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1
Ellis, Jonathan Charles. "The scientific revolutions of Copernicus and Darwin and their repercussions on Russian political and sociological writing." Thesis, University of Bristol, 2000. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301984.
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When Enlightenment science was first introduced in earnest into Russia as part of Peter I's programme of westernisation, the Orthodox Church's view of scientific truth remained the received wisdom and enlightenment science was looked upon as heretical, alien and un-Russian. After Peter's death the Church and other conservative forces in Russia attempted to reassert the traditional system of scientific belief, but Peter's vision had an energetic and enthusiastic supporter in the scientist and polymath MV Lomonosov, whose defence of Enlightenment science against such opposition is illustrated by particular reference to the Copernican Revolution. However, unlike scientists such as Benjamin Franklin in America, Lomonosov did not pursue Enlightenment values into the realm of social and political enquiry, but saw instead Enlightenment science as an instrument for the furtherance of Peter's model of the Russian autocratic state. The political and sociological writers discussed in connection with the Darwinian Revolution, Chemyshevsky, Pisarev, Mikhailovsky, Lavrov and Kropotkin, were all committed to scientific method, but their various responses to Darwinism were significantly coloured by the fact that the struggle for existence in nature described by Darwin seemed more of a piece with the conclusions of western Social Darwinists in favour of a competitive capitalist society, than with the sort of communal society that these Russian writers sought to justify in rational scientific terms. The specific Russian historical moment is of central importance: the Origin of Species appeared in Russia just at the time of the Emancipation, when a major concern of Russian radical thought was that Russian society should bypass capitalism and proceed directly to a socialist form of society. Both the scientific revolutions are examined in this study with reference to specifically Russian political and sociological issues arising from the particular Russian cultural and historical context into which they were received.
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Gallant, Marian. "Constructing the Republican mother, women and the scientific aesthetic in the age of the French and American Revolutions." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ30942.pdf.
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3
Lefcoe, Andrew. "Kuhn's paradigm in music theory." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21231.
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Thomas Kuhn's essay The Structure of Scientific Revolutions has had an overwhelming impact upon academics from various fields, creating a virtual paradigm industry. Authors have frequently had recourse to Kuhn's book, applying insights into the structure and development of the sciences to nonscientific fields. This essay presents a critical review of Kuhn citation in the music-theoretic literature, first reviewing similar citation analyses in the humanities and the social sciences for comparison. While much of the Kuhn citation is problematic, music scholars are found to sin less broadly than those in other fields. After reviewing some of the salient distinctions between scientific and nonscientific endeavors, some of Kuhn's insights into science are found to clarify an issue in the history of music theory, namely the nature of the succession from figured-bass theory to the formulations of J. P. Rameau.
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Wolff, Neto Carlos Gustavo. "Incomensurabilidade sem paradigmas: a revolução epistemológica de Thomas Kuhn." Universidade do Vale do Rio do Sinos, 2007. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2028.
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Previous issue date: 24<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>O cenário geral da filosofia da ciência no século XX foi principalmente desenhado pelos traços epistemológicos do Positivismo Lógico e seu verificacionismo, pelo falsificacionismo popperiano, pelos programas de pesquisa lakatianos, pelo anarquismo epistemológico de Paul Feyerabend e pela filosofia da ciência de Thomas Kuhn. A partir desse cenário geral, esta dissertação analisa os aspectos principais da filosofia da ciência de Thomas Kuhn, o espectro das críticas que recebeu, as respostas que ofereceu e as mudanças que se seguiram na epistemologia kuhniana. Kuhn envolveu-se em um frutífero debate com alguns dos mais proeminentes filósofos da ciência do século XX, sobre suas idéias de revolução científica, ciência normal e incomensurabilidade. Esse debate, discutido nesta dissertação, contribuiu para as mudanças que Kuhn fez em sua proposta original tal como exposta em seu mais famoso trabalho, The Structure of Scientific Revolutions. Essas modificações e sua abrangência são o tema principal do presente estudo<br>The general scenario of the philosophy of science in the 20th century was mainly determined by the epistemological traits of Logical Positivism and its verificationism, Popperian falsificationism, the Lakatian research programs, Paul Feyrebend’s epistemological anarchism, and Thomas Kuhn’s philosophy of science. Starting from this general scenario, this dissertation analyzes the main aspects of Thomas Kuhn’s philosophy of science, the spectrum of its critique by other thinkers, Kuhn’s response to that critique and the subsequent changes in Kuhn’s epistemology. Kuhn was involved in a fruitful debate on his ideas about scientific revolutions, normal science, paradigms, and incommensurability with some of the most important philosophers of the 20th century. This debate, which is discussed in the dissertation, prompted Kuhn to make changes in his original proposal as expounded in his most famous work, The Structure of Scientific Revolutions. These modifications and their scope are the main topic of the present
5
Foulks, Frederick Spencer. "An analysis of Doppelt's defense of Kuhnian relativism as applied to the chemical revolution." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30566.
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Doppelt defends the key elements of Kuhn's thesis that scientific revolutions occur when one paradigm is replaced by another and that crucial aspects of competing paradigms are incommensurable. He concedes the merits in the views of those positivist critics of Kuhn who contend that for paradigms to be comparable their proponents must be able to communicate with one another, to agree on a common core of meaning for basic concepts and to deal with shared data and problems. However, he maintains that in identifying the problems which are held to be of fundamental importance and in adopting the standards by which explanatory adequacy is to be evaluated, rival paradigms do not overlap sufficiently for them to have genuine commensurability. This leads Doppelt to accept Kuhn's version of epistemological relativism which maintains that the rationality of the acceptance of new paradigms by the scientific community, at least in the short-run, has an irreducible normative dimension that is strongly conditioned by subjective factors.
Doppelt also accepts Kuhn's views with respect to the loss of data, and the question of cumulative progress. The absence of paradigm-neutral external standards allegedly allows each paradigm to assign priority to its own internal standards, thus providing persuasive grounds for the incommensurability of competing paradigms and for epistemological relativism. Nevertheless, he acknowledges
that the validity of these arguments over the long term is a contingent issue which can only be resolved by a careful examination of the historical evidence.
