contrary to Aristotelian physics; but it was a physical argument (by abduction) for the possibility of the Copernican world system. For it would be explained if that system was true or at least possible.Galileo argued: only nonviolent motions can be caused (...) by the smallest of all possible forces; hence resistance-free horizontal motions are nonviolent; this confirms Copernicanism insofar as it designates the rotations of celestial spheres (being resistance-free horizontal motions) as nonviolent.Galileo's argument was compatible with (and supportive of) the specific Copernican version of impetus mechanics; but it was also compatible with a (somewhat qualified) principle of inertia. Thus it promoted decisively the transition from impetus mechanics to classical inertial mechanics. (shrink)

The current consensus view of causation in physics, as commonly held by scientists and philosophers, has several serious problems. It fails to provide an epistemology for the causal knowledge that it claims physics to possess; it is inapplicable in a prominent area of physics (classical thermodynamics); and it is difficult to reconcile with our everyday use of causal concepts and claims. In this dissertation, I use historical examples and philosophical arguments to show that the interventionist account of causation constitutes a (...) promising alternative for a “physically respectable” account of causation. The interventionist account explicates important parts of the experimental practice of physics and important aspects of the ways in which physical theory is used and applied. Moreover, the interventionist account succeeds where the consensus view of causation in physics fails. I argue that the interventionist account provides an epistemology of causal knowledge in physics that is rooted in experiment. On the interventionist view, there is a close link between experiment and the testing of causal claims. I give several examples of experiments from the early history of thermodynamics that scientists used in interventionist-type arguments. I also argue that interventionist claims made in the context of a physical theory can be epistemically justified by reference to the experimental interventions and observations that serve as evidence for the theory. I then show that the interventionist account of causation is well-suited to the patterns of reasoning that are intrinsic to thermodynamic theory. I argue that interventionist reasoning constitutes the structural foundation of thermodynamic theory, and that thermodynamic theory can provide clear answers to meaningful questions about whether or not a certain variable is a cause of another in a given context. Finally, I argue that the interventionist account offers the prospect of a unification of “physically respectable” causation and our everyday notion of causation. I conclude the dissertation by sketching an anti-foundationalist unification of causation, according to which causal reasoning occurs in the same manner in physics as it does in other branches of life and scientific research. (shrink)