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)

The beginning of the world seems to be a subject of investigations of contemporary sciences on the one hand, and a part of the religious truth on the other. Technical and scientific progress is conducive to constructing new models of the world and inspires modification or rejection of existing ones. The aim of the first part of this paper is to show some problems, among others methodological, theoretical and interpretational, that arise on account of current scientific theories. Certain basic features (...) of a so-called scientific world view are pointed out. In the second part, the fundamental essence of the religious and theological truth of the creation is investigated. On the grounds of discussed issues, a possibility to achieve a kind of synthesis of both scientific and religious world views is considered in the third part. It is suggested that the general outlook on life could be a proper base for such a synthesis. However this solution proves to be unsatisfying, because of the mosaic, incoherent character of an outlook of life. The task to construct a more cohesive view of the world remains open. In the paper, a few lines for further investigation are drawn. (shrink)

This article critiques the `dominant view' of the popularization of science that takes it as a one-way process of simplification, one in which scientific articles are the originals of knowledge that is then debased by translation for a public that is ignorant of such matters, a blank slate. Recent work is surveyed in several disciplines that questions the boundaries of scientific discourse and genres of popularization: who the actors are, how the discourses interact, what modes are involved, and what is (...) communicated. Implications are drawn from these studies for discourse analysis. (shrink)

This monograph discusses the question of what it is to be a reason – mainly in practical ethics – and proposes an original contribution to metaethics.It critically examines theories of metaethical realism, constructivism and error theory and identifies several misunderstandings or unclarities in contemporary debates. Based on this examination, the book suggests a distinction between a conceptual question, that can be answered by pure first-personal thinking, and a material question, that targets responses to reasons as a natural phenomenon in space (...) and time and that can be answered by help of the sciences. While this book defends a sharp distinction between these approaches, it also argues that the insights gained by the distinct approaches can be fruitfully integrated into a comprehensive picture.The comprehensive picture promoted in this book, based on both philosophical analysis and resources from psychology and cognitive science, is a picture of reasons as items in a collective archive of mind – reconfiguring the “domain of reasons” as a collectively established and socially cultivated fund of considerations with normative weight. The developed Collective Archive View combines Reasons Fundamentalism as an answer to the conceptual question, with a social ontological proposal, similar to Haslanger’s critical realism, as an answer to the material question.Thereby, it introduces central ideas from the field of social metaphysics into metaethics. At the same time, it offers a way of settling some controversies within metaethics, going on between proponents of Reasons Fundamentalism and Constitutivism, realism and constructivism, as well as proponents of mind-dependence and mind-independence of normative facts. Finally, the proposal enables us to envision and conceptualize genuine normative change within a metaethical theory. (shrink)

This thesis inquires into our ‘human nature’ through an interdisciplinary approach that considers some of the radical changes in intellectual thought at those key points in Western culture in which this concept has been centrally deployed. The broad historical sweep that this study covers finds the preoccupation with defining who we are and what we are capable of inextricably linked with the focus, at most of the pivotal moments examined, on a dominant impulse to conceive human beings as moral creatures.

This thesis is about the contemporary challenges facing herbal medicine. Specifically it concerns the difficulties faced by Australian herbalists in their attempts to maintain authority over the knowledge base of their craft and a connection with traditional understandings of the uses of plant medicines, while at the same time engaging with biomedicine and the broader Australian healthcare system. It contributes to the study of the nascent field of qualitative studies in contemporary western herbal medicine by making three main arguments. Firstly, (...) Australian herbal medicine is characterised by its origins as a European colonial practice and its history of professional marginalisation during most of the 20th century. Secondly herbal practitioners have been unable to capitalise significantly on a surge of public popularity in the closing years of the 20th century which brought with it the interest of industry, the scrutiny of regulators and the renewed attention of biomedicine. Herbalists continue to struggle for recognition in the face of these more powerful interests. Thirdly it is argued that herbalists are attempting to gain legitimacy and acceptance as a healthcare profession through a process of underpinning their knowledge base with science, which is replacing their traditional philosophical basis. This has the effect of weakening the ability of herbalists to maintain their identity as an independent profession and makes its knowledge base vulnerable to appropriation by other healthcare professions. Gross’ model of the cultural location of traditions in contemporary societies is used to clarify the situation of herbalists and to identify problems consequent to the political choices they have made or which have been forced upon them. Gross suggests that traditions which place themselves close to power have difficulty in maintaining their own character and integrity, but that other cultural locations are also problematic and limit full participation in society. vi It is argued that there are compelling reasons to move beyond Gross’ analysis and to find ways to strengthen the independence of the herbal profession. Given the financial problems facing the current healthcare system in Australia and the looming ecological challenges, radical changes to the current system are required. The central concepts of herbal practice, in particular vitalism and holism, lead to approaches to healthcare which are potentially both costeffective and ecologically sustainable. A robust and independent profession of western herbalists, with their philosophy articulated and restored, could provide a valuable and sustainable contribution to Australian healthcare. (shrink)

Foraging for coherence is a pragmatist philosophy of the brain. It is a philosophy anchored to objects and instrumental in understanding the brain. Our age is dominated by neuroscience. A critical common sense underlies inquiry including that of neuroscience. Thus a pragmatist orientation to neuroscience is about foraging for coherence; not overselling neuroscience. Foraging for coherence is the search for adaptation – diverse epistemic orientation tied ideally to learning about oneself, one’s nature, and one’s history in the context of learning (...) about the brain. Neuroscience is about us: Our desires, habits, styles of reason, human vulnerability, and abuse. The language of the neuron, or the gene, or the systems does not replace the discussion about us as the person, in the social and historical context. (shrink)

What is ‘counterintuitive’? There is general agreement that it refers to a violation of previously held knowledge, but the precise definition seems to vary with every author and study. The aim of this paper is to deconstruct the notion of ‘counterintuitive’ and provide a more philosophically rigorous definition congruent with the history of psychology, recent experimental work in ‘minimally counterintuitive’ concepts, the science vs. religion debate, and the developmental and evolutionary background of human beings. We conclude that previous definitions of (...) counterintuitiveness have been flawed and did not resolve the conflict between a believer’s conception of the supernatural entity (an atypical “real kind”) and the non-believer’s conception (empty name/fictional). Furthermore, too much emphasis has been placed on the universality and (presumed) innateness of intuitive concepts (and hence the criteria for what is counterintuitive)—and far too little attention paid to learning and expertise. We argue that many putatively universal concepts are not innate, but mostly learned and defeasible—part of a religious believer’s repertoire of expert knowledge. Nonetheless, the results from empirical studies about the memorability of counterintuitive concepts have been convincing and it is difficult to improve on existing designs and methodologies. However, future studies in counterintuitive concepts need to embed their work in research about context effects, typicality, the psychology of learning and expertise (for example, the formation of expert templates and range defaults), with more attention to the sources of knowledge (direct and indirect knowledge) and a better idea of what ‘default’ knowledge really is. (shrink)

The didactics of astronomy is a relatively young field with respect to that of other sciences. Historical issues have most often been part of the teaching of astronomy, although that often does not stem from a specific didactics. The teaching of astronomy is often subsumed under that of physics. One can easily consider that, from an educational standpoint, astronomy requires the same mathematical or physical strategies. This approach may be adequate in many cases but cannot stand as a general principle (...) for the teaching of astronomy. This chapter offers in a first part a brief overview of the status of astronomy education research and of the role of the history and philosophy of science (HPS) in astronomy education. In a second part, it attempts to illustrate possible ways to structure the teaching of astronomy around its historical development so as to pursue a quality education and contextualized learning. (shrink)