A chemical revolution took place in the latter part of the eighteenth century when the oxygen theory replaced that based on hypothetical phlogiston. This transition is frequently cited as a typical example of a paradigm - one that illustrates Kuhn's claims for a shift in standards and a loss of data as central features of scientific revolutions. The phlogiston theory held that phlogiston was a normal constituent of air. It explained smelting as the transfer of phlogiston from the air (or from phlogiston-rich charcoal) to the earthy components of the ore, and held that the similar properties of the metallic products could be attributed to their phlogiston content. Combustion, including the
calcination of metals and the respiration of living organisms, was viewed as a process involving the release of phlogiston to the atmosphere. The development of improved techniques for collecting gases and for measuring their volume and weight lead to emphasis on precise quantitative methods for evaluating chemical data as distinct from those based on simple quantitative descriptive observations.
These developments soon posed difficulties for the phlogiston theory (eg.,the anomalous weight loss during combustion). Eventually, clarification of the composition of water and the use of the 'nitrous air1 test for the ability of a gas to support combustion and respiration (its
'goodness') led to the discovery of oxygen as a component of air and the demonstration that combustion involved combination with an exact quantity of this gas. Within a relatively short period of time, the oxygen theory gained general acceptance and the phlogiston theory was abandoned by most chemists.
A critical examination of the events which culminated in the chemical revolution fails to bear out the claim that it was accompanied by a significant loss of empirical data or that it did not represent genuine cumulative progress in scientific knowledge. Instead the history of this revolution indicates that paradigm-neutral external standards for evaluating explanatory adequacy (conservatism, modesty, simplicity, generality, internal and external coherence, refutability, precision, successful predictions) were available and played a crucial role in bringing about this transition. Accumulating evidential warrant played the
decisive role in the triumph of the oxygen theory.<br>Arts, Faculty of<br>Philosophy, Department of<br>Graduate
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Magro, Tamires Dal. "CRITÉRIOS DE DECISÃO ENTRE HIPÓTESES RIVAIS NAS TEORIAS HISTORICISTAS DA RACIONALIDADE CIENTÍFICA." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/9126.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The publication of Thomas Kuhn s The structure of scientific revolutions is considered a watershed in the philosophy of science for having presented scientific knowledge as produced by a dynamic and historically situated process. Many of the concepts introduced by the author sparked controversy in the initial reception of this work. We highlight in this dissertation Kuhn s theses on scientific revolutions, incommensurability, and scientific choice between rival hypothesis, which were interpreted by authors such as Popper, Lakatos, Laudan and Putnam as introducing elements of irrationality and relativism into Kuhn s analysis of scientific practice. In the first paper of this dissertation, we investigate passages from Structure that led to those interpretations, and track down Kuhn s later reformulations of the three controversial theses, which attempted to avoid or respond the criticisms of irrationality and relativism. We highlight the linguistic emphasis given by Kuhn in his later works to the concepts of incommensurability and scientific revolution, and show that his thesis about scientific choices remained nearly unchanged. We claim that in Kuhn s later works his theses became more precisely formulated and narrower in scope, and that they manifest a realist inclination by the author. The second paper of this dissertation develops in more detail the issue of the rationality of scientific choice. It presents briefly three theories of scientific rationality due to Kuhn, Lakatos and Laudan, and then shows some of the problems that Lakatos and Laudan s theories face due to focusing their notion of rationality on univocal rules of choice. We then indicate that there are advantages in understanding as Kuhn did the notion of rationality in terms of values that influence objectively the choices to be made without determining them univocally.<br>A publicação de A estrutura das revoluções científicas, de Thomas Kuhn, é considerada um divisor de águas na filosofia da ciência por apresentar o conhecimento científico como sendo gerado por um processo dinâmico e historicamente situado. Muitos dos conceitos introduzidos pelo autor foram motivos de controvérsia na recepção inicial da obra. Destacamos na presente dissertação as teses de Kuhn sobre revoluções científicas, incomensurabilidade e escolhas científicas entre hipóteses rivais, que foram interpretadas por autores como Popper, Lakatos, Laudan e Putnam, como introduzindo elementos de irracionalidade e relativismo na análise kuhniana da atividade científica. No primeiro artigo desta dissertação, investigamos as passagens na Estrutura que levaram a essas interpretações, e rastreamos as reformulações kuhnianas posteriores para as três teses controversas com vistas a evitar ou responder as críticas de irracionalidade e relativismo. Destacamos a ênfase linguística dada por Kuhn aos conceitos de incomensurabilidade e revolução científica, e mostramos que a tese acerca das escolhas científicas permanece quase inalterada nos textos tardios. Defendemos que na obra tardia de Kuhn suas teses tornaram-se mais precisas e menos abrangentes e evidenciam uma inclinação realista do autor. O segundo artigo desta dissertação desenvolve de maneira mais detalhada a questão da racionalidade das escolhas científicas, apresentando as propostas de três teorias historicistas da racionalidade científica, devidas a Kuhn, Lakatos e Laudan. Apresentamos alguns dos problemas que as teorias de Lakatos e Laudan enfrentam ao concentrar a noção de racionalidade em regras unívocas de escolha e indicamos que há vantagens em se compreender a noção de racionalidade em termos de valores que influenciam objetivamente as escolhas sem determiná-las univocamente, como propôs Kuhn.
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Kealy, Thomas Patrick. "Refiguring divinity : literature and natural history in the scientific revolution /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987235.
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Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 251-271). Also available for download via the World Wide Web; free to University of Oregon users.
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Silva, Gilson Olegario da. "SOBRE ESTRUTURAS LINGUÍSTICAS E PARADIGMAS: AS RELEITURAS RECENTES DE CARNAP E KUHN." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9122.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>e recent literature in philosophy of science has been reassessing the positivist legacy.
One of the items on the agenda is the alleged opposition between the theses put forth
by positivists such as Carnap and the so-called post-positivists , such as Kuhn. Although the
laer came to be viewed as a critic of several important positivist theses, more recent authors
such as Friedman, Reisch, Earman, Irzik and Grünberg, maintain that several of the most characteristic
theses of the Kuhnian view of science were already present in Carnap s philosophy.
Against this kind of reading, authors such as Oliveira and Psillos argue that within Carnap s
philosophy there is no place for Kuhnian theses like incommensurability, holism or the theoryladenness
of observations. e first article of this dissertation presents the reasons for each of
those readings and assesses them having in view the perspectives from which they are offered.
