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  1. Rhetorical Perspectives on Argumentation: Selected Essays by David Zarefsky.David Zarefsky - 2014 - Cham, Switzerland: Springer.
    This book contains 20 essays tracing the work of David Zarefsky, a leading North American scholar of argumentation from a rhetorical perspective. The essays cohere around 4 general themes: objectives for studying argumentation rhetorically, approaches to rhetorical study of argumentation, patterns and schemes of rhetorical argumentation, and case studies illustrating the potential of studying argumentation rhetorically. These articles are drawn from across Zarefsky’s 45-year career. Many of these articles originally appeared in publications that are difficult to access today, and this (...)
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  • Aesthetic Experiences Across Cultures: Neural Correlates When Viewing Traditional Eastern or Western Landscape Paintings.Taoxi Yang, Sarita Silveira, Arusu Formuli, Marco Paolini, Ernst Pöppel, Tilmann Sander & Yan Bao - 2019 - Frontiers in Psychology 10.
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  • Scientific realism and perception. [REVIEW]Raimo Tuomela - 1978 - British Journal for the Philosophy of Science 29 (1):87-104.
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  • Catastrophe theory as applied to the social and biological sciences: A critique.Héctor J. Sussmann & Raphael S. Zahler - 1978 - Synthese 37 (2):117 - 216.
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  • The role of mathematics in physics.C. S. Sharma - 1982 - British Journal for the Philosophy of Science 33 (3):275-286.
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  • A Pilot Study of a Cultural-Historical Approach to Teaching Geometry.Stuart Rowlands - 2010 - Science & Education 19 (1):55-73.
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  • The Beautiful Art of Mathematics.Adam Rieger - 2018 - Philosophia Mathematica 26 (2):234-250.
    Mathematicians frequently use aesthetic vocabulary and sometimes even describe themselves as engaged in producing art. Yet aestheticians, in so far as they have discussed this at all, have often downplayed the ascriptions of aesthetic properties as metaphorical. In this paper I argue firstly that the aesthetic talk should be taken literally, and secondly that it is at least reasonable to classify some mathematics as art.
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  • Why Do We Prove Theorems?Yehuda Rav - 1999 - Philosophia Mathematica 7 (1):5-41.
    Ordinary mathematical proofs—to be distinguished from formal derivations—are the locus of mathematical knowledge. Their epistemic content goes way beyond what is summarised in the form of theorems. Objections are raised against the formalist thesis that every mainstream informal proof can be formalised in some first-order formal system. Foundationalism is at the heart of Hilbert's program and calls for methods of formal logic to prove consistency. On the other hand, ‘systemic cohesiveness’, as proposed here, seeks to explicate why mathematical knowledge is (...)
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  • Mathematical Analysis as a Source of Mainstream Economic Ideology.Vlassis Missos - 2020 - Economic Thought 9 (1):72.
    The paper contends that neoclassical ideology stems, to a great extent, from mathematical analysis. It is suggested that mainstream economic thought can be comprehensively revisited if both histories of mathematical and economic thought are to be taken collaboratively into account. Ideology is understood as a 'social construction of reality' that prevents us from evaluating our own standpoint, and impedes us from realising our value judgments as well as our theories of society and nature. However, the mid-19th century's intellectual controversies about (...)
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  • International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
    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 (...)
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  • Mathematical Modelling and Ideology in the Economics Academy: competing explanations of the failings of the modern discipline?Tony Lawson - 2012 - Economic Thought 1 (1).
    The widespread and long-lived failings of academic economics are due to an over-reliance on largely inappropriate mathematical methods of analysis. This is an assessment I have long maintained. Many heterodox economists, however, appear to hold instead that the central problem is a form of political-economic ideology. Specifically, it is widely contended in heterodox circles that the discipline goes astray just because so many economists are committed to a portrayal of the market economy as a smoothly or efficiently functioning system or (...)
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  • On the Principle of Linear Perspective in Euclid's Optics.Wilbur R. Knorr - 1991 - Centaurus 34 (3):193-210.
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  • Pedagogy on the Ethnomathematics--Epistemology Nexus: A Manifesto.Ilhan M. Izmirli - unknown
    In this paper, we will elaborate on a pronouncement that should be at the onset of any study in epistemology and ethnomathematics, namely, we will argue that learners do think mathematically and it is our responsibility as educators to recognize and appreciate their modes of mathematical reasoning. We will conduct our study in five parts. Following a brief introduction, in the second part, we will briefly discuss some of the critical tenets of epistemology especially as it applies to mathematics. The (...)
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  • The Role of Mathematics in Liberal Arts Education.Judith V. Grabiner - 2014 - In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 793-836.
    The history of the continuous inclusion of mathematics in liberal education in the West, from ancient times through the modern period, is sketched in the first two sections of this chapter. Next, the heart of this essay (Sects. 3, 4, 5, 6, and 7) delineates the central role mathematics has played throughout the history of Western civilization: not just a tool for science and technology, mathematics continually illuminates, interacts with, and sometimes challenges fields like art, music, literature, and philosophy – (...)
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  • The Development of Mathematics. [REVIEW]Donald Gillies - 1978 - British Journal for the Philosophy of Science 29 (1):68-87.
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  • Mathematics in science: The role of the history of science in communicating the significance of mathematical formalism in science.Kevin C. de Berg - 1992 - Science & Education 1 (1):77-87.
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  • Mathématiques en perspective: Desargues, la Hire, le Poîvre.Jean-Yves Briend - 2021 - Archive for History of Exact Sciences 75 (6):699-736.
    It is tempting to consider Girard Desagues’ mathematical work, more precisely his Brouillon project on conics, as a work of mathematics applied to perspective. We would like to show in this text that it is probably more pertinent to consider that Desargues does mathematics as a practitionner of the art of perspective. We shall analyse a few extracts of Desargues’ work with this point of view in mind so as to shed light on his innovative ideas that could be hard (...)
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  • Desargues' Method of Perspective Its Mathematical Content, Its Connection to Other Perspective Methods and Its Relation to Desargues' Ideas on Projective Geometry.Kirsti Andersen - 1991 - Centaurus 34 (1):44-91.
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  • بررسی رابطه روش کمی و ریاضیاتی در علم با الهیات مسیحی در قرون وسطای متاخر.جواد قلی پور & یوسف دانشور نیلو - 2019 - دانشگاه امام صادق علیه السلام 16 (2):223-245.
    یکی از مهم‌ترین ویژگی‌های علم نوین روش کمّی و ریاضیاتی آن است. باور رایج این است که این مبنای علم نوین در قرن شانزدهم و در انقلاب علمی به همراه خود علم نوین به وجود آمده است، لکن بررسی‌های تاریخی حاکی از آن است که روش کمّی علم نه در بحبوحه ظهور علم نوین در انقلاب علمی، بلکه در منازعات الهیاتی قرون وسطای متأخر متولد شد. این نکته از جهت روشن کردن رابطه‌ای که علم و دین در طول تاریخ مغرب‌زمین (...)
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