History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

This work stresses the illogical manner in which mathematics has developed, the question of applied mathematics as against 'pure' mathematics, and the challenges to the consistency of mathematics' logical structure that have occurred in the twentieth century.

This pioneering work in the history of science, which originated in a series of three Gauss Seminars given at Princeton University in 1984, demonstrated how the roots of the scientific revolution lay in medieval scholasticism.

THE DOMINATING CONCEPT IN GREEK THOUGHT, SAYS TORRANCE, WAS A RECEPTACLE NOTION OF SPACE. THIS HAD NO PLACE IN THE NICENE THEOLOGY. WITH THE ASCENDANCY OF ARISTOTELIAN PHILOSOPHY THE RECEPTACLE NOTION OF SPACE DOMINATED MEDIEVAL THEOLOGY, AND THIS IS WHAT, DESPITE LUTHER’S INSIGHT INTO THE RELATION BETWEEN THE ONTOLOGICAL AND DYNAMIC WAYS OF THINKING OF THE REAL PRESENCE AND THE INCARNATION, PRODUCED THE SEPARATION BETWEEN THEM. THIS PROBLEM INHERITED BY MODERN THEOLOGY CAN ONLY BE SOLVED IF WE USE THE PATRISTIC (...) UNDERSTANDING OF JESUS CHRIST IN SPACE AND TIME AS GOD’S PLACE IN THIS WORLD WHERE HE IS PRESENT IN OUR PLACE. (BP). (shrink)