During high summer 1721, while rioters and bankrupts gathered outside Parliament, Robert Walpole's new ministry forced through a bill to clear up the wreckage left by the stock-market crash, the South Sea Bubble, and the visionary projects swept away when it burst. In early August the President of the Royal Society Isaac Newton, a major investor in South Sea stock, and the Society's projectors, learned of a new commercial scheme promising apparently automatic profits, a project for a perpetual motion. Their (...) informants were a young Viennese courtier Joseph Emmanuel Fischer von Erlach, a contact of Desaguliers recently engaged in industrial espionage in northern England, and the Leiden physics professor Willem 'sGravesande, who had visited London five years earlier. They reported that they had been summoned to a remarkable series of demonstrations in the castle of Weissenstein, the seat of the Landgrave of Hesse-Kassel. In a carefully guarded room of the castle there was set up a hollow wooden wheel covered in oilcloth, about 12 feet in diameter and 18 inches thick on an axle 6 feet in length. Its designer, a Saxon engineer and clockmaker Johann Bessler, who travelled Germany under the name Orffyreus, had been in Kassel for four years, published schemes for perpetual motion and been appointed commercial councillor. The Landgrave, well-known as a patron of advanced engineering schemes, commissioned him to build a new machine and put it on show before expert witnesses (Figure 1). (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)

I maintain that among the main views concerning the central questions of epistemology (in particular, the question of justified belief) are evidentialism, (Pyrrhonian) scepticism and fideism. In this paper, I first present the arguments in favour of a form of evidentialism, according to which no false belief can be epistemically justified on the basis of evidence. Second, I consider the historical emergence of evidentialism during the period of the early Enlightenment. In particular, I explore the disagreement between Pierre Bayle and (...) Jean-Pierre de Crousaz, which demonstrates the emergence of the modern opposition between evidentialism and fideism. (shrink)

Euler’s ‘On the force of percussion and its true measure’, published in 1746, shows that not only had the issue of vis viva not been settled, but that the concepts of inertia and even force were still very much up for grabs. This paper details Euler’s treatment of the vis viva problem. Within those details we find differences between his physics and that of Newton, in particular the rejection of empty space and reduction of all forces to the operation of (...) inertia through contact. One can further see how Euler’s philosophy of science embraced explanation through mechanisms and equilibrium conditions.Keywords: Leonhard Euler; Vis viva; Equlibrium; Mechanics; Eighteenth century. (shrink)