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  1. Taking Stock of Engineering Epistemology: Multidisciplinary Perspectives.Vivek Kant & Eric Kerr - 2019 - Philosophy and Technology 32 (4):685-726.
    How engineers know, and act on that knowledge, has a profound impact on society. Consequently, the analysis of engineering knowledge is one of the central challenges for the philosophy of engineering. In this article, we present a thematic multidisciplinary conceptual survey of engineering epistemology and identify key areas of research that are still to be comprehensively investigated. Themes are organized based on a survey of engineering epistemology including research from history, sociology, philosophy, design theory, and engineering itself. Five major interrelated (...)
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  • Taking Stock of Engineering Epistemology: Multidisciplinary Perspectives.Vivek Kant & Eric Kerr - 2019 - Philosophy and Technology 32 (4):685-726.
    How engineers know, and act on that knowledge, has a profound impact on society. Consequently, the analysis of engineering knowledge is one of the central challenges for the philosophy of engineering. In this article, we present a thematic multidisciplinary conceptual survey of engineering epistemology and identify key areas of research that are still to be comprehensively investigated. Themes are organized based on a survey of engineering epistemology including research from history, sociology, philosophy, design theory, and engineering itself. Five major interrelated (...)
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  • Fashioning and Demarcation of the Danish Chemical Community in the 19th Century.Anita Kildebaek Nielsen - 2007 - Centaurus 49 (3):199-226.
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  • (2 other versions)The Rationalization of French Mathematical Knowledge in American Military Academies before the Civil War.Thomas Preveraud - 2020 - Philosophia Scientiae 24:33-58.
    Au début du xixe siècle, la formation des officiers de l’armée des États-Unis s’effectue à l’Académie militaire de West Point. Défaillante en de nombreux points, y compris sur le terrain de l’enseignement mathématique, elle est transformée par Sylvanus Thayer en 1817, alors qu’il revient d’un séjour en Europe lors duquel les établissements militaires français ont fait l’objet de scrupuleuses observations. La supériorité des méthodes françaises – l’articulation mathématico-ingéniérique qui structure les curricula, le rôle de la géométrie descriptive et l’analyse dans (...)
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  • (2 other versions)La rationalisation des savoirs mathématiques français au sein des écoles militaires américaines avant la Guerre de Sécession.Thomas Preveraud - 2020 - Philosophia Scientiae 24:33-58.
    Au début du xixe siècle, la formation des officiers de l’armée des États-Unis s’effectue à l’Académie militaire de West Point. Défaillante en de nombreux points, y compris sur le terrain de l’enseignement mathématique, elle est transformée par Sylvanus Thayer en 1817, alors qu’il revient d’un séjour en Europe lors duquel les établissements militaires français ont fait l’objet de scrupuleuses observations. La supériorité des méthodes françaises – l’articulation mathématico-ingéniérique qui structure les curricula, le rôle de la géométrie descriptive et l’analyse dans (...)
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  • Why New Hybrid Organizations are Formed: Historical Perspectives on Epistemic and Academic Drift.Thomas Kaiserfeld - 2013 - Minerva 51 (2):171-194.
    By comparing three types of hybrid organizations—18th-century scientific academies, 19th-century institutions of higher vocational education, and 20th-century industrial research institutes—it is the purpose here to answer the question of why new hybrid organizations are continuously formed. Traditionally, and often implicitly, it is often assumed that emerging groups of potential knowledge users have their own organizational preferences and demands influencing the setup of new hybrid organizations. By applying the concepts epistemic and academic drift, it will be argued here, however, that internal (...)
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  • The late arrival of academic applied mathematics in the United States: a paradox, theses, and literature.Reinhard Siegmund-Schultze - 2003 - NTM Zeitschrift für Geschichte der Wissenschaften, Technik und Medizin 11 (2):116-127.
    The article discusses the “paradox of the late (around 1940) arrival of academic applied mathematics in the U.S.” as compared to Europe, in particular Germany. A short description of both the indigenous traditions in the U.S. and (in some more detail) of the transfer of scientific ideas, persons, and ideals originating in Europe, particularly in Germany, is given, and some theses, relevant literature, and a tentative solution of the “paradox” are provided.
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  • Zwischen Verwaltungsstaat und Industriegesellschaft Die Gründung höherer technischer Bildungsstätten in Deutschland in den ersten Jahrzehnten des 19. Jahrhunderts.Wolfgang König - 1998 - Berichte Zur Wissenschaftsgeschichte 21 (2-3):115-122.
    In Germany, numerous technical schools were established between 1821 and 1836. The main purpose of these schools was to supply public service and industry with technical personnel. Indeed, a great number among the graduates entered positions in mining, military, and public building. The public service's demands influenced the schools' organization and curricula. On the contrary, in the time period before 1870, only few graduates obtained positions in industry. The author's conclusion is, that the technical schools contributed little to the early (...)
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