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Scientific textbooks are often said to deliver a stereotyped kind of knowledge, which conceals rather than reveals the real making of science. They may, however, alternatively be regarded as of peculiar interest for historians of science. An over-mechanical application of the Kuhnian concepts of ‘scientific revolution’ and ‘normal science’ can lead to the neglect of the internal dynamics of ‘normal science’. Scientific textbooks may provide a better understanding of the process of normalization in science. |
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Immanuel Kant has built up a dualistic epistemology that seems to fit to the peculiarities of chemistry quite well. Friedrich Paneth used Kant’s concept and characterised simple and basic substances which refer to the empirical and to the transcendental world, respectively. This paper takes account of the Kantian influences in Paneth’s philosophy of chemistry, and discusses pertinent topics, like observables, atomism and realism. |
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This article is a translation into english of a lecture given by paneth in 1931. The content of the work is described by the section titles: (1) the need for epistemological clarification of the fundamental concepts of chemistry, (2) the concept of substance in chemistry, (3) the epistemological standpoint of the ancient atomists, (4) the epistemological position of the concept of element introduced by lavoisier, (5) the double meaning of the chemical concept of element: 'basic substance' and 'simple substance', And (...) |
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This article is a translation into english of a lecture given by paneth in 1931. The content of the work is described by the section titles: (1) the need for epistemological clarification of the fundamental concepts of chemistry, (2) the concept of substance in chemistry, (3) the epistemological standpoint of the ancient atomists, (4) the epistemological position of the concept of element introduced by lavoisier, (5) the double meaning of the chemical concept of element: 'basic substance' and 'simple substance', And (...) |
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This article is a translation into english of a lecture given by paneth in 1931. The content of the work is described by the section titles: (1) the need for epistemological clarification of the fundamental concepts of chemistry, (2) the concept of substance in chemistry, (3) the epistemological standpoint of the ancient atomists, (4) the epistemological position of the concept of element introduced by lavoisier, (5) the double meaning of the chemical concept of element: 'basic substance' and 'simple substance', And (...) |
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Between 1869 and 1871, D. I. Mendeleev, a teacher at the University at St Petersburg published a textbook of general chemistry intended for his students. The title, Principles of Chemistry was typical for the time: it meant that chemistry was no longer an inquiry on the ultimate principles of matter but had become a science firmly established on a few principles derived from experiment. |
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SynopsisThe atomic theory of Dalton implied that there were more than 30 different kinds of matter, the chemical elements. William Prout (1815) was the first of a long line of distinguished speculators who sought to show, by argument and experiment, that this diversity overlay a more fundamental unity. Contrary to a common opinion, this was not an eccentric and unpopular movement, but involved many of the great names of nineteenth-century chemistry; and some of their speculations have proved to be very (...) |
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While symbolic colour use has always played a conspicuous role in science research and education, the use of colour in historic diagrams remains a lacuna in the history of science. Investigating the colour use in diagrams often means uncovering a whole cosmology that is not otherwise explicit in the diagram itself. The periodic table is a salient and iconic example of non-mimetic colour use in science. Andreas von Antropoff's (1924) rectangular table of recurrent rainbow colours is famous, as are Alcindo (...) |
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