Don Ihde has recently launched a sweeping attack against Husserl’s late philosophy of science. Ihde takes particular exception to Husserl’s portrayal of Galileo and to the results Husserl draws from his understanding of Galilean science. Ihde’s main point is that Husserl paints an overly intellectualistic picture of the “father of modern science”, neglecting Galileo’s engagement with scientific instruments such as, most notably, the telescope. According to Ihde, this omission is not merely a historiographical shortcoming. On Ihde’s view, it is only (...) on the basis of a distorted picture of Galileo that Husserl can “create“ the division between Lifeworld and the “world of science“, a division that is indeed fundamental for Husserl’s overall position. Hence, if successful, Ihde’s argument effectively undermines Husserl’s late philosophy of science. The aim of this paper is to show that Ihde’s criticism does not stand up to closer historical or philosophical scrutiny. (shrink)

The aim of this paper is to take Galileo's mathematization of nature as a springboard for contrasting the time-honoured empiricist conception of phenomena, exemplified by Pierre Duhem's analysis in To Save the Phenomena , with Immanuel Kant's. Hence the purpose of this paper is twofold. I) On the philosophical side, I want to draw attention to Kant's more robust conception of phenomena compared to the one we have inherited from Duhem and contemporary empiricism. II) On the historical side, I want (...) to show what particular aspects of Galileo's mathematization of nature find a counterpart in Kant's conception of phenomena.------------------------------------------------------------------------------------------ ---------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- --------------------------------------------------. (shrink)

The Scientific Revolution spawned not just one methodology, but two. We have emphasized Bacon's inductivism at the expense of Galileo's more abstract, sophisticated method of successive approximation, and so have failed to appreciate Galileo's contribution to the ceteris paribus problem in philosophy of science. My purpose here is to help redress this imbalance. I first briefly review the old unsolved problems, and then point out the Baconian basis of ceteris paribus, as this clause is conventionally understood, and its history from (...) Aristotle to twentieth century Positivism. Then I explore Galileo's method of dealing with unwanted impediments, and the more general problem of 'accidents.' I trace his methodology back to Archimedes and forward through the economic theories of Adam Smith (18th century), J. S. Mill (19th) and Milton Friedman (20th). Finally, I point out ways in which I think Galileo's scientific method sheds light on, and provides a partial solution to, the ceteris paribus problem. (shrink)

The aim of this paper is to give a self-reflective account of the building of Galileo's pendulum in order to discover what were the practical contingencies of building and using the pendulum for demonstrating the law of isochronism. In doing this, the unique Lebenswelt structures of Galilean physics are explicated through the ethnomethodological concepts developed by Harold Garfinkel. The presupposition is that the practical logic of Galilean physics is embedded in the instruments themselves. In building the pendulum and recovering its (...) original use, Galilean physics becomes for ethnomethodologists a first-hand practical discovery. This is not a reconstruction of the mind of the historical Galileo but, rather, an explication of Galileo's practical perspective on the instrument as an intersubjective and interchangeable standpoint available for ethnomethodological analysis. This enables us to study historical facts from the standpoint of the practical logic of the original practice with a pedagogical eye for the instructive reproducibility of science. (shrink)

This paper offers an ethnomethodological clarification of Husserl's concepts of Galilean physics and regressive inquiry. It employs the reader's textual-practical operationalization of these concepts. With the use of a simple optical prism as a perspicuous case of a scientific instrument, the reader will be asked and instructed to make a self-reflexive inquiry into the practical contingencies of the prismatic field of reflection. The reader will discover that the geometric structures of the reflective field of the prism is an achievement and (...) formalization of the reader's own operatlonalizations. I named these discoverable discovering operationspraxioms or practical axioms — the pre-scientific contingencies of the geometric structures of prismatic reflection. (shrink)

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)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)