It argues that it is possible to show that some aspects of Kuhn s thesis have a counterpart
in the works of Carnap, although those theses vary in importance for Carnap and Kuhn. e
second article presents aspects that can be seen as antagonistic in the two views, namely, the
conceptions that relate to that distinction made famous by Reichenbach between contexts of
discovery and justification.<br>A literatura recente em filosofia da ciência vêm reavaliando o legado positivista. Um
dos itens dessa reavaliação é a suposta oposição entre as teses defendidas por positivistas como
Carnap e os chamados pós-positivistas , como Kuhn. Embora este último tenha sido percebido
como um crítico de diversas teses positivistas importantes, autores mais recentes como Friedman,
Reisch, Earman, Irzik e Grünberg, sustentam que várias das teses mais características da
concepção kuhniana da ciência já estariam presentes na filosofia positivista. Contra esse tipo
de leitura, autores como Oliveira e Psillos argumentam que não há na filosofia de Carnap e
outros positivistas lugar para teses como a da incomensurabilidade, do holismo ou da impregnação
teórica das observações, características das concepções kuhnianas. O primeiro artigo
desta dissertação apresenta as razões para cada uma dessas leituras e avalia cada uma tendo
em vista a perspectiva a partir da qual elas são oferecidas. Defende que é possível mostrar
que algumas teses kuhnianas têm uma contraparte já nos trabalhos de Carnap, muito embora
tais teses ocupem posições e importâncias diferenciadas em Carnap e Kuhn. O segundo artigo
apresenta aspectos que podem ser vistos como antagônicos nas filosofias de ambos, a saber, as
concepções que dizem respeito àquela distinção feita famosa por Reichenbach entre contextos
de descoberta e justificação.
9
Morrison-Low, Alison Dorothy. "The scientific instrument trade in provincial England during the Industrial Revolution, 1760-1851." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/14003/.
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Onyekachi, Nnaji John. "Concepts of the 'Scientific Revolution': An analysis of the historiographical appraisal of the traditional claims of the science." Doctoral thesis, Universitat de les Illes Balears, 2013. http://hdl.handle.net/10803/117678.
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´Scientific revolution´, as a concept, is both ´philosophically general´ and ´historically unique´. Both dual-sense of the term alludes to the occurrence of great changes in science. The former defines the changes in science as a continual process while the latter designate them, particularly, as the ´upheaval´ which took place during the early modern period. This research aims to demonstrate how the historicists´ critique of the justification of the traditional claims of science on the basis of the scientific processes and norms of the 16th and 17th centuries, illustrates the historical/local determinacy of the science claims. It argues that their identification of the contextual and historical character of scientific processes warrants a reconsideration of our notion of the universality of science. It affirms that the universality of science has to be sought in the role of such sources like scientific instruments, practical training and the acquisition of methodological routines<br>"Revolución científica", como concepto, se refiere a la vez a algo «filosóficamente general» e « históricamente único". Ambos sentidos del término aluden a la ocurrencia de grandes cambios en la ciencia. El primero define los cambios en la ciencia como un proceso continuo, mientras que el último los designa, en particular, como la "transformación", que tuvo lugar durante la Edad Moderna. Esta investigación tiene como objetivo demostrar cómo la crítica de los historicistas a la justificación de las características tradicionales de la ciencia sobre la base de los procesos y normas científicos de los siglos XVI y XVII, ilustra la determinación histórica y local de los atributos de la ciencia. Se argumenta que la identificación del carácter contextual e histórico de los procesos científicos justifica una reconsideración de nuestra noción de la universalidad de la ciencia. Se afirma que la universalidad de la ciencia se ha de buscar en el papel de tales fuentes como instrumentos científicos, la formación práctica y la adquisición de rutinas metodológicas
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Ferreiro, Larrie David. "Down from the mountain : the birth of naval architecture in the scientific revolution, 1600-1800." Thesis, University of London, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411610.
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Zacharias, Sebastian. "The Darwinian revolution as a knowledge reorganization." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät I, 2015. http://dx.doi.org/10.18452/17145.
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Die Dissertation leistet drei Beiträge zur Forschung: (1) Sie entwickelt ein neuartiges vierstufiges Modell wissenschaftlicher Theorien. Dieses Modell kombiniert logisch-empiristische Ansätze (Carnap, Popper, Frege) mit Konzepten von Metaphern & Narrativen (Wittgenstein, Burke, Morgan), erlaubt so deutlich präzisiere Beschreibungen wissenschaftlicher Theorien bereit und löst/mildert Widersprüche in logisch-empiristischen Modellen. (Realismus vs. Empirismus, analytische vs. synthetische Aussagen, Unterdeterminiertheit/ Holismus, wissenschaftliche Erklärungen, Demarkation) (2) Mit diesem Modell gelingt ein Reihenvergleich sechs biologischer Theorien von Lamarck (1809), über Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) zu Darwin (1859-1872). Dieser Vergleich offenbart eine interessante Asymmetrie: Vergleicht man Darwin mit je einem Vorgänger, so bestehen zahlreiche wichtige Unterschiede. Vergleicht man ihn mit fünf Vorgängern, verschwinden diese fast völlig: Darwins originärer Beitrag zur Revolution in der Biologie des 19.Jh ist klein und seine Antwort nur eine aus einer kontinuierlichen Serie auf die empirischen Herausforderungen durch Paläontologie & Biogeographie seit Ende des 18. Jh. (3) Eine gestufte Rezeptionsanalyse zeigt, warum wir dennoch von einer Darwinschen Revolution sprechen. Zuerst zeigt eine quantitative Analyse der fast 2.000 biologischen Artikel in Britannien zwischen 1858 und 1876, dass Darwinsche Konzepte zwar wichtige Neuerungen brachten, jedoch nicht singulär herausragen. Verlässt man die Biologie und schaut sich die Rezeption bei anderen Wissenschaftlern und gebildeten Laien an, wechselt das Bild: Je weiter man aus der Biologie heraustritt, desto weniger Ebenen biologischen Wissens kennen die Rezipienten und desto sichtbarer wird Darwins Beitrag. Schließlich findet sich sein Beitrag in den abstraktesten Ebenen des biologischen Wissens: in Narrativ und Weltbild – den Ebenen die Laien rezipieren.<br>The dissertation makes three contributions to research: (1) It develops a novel 4-level-model of scientific theories which combines logical-empirical ideas (Carnap, Popper, Frege) with concepts of metaphors & narratives (Wittgenstein, Burke, Morgan), providing a new powerful toolbox for the analysis & comparison of scientific theories and overcoming/softening contradictions in logical-empirical models. (realism vs. empiricism, analytic vs. synthetic statements, holism, theory-laden observations, scientific explanations, demarcation) (2) Based on this model, the dissertation compares six biological theories from Lamarck (1809), via Cuvier (1811), Geoffroy St. Hilaire (1835), Chambers (1844-60), Owen (1848-68), Wallace (1855/8) to Darwin (1859-1872) and reveals an interesting asymmetry: Compared to any one of his predecessors, Darwins theory appears very original, however, compared to all five predecessor theories, many of these differences disappear and it remains but a small original contribution by Darwin. Thus, Darwin’s is but one in a continuous series of responses to the challenges posed to biology by paleontology and biogeography since the end of the 18th century. (3) A 3-level reception analysis, finally, demonstrates why we speak of a Darwinian revolution nevertheless. (i) A quantitative analysis of nearly 2.000 biological articles reveals that Darwinian concepts where indeed an important theoretical innovation – but definitely not the most important of the time. (ii) When leaving the circle of biology and moving to scientists from other disciplines or educated laymen, the landscape changes. The further outside the biological community, the shallower the audience’s knowledge – and the more visible Darwin’s original contribution. After all, most of Darwin’s contribution can be found in the narrative and worldview of 19th century biology: the only level of knowledge which laymen receive.
