Much speculation on the sources of Duhem's historical interests fails to account for the major shifts in these interests: neither his belief in the continuous development of physics nor his Catholicism, when his Church was encouraging the study of generally Aristotelian scholastic thought, led to any interest in mediaeval science before 1904. Equally, his own claim that he was merely testing his views on the nature of physical theory is easily squared only with earlier work with no trace of mediaeval (...) science. Behind this discontinuity lies a major crisis. Though not a positivist, Duhem had based all his work on assumptions acceptable to positivists. One of these, the sterility of the Middle Ages, was refuted by his chance discovery of evidence of genuine mediaeval science in the autumn of 1903, but that left the doctrine of scholastic sterility intact. (shrink)

This article attempts to understand the philosophical significance of Lenin’s work, Materialism and Empiriocriticism, by putting it in the historical perspective and context of the theoretical debates of the time. The author argues that Lenin’s decision to engage in philosophical discussion was motivated by the need to respond to the growing struggles of Marxism, and specifically to the dangerous consequences of positivism that spread to Russia, which thereby led to a crisis in theory and political practice. Lenin’s work is the (...) first philosophical assault on positivism, and most notably on its specific form, Machism, which he criticizes from the position of dialectical materialism. Recognizing the damaging effects of the positivistic position for Marxism, Lenin attacks Alexander Bogdanov’s Empiriomonism as a form of Machism which undermines the materialistic foundation of Marxist philosophy. (shrink)

The article discusses the allegedly decontextualized and ahistorical traits in positivist educational research and curriculum by examining its emergence in early twentieth-century empirical education. Edward Lee Thorndike’s educational psychology is analyzed as a case in point. It will be shown that Thorndike’s positivist educational psychology stressed the need to account for the reality of schooling and to produce knowledge of the actual contexts of education. Furthermore, a historical analysis informed by Michel Foucault’s history of the human sciences reveals that there (...) are multiple historical temporalities involved in Thorndike’s educational psychology. This allows a new critical angle to be taken on positivist educational research. The question concerning the contexts of empirical education turns to examining the way the conditions of possibility for scientific knowledge in education involve practices of contextualization as well as paradoxical and self-defeating elements. (shrink)

: The transfer of modes of thought, concepts, models, and metaphors from Darwinian and Lamarckian evolutionary biology played a significant role in the mergence, constitution, and legitimization of sociology as an autonomous discipline in France at the end of the nineteenth century. More specifically, the Durkheimian group then came to be recognized as "French sociology." In the present paper, I analyze a facet of the struggle among various groups for this coveted status and demonstrate that the initial adherence to and (...) subsequent abandonment of "the biological" played an important, but complex, role in the outcome of that struggle. Furthermore, the choice of biological model, whether Darwinian or Lamarckian, had repercussions on one's position in that cultural field. The outcome of the "battle" between René Worms' group that supported and contributed to the Revue Internationale de Sociologie (RIS) on the one hand, and Emile Durkheim's group and those committed tothe L'Année Sociologique (AS) on the other—from which the Durkheimians emerged victorious—was due not only to internal scientific factors, but also to a particular juxtaposition of developments within sociology and anthropology and their relation to and interaction with French culture and politics at large. (shrink)