ArgumentThis paper discusses one aspect of the context in which atomic physics developed in Japan between 1905 and 1931. It argues that during this period, there was a social context in which atomic physics was valued as a study of the electron and was thus relevant to electrical engineering. To demonstrate this, I first show that after the Russo-Japanese War, electrical engineering was deemed a valuable and viable field of research in Japan. Second, I show that physicists wrote textbooks and (...) popular accounts about the electron, covering topics from both atomic physics and electrical engineering and presenting the former as relevant to the latter. Finally, as an example of how atomic physics partially emerged from this context, I discuss the group of Kujirai Tsunetarō, an electrical engineer who worked in the physics department of the Institute for Physical and Chemical Research. From Kujirai's group, Nishina Yoshio started his career and became the most important Japanese atomic and nuclear physicist of the 1930s. (shrink)

This paper is part II of a trilogy on the transition from classical particle mechanics to relativistic continuum mechanics that one of the authors is working on. The first part, on the Trouton experiment, was published in the Stachel festschrift (Janssen 2003). This paper focuses on the Lorentz-Poincaré electron, and, in particular, on the "Poincaré pressure" or "Poincaré stresses" introduced to stabilize the electron. It covers both the original argument by Poincaré (1906) and a modern relativistic argument for adding a (...) negative pressure term to the system's energy-momentum tensor inspired by the work of Laue (1911a, b). It highlights the importance of a paper by Lorentz (1899) in this context and of the "electromagnetic mechanics" of Abraham (1903). (shrink)

This essay is concerned with the epistemic roles of error in scientific practice. Usually, error is regarded as something negative, as an impediment or obstacle for the advancement of science. However, we also frequently say that we are learning from error. This common expression suggests that the role of error is not—at least not always—negative but that errors can make a fruitful contribution to the scientific enterprise. My paper explores the latter possibility. Can errors play an epistemically productive role in (...) scientific research? The paper begins with a review of several twentieth-century approaches to error and the various agendas behind them. It is shown that only very few scholars have considered whether errors can be productive. The main part of the paper examines a concrete debate in early nineteenth-century microscopy and analyses how the microscopists coped with the problem of error. Drawing on this material, the article offers some terminological clarifications of the common notion ‘learning from error’. The conclusion argues that error can indeed play epistemically productive roles in scientific practice.Keywords: Error; Nineteenth-century microscopic anatomy. (shrink)