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Kovacic, Mateja. "Technologies and paradigms of vision: from the scientific revolution of the Edo period to contemporary Japanese animation." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/317.
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This thesis is mainly concerned with uncovering the meanings and associations embedded in the field of popular culture production in Japanese and European sociocultural contexts, using a comparative approach to unearth the effects, materials, and paradigms of the technological and scientific discourses during the Scientific Revolution. Linking the fields of the anthropology of technology and science, popular culture, and material culture studies, the thesis offers a historical overview of the development of machines and visual technologies in the Edo period, arguing that visuality is the key to delayering the cultural history of technology and science in Japanese popular culture, animation in particular. The objective of this work, therefore, is to look at the assemblage of the scientific, technological, and philosophical discourses to unveil the cultural processes between optical regimes, scientific practices, and popular culture. In its emphasis on the interconnectedness of visual technologies and the field of popular culture production, the thesis asserts that scientific development, particularly under the influence of the Scientific Revolution and Japanese Rangaku scholarship, is closely tied with the function of entertainment in Japanese society. With the understanding of technology as a total social phenomenon that interlocks the material and the symbolic in a complex network, which produces meanings and associations, the thesis further stresses the view that intellectual history cannot be separated from material culture studies; it also grapples with a number of existing scholarships on the history of science, particularly their inattentiveness to cultural histories in their historical surveys of scientific development. Finally, this work closely examines Oshii Mamoru's Ghost in the Shell and its sequels and the anime TV series Psycho-Pass to explore the tangled responses to the ideologies of the Euro-American mode of modernity.
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Crawley, Katherine Rosemary. "Aim-oriented empiricism and the 'Father' of the scientific revolution : metaphysics and method in the work of Galileo." Thesis, University College London (University of London), 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.314304.
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This thesis is concerned with that branch of the history of science which takes as its central problem the question of scientific progress, defined as the growth of knowledge and understanding about the world. It is an area of enquiry which has been suppressed, in recent years, by the development of historical methodologies which eschew all epistemological deliberations and their established ramifications. This thesis, therefore, addresses itself to the following areas. In Chapter One consideration is given to the degree to which the present ascendancy of contextual, social history of science depends upon formulating methodological strategies that deny the very legitimacy of a progress history of scientific ideas. These strategies are shown to depend upon the old definition of internalist, intellectual history of science. which drew upon related areas in the philosophy of science. Some basic arguments in favour of the possibility of progressive histories of scientific ideas, which have been ignored by the discipline as a whole. are rehearsed. Chapter Two is devoted to an account of how a present-day philosophy of science, aim-oriented empiricism, offers a solution to the problem of induction which, by demonstrating that scientific rationality has a historical dimension, provides a suitable historiographic framework for a progress-oriented history of scientific ideas. Chapter Three examines the work of Galileo in the light of this new historiographic framework. Firstly, it is demonstrated to be an option for exegesis, an account of how ideally rational science ought to be which does not rationally , reconstruct the past. Secondly. it illuminates Galileo's work in significantly new ways, demonstrating that by making explicit the metaphysical dimension already implicit in Galileo's methodology. his work can be shown to have an underlying unity - and be part of a progressive tradition - in ways which other interpretations. distracted by the seeming disunity at the methodological level. fail to appreciate. Finally, Chapter Four considers the possibility of a beneficial, reciprocal relationship between developments in the philosophy of science and in progressive histories of scientific ideas.
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Biro, Jackie School of History & Philosophy of Science UNSW. ""Heavens and earth in one frame" Cosmography and the form of the earth in the scientific revolution." Awarded by:University of New South Wales. School of History and Philosophy of Science, 2006. http://handle.unsw.edu.au/1959.4/24916.
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This thesis addresses the role of geography in the Scientific Revolution, a matter yet to be settled by historians of science. Specifically it argues that cosmography, the parent discipline of both astronomy and geography, was central to Copernican natural philosophy in the early modern period. Copernicus, Bruno, Gilbert, Galileo and Descartes all sought to provide a unified picture of the heavens and earth by harmonising ideas in geography and astronomy, according to established principles of cosmography. In addition, using concepts about the earth?s form to build heliocentric cosmological theories was routine amongst Copernican thinkers. Indeed, this analysis demonstrates that Copernicus, Bruno and Gilbert staked their claims about the heavens on their theories of the earth. Recognising cosmography offers several advantages to historical understanding of the Scientific Revolution. It helps explain the form of Bruno?s argument for an infinite cosmos and a multiplicity of worlds. It provides insights into Gilbert?s interest in the detailed structure of the earth, beyond simply magnetism, and reveals that his argument followed a more traditional path than generally thought. A cosmographic perspective explains why Galileo took such pride in his theory of the tides and clarifies the place of this theory in his case for heliocentrism. From the cosmographic viewpoint, Descartes appears as a radically ambitious cosmographer with his use of a single account of the creation of the heavens and earth, thereby linking geography and astronomy in a single physical theory. Thus, cosmography represented a competitive enterprise among the Copernican natural philosophers. In general, thinking in terms of cosmography helps us understand the manner in which geographical ideas entered into the conceptual developments of the Scientific Revolution. The main contribution to knowledge in this thesis is its identification of cosmography as a key frame of reference for early modern thinking about cosmology, overlooked in the historical literature.
