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  1. The nature of light and color: Goethe's “der versuch AlS vermittler” versus Newton's experimentum crucis.James A. Marcum - 2009 - Perspectives on Science 17 (4):pp. 457-481.
    In the seventeenth century, Newton published his famous experimentum crucis, in which he claimed that light is heterogeneous and is composed of rays with different refrangibilities. Experiments, especially the crucial experiment, were important for justifying Newton’s theory of light, and eventually his theory of color. A century later, Goethe conducted a series of experiments on the nature of color, especially in contradistinction to Newton, and he defended his research with a methodological principle formulated in “Der Versuch als Vermittler.” Goethe’s principle (...)
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  • An Internal Answer to the Experimenters’ Regress through the Analysis of the Semantics of Experimental Results and Their Representational Content.Romina Zuppone - 2017 - Perspectives on Science 25 (1):95-123.
    Despite the fact that reproduction of experiments by peers has traditionally been regarded as of the utmost importance in enabling the intersubjectivity of scientific practice, reproductions may yield discordant results and deciding which result should be favored may not be an easy task. According to Harry Collins, experimental disagreement is resolved by the action of social, political and economic factors, but not by means of epistemic and scientific, or so-called internal reasons. His motivation for such a claim is the presence (...)
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  • Science and Society: The Case of Acceptance of Newtonian Optics in the Eighteenth Century.Cibelle Celestino Silva & Breno Arsioli Moura - 2012 - Science & Education 21 (9):1317-1335.
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  • Frameworks for Historians & Philosophers.Adrian Currie & Kirsten Walsh - 2018 - Hopos: The Journal of the International Society for the History of Philosophy of Science 9 (1):1-34.
    The past can be a stubborn subject: it is complex, heterogeneous and opaque. To understand it, one must decide which aspects of the past to emphasise and which to minimise. Enter frameworks. Frameworks foreground certain aspects of the historical record while backgrounding others. As such, they are both necessary for, and conducive to, good history as well as good philosophy. We examine the role of frameworks in the history and philosophy of science and argue that they are necessary for both (...)
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  • Hume's Colors and Newton's Colored Lights.Dan Kervick - 2018 - Journal of Scottish Philosophy 16 (1):1-18.
    In a 2004 paper, “Hume’s Missing Shade of Blue Reconsidered from a Newtonian Perspective,” Eric Schliesser argues that Hume’s well-known discussion of the missing shade of blue “reveals considerable ignorance of Newton’s achievement in optics,” and that Hume has failed to assimilate the lessons taught by Newton’s optical experiments. I argue in this paper, contrary to Schliesser, that Hume’s views on color are logically and evidentially independent of Newton’s results. In developing my reading, I will argue that Schliesser accepts an (...)
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  • Two kinds of modification theory of light: Some new observations on the Newton-Hooke controversy of 1672 concerning the nature of light.Hideto Nakajima - 1984 - Annals of Science 41 (3):261-278.
    It has not been sufficiently emphasized that there existed two kinds of modification theory of colours, Aristotle's modification theory and Descartes-Hook's modification theory. This seems to have caused some confusion in the interpretation of the optical controversy between Newton and Hooke in 1672. The aim of the present paper is to prove that these two kinds of modification theory really coexisted, and on that basis to present a new interpretation of the optical controversy of 1672. The characteristics and the historical (...)
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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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  • Basic color terms do not refer to basic colors.Yasmina Jraissati - 2010 - Rivista di Estetica 43:125-145.
    A widely held view on color cognition is that it is structured by a set of color fundamentals. Three sorts of evidence may be invoked in favor of such a ‘foundational’ approach to color cognition: physiological, phenomenal and lexical. This paper focuses on the lexical evidence, which draws from a predominant view in color categorization, the Basic color terms theory (BCTT). It argues that the BCTT does not consist in a foundational approach to color cognition and does not provide such (...)
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  • (1 other version)The disenchanted world and beyond: toward an ecological perspective on science.Michael Ben-Chaim - 1998 - History of the Human Sciences 11 (1):101-127.
    Positivism and, especially, Max Weber's vision of the modern disen chantment of the world are incoherent because they separate human culture from the environment in which human agents pursue their life- projects. The same problem is manifested, more blatantly, in current social studies of science, which take the project of disenchantment further by disenchanting science itself. A different image of science is traced to classical empiricism, whose paradigm of learning is belief and, more specifically, the practical nature of the believer's (...)
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  • The empiric experience and the practice of autonomy.Michael Ben-Chaim - 1992 - Studies in History and Philosophy of Science Part A 23 (4):533-555.
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