In this article, we discuss some issues concerning magical thinking—forms of thought and association mechanisms characteristic of early stages of mental development. We also examine good reasons for having an ambivalent attitude concerning the later permanence in life of these archaic forms of association, and the coexistence of such intuitive but informal thinking with logical and rigorous reasoning. At the one hand, magical thinking seems to serve the creative mind, working as a natural vehicle for new ideas and innovative insights, (...) and giving form to heuristic arguments. At the other hand, it is inherently difficult to control, lacking effective mechanisms needed for rigorous manipulation. Our discussion is illustrated with many examples from the Hebrew Bible, and some final examples from modern science. (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)

Complexity in our universe, Herbert Simon once noted, generally takes a hierarchical, nearly decomposable form. If our purpose as biologists is to "carve Nature at the joints," then the quantitative biologist's pattern questions must embody some tentative claim of where the explanatory joints are—only after meaningful qualifications can notions of variance and covariance make sense. In morphometrics, specimens and variables alike can be "carved at the joints," with a correspondingly great gain in explanatory power in both versions. Simon's advice is (...) that the competent biologist's measurements should lie entirely within a single organismal component or else deal entirely with one of the joints. In either context, our best contemporary rhetorics of explanation in biology may resemble morphometrics in their frank combination of carefully supervised parallel quantifications that, taken together, result in new qualifications, leading in turn to new quantifications, and so on. In short, the relation between qualitative and quantitative in the organismal biological sciences is not an opposition but a complementarity, and the modern biometrical statistics of organismal form may be a particularly apposite praxis for exploring it. (shrink)

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 – (...) subjects now universally considered to be liberal arts. Section 8 adds an international perspective to the contemporary liberal arts story by describing some instructive mathematical achievements from many cultures and societies. Finally, Sect. 9 addresses how contemporary mathematics teaching can use the history of mathematics viewed as a liberal art to enhance the appreciation and understanding of mathematics for all students. (shrink)

From its beginnings religious philosophy confronted the challenge to reconcile Divine or natural determinism with man's moral freedom. In ancient Jewish thought, this gave rise to statistical ideas. In some Rabbinic texts, necessity is seen as inhering in collectives rather than in individuals. This is a statistical conception. Some miracles too were understood as highly improbable events, and remarkable phenomena were distinguished from usual ones. Medieval thinkers amplified and developed these ideas. Providential as well as natural determinism were explained as (...) operating in large numbers of individual acts of free will, an idea later taken up by Kant. (shrink)

I dwell on the appearance, in the mid-19th century, of a formula describing random sampling without replacement under incomplete knowledge and discuss the statistical aspect of this formula and its applications. I also provide illustrations showing that the fairness of sampling without replacement was being questioned.