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Moraes, Cléia dos Santos. "REVOLUÇÃO CIENTÍFICA DO PPGExR: A EMERGÊNCIA DE NOVO PARADIGMA PARA EXTENSÃO RURAL." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/3808.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>It was in the context of agricultural production and dismantling of this appropriation, by
capitalist enterprises that emerged in the United States of America, the cooperative extension. This
model, is been known like the model, which served as the basis for the rural extension in Brazil and
was subsequently replaced to the model innovative diffusion, proposed by Everett M. Rogers that
became the hegemonic paradigm of diffusion and innovations to the scientific community of the rural
extension. It is also represented by the courses and postgraduate programs in rural extension. A
scientific community, like the Thomas Kuhn s thoughts (2007), is characterized as: a group of
practitioners from the same scientific specialty that contain characteristics, like the: an education
that was similar and that led them to share the same literature and certainly similar techniques that
will guide their work. This scientific community develops a considerable number of surveys each
year. So that is the key to become very important the reasons of this study of systematize the research
and dissertations published in the Postgraduate Program in Rural Extension at the UFSM PPGExR,
in the last 35 years ago, with this purposes: To investigate, from analysis of dissertations, specifically
under the rural extension optics in PPGExR the existence of elements that may characterize periods
of a scientific revolution according the Thomas Kuhn s thoughts (2007). For this, we used a
qualitative research approach. The sampling procedure used was intentional, selecting those
dissertations containing in his title some of the work s words: extensionist rural, extension or
technical assistance and rural extension - ATER. Were prepared four conceptual maps identified in
each of four different time periods, last in the PPGExR. The following concepts shown that: in the
period number I, the hegemony paradigm of diffusion of innovations or the normal science, in period
number II, the emergence of anomalies so that the dominant paradigm can t answer, in the period
number III, the extraordinary science, in which know the anomalies consciousness characterizing the
paradigmatic moment of crisis, the discoveries are being raised and new concepts are incorporated in
period number IV, the new concepts are incorporated and breaking with the paradigm of innovation
diffusion in the emergence of a new paradigm for the rural extension of course, is the scientific
revolution happening in rural extension. So, it is concluded that the scientific community's rural
extension, represented by PPGExR passed through a process of scientific revolution at the same way
described by Thomas Kuhn (2007) where the diffusion of innovations paradigm was abandoned by the
scientific community and an emerging paradigm is rising. Although still immature to indicate
imperatively the existence and dominance of the new paradigm, which can be seen from this
discussion, is that this new paradigm has an orientation from the Agro-ecology, based on dialogue and
a liberating education and can be a paradigm of sustainability.<br>Foi em um contexto de desarticulação da produção agropecuária e da apropriação dessa por
empresas capitalistas que surgiu a extensão rural cooperativa nos Estados Unidos da América. Esse
modelo, chamado clássico, serviu de base à extensão rural no Brasil e foi, posteriormente, substituído
pelo modelo difusionista-inovador, proposto Everett M. Rogers, e que tornou hegemônico o
paradigma de difusão de inovações para a comunidade científica da extensão rural. Essa comunidade
científica é, também, representada pelos cursos e programas de pós-graduação em extensão rural. Uma
comunidade científica, segundo Thomas Kuhn (2007) caracteriza-se como: um grupo de praticantes
de uma mesma especialidade científica sendo que possuem algumas características, quais sejam:
uma educação que foi semelhante e que fez com que partilhassem da mesma literatura e certamente
de semelhantes técnicas que irão balizar seu trabalho. Essa comunidade científica desenvolve um
número considerável de pesquisas, anualmente, e é nesse sentido que se torna importante a proposta
desse estudo em sistematizar os trabalhos das dissertações de mestrado publicadas no âmbito do
Programa de Pós-Graduação em Extensão Rural PPGExR da UFSM, em um período temporal de
35 anos, com o objetivo de: investigar, a partir de análise das dissertações produzidas, especificamente
sobre a temática de extensão rural, no PPGExR a existência de elementos que possam caracterizar
períodos de uma revolução científica, na concepção de Thomas Kuhn (2007). Para tanto, foi utilizada
uma abordagem de pesquisa qualitativa. O procedimento amostral adotado foi o intencional,
selecionando-se aquelas dissertações que continham, no título do trabalho, os termos: extensão rural,
extensionista ou assistência técnica e extensão rural ATER. Foram elaborados quatro mapas
conceituais identificados em cada um dos quatro diferentes períodos pelos quais o PPGExR passou.
Os conceitos contidos neles demonstraram o seguinte: no período I, a hegemonia do paradigma de
difusão de inovações, ou seja, a ciência normal; no período II, o surgimento de anomalias as quais o
paradigma dominante não consegue responder; no período III, a ciência extraordinária, em que é
tomada consciência das anomalias, caracterizando o momento de crise paradigmática, as descobertas
passam a ser levantadas e novos conceitos passam a ser incorporados; no período IV, os novos
conceitos estão incorporados e a ruptura com o paradigma de difusão de inovações diante da
emergência de um novo paradigma para a extensão rural é claro, está acontecendo a revolução
científica na extensão rural. Assim, conclui-se que a comunidade científica da extensão rural,
representada pelo PPGExR passou por um processo de revolução científica no sentido apontado por
Thomas Kuhn (2007), em que o paradigma de difusão de inovações foi abandonado por ela e um
paradigma emergente está se apresentando a essa comunidade científica. Embora seja ainda imaturo
indicar imperativamente a existência e a hegemonia do novo paradigma, o que se pode perceber, a
partir da discussão aqui colocada, é que esse novo paradigma possui uma orientação a partir da
Agroecologia, alicerçado no diálogo e uma educação libertadora e pode ser um paradigma de
sustentabilidade.
