We analyzed remarkable stories linked to the famous Anatoly Vlasov equations in plasma physics. Their creation, modification, and application are interesting from a scientific viewpoint. We also show the relations between those equations dealing with electromagnetism and analogous Jeans equations describing, in particular, gravitational instability in astrophysics. The second half of the essay is devoted to the controversies and political struggle in Soviet (before 1991) and Russian (after 1991) physical communities related to Vlasov’s personality, career, and posthumous recognition. The never-ending (...) destructive influence of Russian totalitarianism on science is demonstrated. (shrink)

Analysis is given of the Omega Point cosmology, an extensively peer-reviewed proof (i.e., mathematical theorem) published in leading physics journals by professor of physics and mathematics Frank J. Tipler, which demonstrates that in order for the known laws of physics to be mutually consistent, the universe must diverge to infinite computational power as it collapses into a final cosmological singularity, termed the Omega Point. The theorem is an intrinsic component of the Feynman-DeWitt-Weinberg quantum gravity/Standard Model Theory of Everything (TOE) describing (...) and unifying all the forces in physics, of which itself is also required by the known physical laws. With infinite computational resources, the dead can be resurrected--never to die again--via perfect computer emulation of the multiverse from its start at the Big Bang. Miracles are also physically allowed via electroweak quantum tunneling controlled by the Omega Point cosmological singularity. The Omega Point is a different aspect of the Big Bang cosmological singularity--the first cause--and the Omega Point has all the haecceities claimed for God in the traditional religions. -/- From this analysis, conclusions are drawn regarding the social, ethical, economic and political implications of the Omega Point cosmology. (shrink)

I aim to establish in this article why Aribiah Attoe, like other determinists before him, got it wrong in arguing for the possibility of predeterminism in a materially evolving universe. I will do this by proving two things: I will first establish the inconsistency of the idea of predeterminism in an evolving universe. Then, I argue that the adirectionality presupposed by an evolutionary universe gives room for free will and negates the argument for a predeterministic universe. I aim to achieve (...) the above by exposing why the view which upholds the universe and all existents within it as lacking free will – or the possibility of adirectionality – stems from a category error on the part of the determinists. Lastly, I defend the position that for predeterminism to stand a chance against the free will of animate things-in-the-world, it must deny the possibility of an evolving/expanding universe that is adirectional and suggestive of boundlessness, and the possibility that some events are not fundamentally necessary reactions to previous states of affairs. (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)

In September 1931, a panel discussion was convened at Central Hall Westminsteron the subject of the ‘Evolution of the Universe’, at the centenary meeting of theBritish Association for the Advancement of Science. Center stage was what todo about the evolving universe being younger than the stars, evidently a paradoxin the relativistic study of the evolving universe, at the time. Here, we discusstwo diametrically opposed reactions to the paradox, which were each broadcastat the meeting by Lemaˆıtre and de Sitter, respectively. As (...) we argue, that bothcould be projected to the public as viable reflects an unsettled question at thefoundations of the then-nascent discipline: what is the role for considerationsof scale in relativistic cosmology? (shrink)

According to a defense of scientific realism known as the “divide et impera move”, mature scientific theories enjoying predictive success are partially true. This paper investigates a paradigmatic historical case: the prediction, based on Fresnel’s wave theory of light, that a bright spot should figure in the shadow of a disc. Two different derivations of this prediction have been given by both Poisson and Fresnel. I argue that the details of these derivations highlight two problems of indispensability arguments, which state (...) that only the indispensable constituents of this success are worthy of belief and retained through theory-change. The first problem is that, contrary to a common claim, Fresnel’s integrals are not needed to predict the bright spot phenomenon. The second problem is that the hypotheses shared by to these two derivations include problematic idealizations. I claim that this example leads us to be skeptical about which aspects of our current theories are worthy of belief. (shrink)

There can only ever have been, or that will ever continue to be one infinite visible physical condition that has endured, and will continue to endure eternally. The physicists’ contention that visible matter and invisible dark matter and empty space have somehow managed to coexist at the same time after the supposedly finite big bang explosive commencement of the universe billions of light years ago is utterly invalid. There is no empty space between the stars and the planets. There is (...) merely a contrast in visible physical appearance. As there are an infinite number of visible stars, there is no way they could be assembled in only finite types. There is no way that any two stars could be separated by billions of finite miles of empty space. All one has to do is to look up at the night sky in order to visually verify that the glaring neon white stars are clearly in view seen against the stark contrast of the visible black sky. (shrink)

This article looks at Vesto Slipher’s work on nebular spectroscopy between 1912 and 1922as well as related research by other astronomers of the period, and it examines the dissem-ination of their results more widely. Slipher’s observations are viewed as marking the di-viding line between speculation about the universe in traditional astronomy and theadvent of modern cosmology and the theory of an expanding universe. The intent is todocument the dissemination of Slipher’s results in the period leading up to the publicationof studies (...) of relativistic cosmology by Willem de Sitter in 1917 and Alexander Friedmannin 1922. Themes touched on in the article include the unprecedented character ofSlipher’sfindings and the interaction of observation and theory in modern cosmology.A prominent concern is the role of technology in astronomical science over the past cen-tury and a half. Here reference is made to the writings of Paul Forman on historical shiftsthat have taken place in our understanding of the relationship of science and technology. (shrink)

No other scientist may have had a greater impact on modern cosmology than the Belgian physicist, astronomer and priest Georges Lemaître. In 1927 he predicted the expansion of the universe on the basis of the cosmological field equations; and four years later he proposed what he called the primeval-atom hypothesis, the first version of the later big bang universe. In all his work on cosmology the cosmological constant Λ played a significant role. A recognized expert in the theory of general (...) relativity, Lemaître also contributed significantly to the theoretical clarification of local and global singularity problems. Still, when he died in 1968, at a time when the standard big bang model celebrated its first victories, he was largely forgotten or recalled only as a somewhat shadowy figure of the past. This essay reviews in a historical context the scientific work of Lemaître with particular attention to his seminal contributions in the decade between 1925 and 1934. (shrink)

Cosmology differs in some respects significantly from other sciences, primarily because of its intimate association with issues of a conceptual and philosophical nature. Because cosmology in the broader sense relates to the students’ world views, it provides a means for bridging the gap between the teaching of science and the teaching of humanistic subjects. Students should of course learn to distinguish between what is right and wrong about the science of the universe. No less importantly, they should learn to recognize (...) the limits of science and that there are questions about nature that may forever remain unanswered. Cosmology, more than any other science, is well suited to illuminate issues of this kind. (shrink)

The Big Bang is the most accepted theory of how the Universe was born. However, this theory explains only the development of the Universe, not its origination. This paper develops two main ideas: a) that a strong philosophical approach encourages innovative thinking through the sharing of new scientific enlightenment, and b) the origination of “something” from “nothing” without violating the conservation laws. The second idea underlies our Universal Theory of Origination. The Universe has evolved on cosmological, physical, biological, psychological, and (...) intellectual levels. Our UTO explains how upper-level substances originate from lower-level substances. The origination of the physical level based on the origination of the biological level is described stepwise using a unitary law. We also provide a scope for understanding the origination of the biological, psychological, and intellectual levels. Our hypothesis is supported by a) well-known formal research and experiments, and b) an inference proof that nature behaves in a unitary way from one level to another. In the UTO, a fact can be displaced to another level by changing only the adjectives. A known aspect at one level can be interpreted on another level, giving rise to unknown truths. This work provides the basis of UTO, in turn resolving many open questions such as the origination of the physical world, space expansion, expansion acceleration, looking back in time, and the differences between galaxies. (shrink)