Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a ...

Available for the first time in 20 years, here are two important works from the 1920s by the best-known representative of the Vienna Circle.

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)

Available for the first time in 20 years, here are two important works from the 1920s by the best-known representative of the Vienna Circle.

Humanism, modernity, and scientific rationality are examined critically in these collected essays.

"This volume assembles twelve texts published between 1892 and 1915.... The editors allow one to see the genesis of the ideas of Duhem, philosopher and historian, of the variety of his styles, and sometimes also the limits of his work.... A useful index, probably unique in the field of Duhemian studies, completes the book.... The English-language public may be assured an exemplary translation and a reliable critical apparatus." --Jean Gayon, _Revue d'Histoire des Sciences_.

The Austrian physicist Wolfgang Pauli (1900-1958) was often called the conscience of physics. He was famous for his sharp and critical mind which made him a central figure among the founders of quantum physics. He also was an outstanding philosopher, especially interested in finding a new conception of reality and of causality. A careful study of the original sources of the past culminated in his study of Kepler and of medieval symbolism, a concept that played a central role in his (...) discussion with Carl Jung on what they called the psycho-physical problem. Pauli considered the sharp distinctions between knowledge and faith and between spirit and matter as dangerous. He thought they should complement each other in our comprehension of reality. Professor Laurikainen here for the first time describes Pauli's ideas in detail. His book is based on the large and as yet unpublished correspondence between Pauli and M. Fierz. Its careful analysis adds depth and clarity to the few publications by Pauli on philosophical problems and explains why Pauli grasped the meaning of atomic theory more deeply than even Niels Bohr himself. The book should interest both philosophers and physicists and should encourage further studies on Pauli the humanist and his contribution to our understanding of reality. (shrink)