17
Souza, Rodrigo Baldow de. "Um teatro sobre o caso Galileu: a peça didática de Brecht como instrumento de divulgação científica." Universidade Federal de Alagoas, 2014. http://www.repositorio.ufal.br/handle/riufal/1244.
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This work concerns a theatrical text upon an historical moment known as 'The Galileo Case'. This relevant episode of the history of science played a very central role in the context of the development of the ideas concerning the birth of both, the Classical Physics and the Telescopic Astronomy. In order to elaborate the theatrical piece we proceed to a confrontation among several reference frames provided by diversified authors like Geymonat (1997), Reston Jr (1995), Koyré (2009), Drake (1981), Banfi (1949), Santillana (1960), Redondi (1990), Shea (1973), among others. Concerning the organization and construction of a dramatic theatrical text, properly said, we follow the seminal works due to Ball (2011). With respect to the Didactic Theatrical Piece we follow the seminal works due to Bertolt Brecht (1967; 1978), to Koudela (1992; 2007; 2010) and to Steinweg (1992). The works of these last three authors constituted the theoretical foundation in order to construct the theatrical activity, properly said. The students which constituted the control group were invited to read the theatrical piece and after this reading they were invited to answer a formulary with selected questions about the content of the piece. The corresponding collected answers were analyzed and categorized in the light of the following criteria: (i) the real contribution of the activity for the construction of students' knowledge; (ii) the real changes with respect to their a priori conception of the nature of science. Starting from the analysis of the obtained results we conclude that the adopted pedagogical practice was well successful to provide important changes concerning a better conception on the nature of science by the students. Besides this, we also conclude that the dramatic theatrical piece represents a good possibility to providing the overcoming of distorted conceptions on the nature of science and for the study of epistemological questions emerging from the theme.<br>Nesta dissertação, construímos um Texto Teatral que aborda o momento histórico conhecido como O Caso Galileu. Este episódio desempenhou papel importantíssimo no desenvolvimento das ideias relacionadas ao nascimento de ambas, à Física Clássica e à Astronomia Telescópica, e, deste modo, teve grande relevância para a História da Ciência. Foram incorporados e confrontados no processo de elaboração da parte escrita da peça intitulada "A Matuta e O Caso Galileu" quadros conceituais teóricos sobre a vida e a obra do filósofo florentino como aqueles propiciados por Geymonat (1997), Reston Jr (1995), Koyré (2009), Drake (1981), Banfi (1949), Santillana (1960), Redondi (1990), Shea (1973), entre outros. No que concerne à formatação de um Texto Teatral dramático nos orientamos pelo trabalho seminal de Ball (2011). A Peça Didática de Bertolt Brecht (1967; 1978) e os trabalhos de Koudela (1992; 2007; 2010) e de Steinweg (1992) constituíram-se na fundamentação teórica propriamente dita da atividade teatral a ser realizada. Além disso, foi aplicado um questionário com os estudantes após discutirem o Texto Teatral, e suas respostas foram categorizadas e analisadas verificando-se a contribuição da atividade na construção de conhecimentos relacionados ao tema em questão, assim como às mudanças de algumas de suas visões sobre a natureza do empreendimento científico. A partir das análises dos dados, essa prática pedagógica proporcionou mudanças, ainda que parciais, nas visões deformadas dos estudantes/atuantes acerca da natureza da Ciência como também propiciou uma compreensão mais adequada dos mesmos acerca das questões epistemológicas suscitadas.
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Oliveira, Rodrigo Marcelo de. "Imperialismo cultural e produção jornalística brasileira: estrangeirismos na revista Superinteressante de 2000 a 2019." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21516.
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Dissertação de Mestrado em Comunicação Social<br>Este trabalho se propõe a compreender a relação entre as mudanças lexicais do
Português Brasileiro, por meio da incorporação de estrangeirismos inseridos na língua
falada no Brasil a partir das revoluções tecnológica e linguística em curso no mundo, e a
influência dessas novas palavras na escrita dos jornalistas da Superinteressante, uma
revista de divulgação científica com ampla cobertura do universo tecnológico. Uma
pesquisa lexical efetuada em 40 edições da revista, dos primeiros 20 anos do século XXI, retornou mais de 12 mil incidências de estrangeirismos, sendo que três quartos desses vocábulos são do Inglês, evidenciando que o imperialismo cultural norte-americano, que se apresenta como um fator relevante a ter em conta em matéria de emancipação política, social, econômica e cultural brasileira, continua vigorando nesta nova era tecnológica. A ampla utilização de estrangeirismos evidencia que não há um
gatekeeping linguístico ou qualquer política de controle ideológico sobre o emprego de
novas terminologias incorporadas ou não ao léxico dos leitores da Superinteressante.
Devido ao fato de que as palavras importadas de outros idiomas agregam novos
conceitos e, eventualmente, unidades lexicais anteriores ao empréstimo têm seu
sentido modificado pela entrada de um novo termo estrangeiro na língua, as alterações
no significado das expressões do Português Brasileiro justificam a escolha dos jornalistas pelos estrangeirismos, evitando afetar a compreensão do texto ao usar um vocábulo distante do léxico do leitor.<br>This work aims to understand the relationship between lexical changes in
Brazilian Portuguese, through the incorporation of loanwords inserted in the language
spoken in Brazil from the technological and linguistic revolutions underway in the world,
and the influence of these new words in the writing of journalists from
Superinteressante, a scientific dissemination magazine with wide coverage of the
technological universe. A lexical research carried out in 40 issues of the magazine, from
the first 20 years of the 21st century, returned more than 12 thousand incidences of
loanwords, with three quarters of these words being English. This shows that North
American cultural imperialism presents itself as a relevant factor in matters of political,
social, economic and cultural emancipation of Brazil remains in force in this new
technological age. The widespread use of foreign language shows that there is no
linguistic gatekeeping or any policy of ideological control over the use of new
terminologies incorporated or not to the lexicon of Superinteressante's readers. Due to
the fact that words imported from other languages add new concepts and, eventually,
lexical units prior to the loan have their meaning modified by the entry of a new foreign
term in the language, changes in the meaning of Brazilian Portuguese expressions justify the choice of journalists for loanwords. As a consequence, they avoid affecting the
comprehension of the text when using a word distant from the reader's lexicon.<br>N/A
19
Bolander, Alisa Curtis. "Margaret Cavendish and Scientific Discourse in Seventeenth-Century England." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd422.pdf.
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Escobar, Rozas Freddy. "Leibniz, the Science and the Civil Code." IUS ET VERITAS, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122768.
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Yhis article addresses the issue about the differences between the old regulatory bodies and the current Civil Codes. t he author analyzes from the Medieval Period until the present to evidence the change and evolution that made the thinkers to apply the geometric method to Law and how to configure the rules in the Civil Law. Furthermore, it recognizes and analyzes the contributions of e uropean writers and thinkers that promoted the Scientific Revolution of the 17th century, especially the work of the lawyer Gottfried Wilhelm Leibniz.<br>El presente artículo aborda la temática sobre las diferencias entre los cuerpos normativos antiguos y los Códigos Civiles actuales. El autor realiza un análisis desde la época Medieval hasta la actualidad para evidenciar el cambio y la evolución que hicieron los pensadores para aplicar el método geométrico al Derecho y la forma de configurar de las normas en el Civil Law. Asimismo, se reconoce y analiza los aportes de los escritores y pensadores europeos, que impulsaron la Revolución Científica del siglo XVII, en especial la obra del abogado Gottfried Wilhelm Leibniz.
21
Vorminder, Sarah. "The sociology of maps : Land surveying production and networking practices during Storskiftet in Sweden 1761–1769." Thesis, Uppsala universitet, Historiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385272.
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Ortín, Nadal Anna Pilar. "Mental activity in Descartes' causal-semantic model of sensory perception." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31538.
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The aim of this thesis is to defend a reading of Descartes' theory of sensory perception in which, against a widespread interpretation, the mind is not a passive receiver of inputs from the environment, but an active decoder of neural information that contributes to the representational content of ideas. I call this the 'mental activity thesis' and, in the overall picture, I identify it as one of the philosophical implications of the seventeenth-century scientific revolution. Within Descartes' dualism, to offer a theory of sensory perception amounts to describing the interplay between the natural world, the brain, and the mind. Given his mechanistic, micro-corpuscular conception of matter, Descartes developed detailed physiological descriptions of the interaction between external objects and the brain. He envisaged it as an isomorphic relation in which the characteristics of objects are transmitted through the nerves to the brain as patterns of geometrically reduced properties. This process is often read as culminating with the mind being passively affected by a corporeal isomorph. Descartes' doctrine becomes elusive in its mental phase, but the passivity reading, so I contend, remains inadequate. I argue for the mental activity thesis through four claims. First, I subscribe the known view that Descartes is concerned about a version of the mind-body problem that is not equivalent to the problem of substance interaction. It is rather a problem of dissimilarity between mental representations and mechanistic explanations. The question is how the qualitative character of sensory experiences can arise from the quantitative notions of physical science. As a way of emphasising the weight that the problem of dissimilarity has for Descartes' philosophical decisions, I show that it motivates a metaphysically interesting distinction between types of causes for the case of brain-mind interaction. Second, I defend the position that, despite not holding a perfectly unambiguous doctrine, Descartes' introduction of natural signs is the closest that he got to formulating a full-fledged theory of sensory perception. The appeal to natural signs has been normally deemed as metaphorical in the literature. I argue that, on the contrary, it is possible to reconstruct a causal story for brain-mind interaction along the lines of a semantic model based on Descartes' identification of neural events with natural signs. A causal-semantic model emerges as a charitable, plausible reading that reveals the mind as an active interpreter. Third, in light of the mental activity thesis, I read Descartes' late appeal to the innateness of all ideas (notably in the Comments on a Certain Broadsheet) as a strategy to account for a type of representational content needed for sensory ideas that, while produced by the mind, is different from that of his paradigmatic innate ideas. I assist Descartes in exploring how the category of innateness captures mental activity within a causal-semantic theory. Fourth, in the course of this argumentation, and for further support, I address the role of the distinction between primary and secondary qualities in Descartes' theory. I tackle a pervasive objection stemming from his alleged association of the perception of primary qualities with the intellect. By reassessing Descartes' views on mental activity, this interpretation aims at a lucid description of sensory perception that goes beyond the rigid rationalism that is often credited to him.
23
Zacharias, Sebastian [Verfasser], Jürgen [Akademischer Betreuer] Renn, and Stefan [Akademischer Betreuer] Richter. "The Darwinian revolution as a knowledge reorganization : a historical-epistemological analysis and a reception analysis based on a novel model of scientific theories / Sebastian Zacharias. Gutachter: Jürgen Renn ; Stefan Richter." Berlin : Humboldt Universität zu Berlin, Philosophische Fakultät I, 2015. http://d-nb.info/1068273054/34.
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Leite, Fábio Rodrigo. "Um estudo sobre a filosofia da história e sobre a historiografia da ciência de Pierre Duhem." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/8/8133/tde-13092012-094105/.
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A presente Tese compreende uma análise de três componentes estreitamente relacionados do pensamento de Pierre Duhem (1861-1916), a saber, a historiografia da ciência, a filosofia da história e o método histórico. Na primeira parte, examinamos as relações essenciais estabelecidas entre o método histórico e a filosofia da história duhemianas. Na segunda, nossa atenção volta-se para o estudo de alguns aspectos da historiografia de nosso autor que têm sido negligenciados pela literatura secundária, em especial, a sua concepção das revoluções científicas. Acreditamos ser possível compor uma interpretação sintética que harmonize, sem incoerências, as afirmações que conduzem os comentadores a vê-lo como um continuísta estrito e, por outro lado, algumas passagens esquecidas que tendem a reforçar uma interpretação descontinuísta.<br>The present Thesis encompasses an analysis of three closely related components of Pierre Duhems thought, namely, the historiography of science, the philosophy of history and the historical method. In the first part, we examine the essential relationships established between the Duhemian historical method and his philosophy of history. In the second part, our attention turns to the study of some aspects of Duhems historiography that have been neglected by the secondary literature, particularly, the Duhemian conception of scientific revolutions. We believe that it is possible to compose a synthetic interpretation that harmonizes, without inconsistencies, on the one hand, the assertions of the French historian that led the commentators to see him as a strict continuist and, on the other hand, some other forgotten passages that tend to reinforce a discontinuist interpretation.
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Oliveira, Luís Henrique São João. "A ideia de Revolução Científica na obra de John Desmond Bernal." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/20856.
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Previous issue date: 2017-09-20<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES<br>This dissertation focuses on the idea of Scientific Revolution according to John Desmond Bernal (1901-1971), remarkable British scientist who started the studies about science based on Marxist concepts. The first chapter is about the existence of multiple possibilities for historical approaches about the Scientific Revolution, as well as the concepts Bernal came up with and how it is stablished within his own time, the 1950’s and 1960’s. The second chapter focuses on the production of Bernal’s theory, his view of science in a time when the discussions about which role should the State play in the society, and the social responsibilities of the institutions. It also discusses Bernal’s perspectives and role at that historical moment, from his defense of the Soviet Union as the ideal social model for the development of science and Marxism as a way to understand science itself. It is also about how his beliefs brought up a great debate with intellectuals and scientists of that time with many divergent political beliefs concerning the role science should play, and from which standpoint it should be put into practice. The third chapter is about the concept of Scientific Revolution found in Science in History and how it is connected to the ideas of production according to Marx’s theory. The first part of this chapter analyses the importance Bernal gives to Marx’s idea of production to develop his own studies about history of science. The second part addresses the way Bernal tried to bring a new meaning to the Scientific Revolution, as a special moment in which the natural sciences are no longer determined just by social production, but also seen as a fundamental productive power to make social changes possible<br>Esta dissertação aborda a ideia de Revolução Cientifica no pensamento de John Desmond Bernal (1901-1971), destacado cientista britânico que desenvolveu estudos em história da ciência baseado em concepções marxistas. O primeiro capítulo mostra a existência de múltiplas possibilidades de abordagens historiográficas sobre a Revolução Cientifica, bem como a concepção que Bernal elaborou e como ela está estabelecida dentro das visões de sua época, os anos 1950 e 1960. O segundo capítulo focaliza a produção teórica de Bernal, sua visão sobre ciência num período em que as discussões sobre o papel que o Estado deveria cumprir na sociedade, bem como as responsabilidades sociais das instituições estavam na ordem do dia. Trata, também, de suas perspectivas e seu papel naquele momento histórico, desde a defesa de Bernal da União Soviética enquanto modelo social ideal para o desenvolvimento da ciência e o marxismo enquanto o método para compreender o fazer científico. Ainda, como suas posturas geraram um forte debate com intelectuais e cientistas de sua época com diversas posições políticas diferentes em relação ao papel que a ciência deveria cumprir e a partir de que princípios deveria ser estudada e posta em prática. O terceiro capítulo trata em maior detalhe sobre a concepção de Revolução Científica expressa na obra Ciência na História e suas relações com a ideia de produção na teoria de Marx. A primeira parte deste capítulo analisa a importância dada por Bernal à ideia de produção em Marx para desenvolver a seus estudos sobre história da ciência. A segunda parte aborda a tentativa de Bernal de trazer um novo significado à Revolução Científica, como um momento especial no qual as ciências naturais passam a não ser apenas determinadas pelos modos de produção social, mas passam a ser uma força produtiva fundamental que possibilitaria mudanças no campo social
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Martínez, Yadrán Gómez. "Configurando narrativas históricas y preguntas directrices, para un abordaje sistémico sobre la Revolución Copernicana: una propuesta para fortalecer la alfabetización científica." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-29042016-110915/.
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En este estudio, tuvimos el objetivo de elaborar narrativas históricas y preguntas guías enmarcadas en la Revolución Copernicana, como un aporte para el fortalecimiento de la Alfabetización Científica (A.C). Sabemos que en un mundo incierto, acelerado, y sujeto a continuas transformaciones, se ha tornado una necesidad imperante, entre otros, promover la generación de recursos y/o espacios que permitan valorar al sujeto en formación en su integralidad. Sobre este escenario, y con base en los aportes teóricos y empíricos de alguno(as) investigadores(as) que han legitimado la A.C, la Naturaleza de la Ciencia (NdC) y la Enseñanza por Investigación como áreas de reflexión, producción y transferencia de conocimiento científico, pudimos elaborar y/o adaptar directrices metodológicas que nortearon nuestras diferentes etapas consolidadas. De esta manera, iniciamos una reconstrucción histórica-epistemológica general sobre algunos hechos enmarcados en la Revolución Copernicana, lo cual, nos permitió reflexionar y seleccionar algunos aspectos acorde a nuestra idea de NdC y convicción de educación que, al final, se materializaron en narrativas históricas y preguntas directrices desde diversos planos de desarrollo del pensamiento científico. Así, como resultado de este proceso, elaboramos 6 narrativas históricas y 126 preguntas directrices (55 en el plano instrumental-operativo, 36 en el plano personal-significativo y 35 en el plano relacional social-cultural). Finalmente, creemos que esta propuesta teórica de carácter pedagógica-didáctica y epistemológica, además de ser un recurso flexible a adaptación para complementar actividades en el aula de ciencias y/o física, se constituye como un material de reflexión o directriz para la producción de otros materiales análogos con base en la investigación didáctica<br>In this study, we had the goal of developing historical narratives and guidelines questions framed in the Copernican Revolution, as a contribution to the strengthening of Scientific Literacy (SL). We know that in an uncertain and fast world, it subject to continuous transformations has become a pressing need, among others, promoting the generation of resources and / or spaces allowing training in the subject in its entirety. On this stage, and based on the theoretical and empirical contributions of some researchers who have legitimized the SL, the Nature of Science (NOS) and the Teaching by Inquiry as areas for reflection, production and transfer of scientific knowledge, we were able to develop and / or adapt methodological guidelines that guided our consolidated different stages. Thereby, we began a historical-epistemological reconstruction on some facts generally framed in the Copernican Revolution, which allowed us to reflect and to select some aspects according to our idea of about NOS and conviction of education materialized in historical narratives, questions and guidelines from many levels of development of scientific thought. Therefore, as a result of this process, we developed 6 historical narratives and 126 guidelines questions (55 in the instrumental-operational level, 36 in the personal-significant level and 35 in the relational-social/cultural level). Finally, we believe that this theoretical proposal of pedagogical-didactic and epistemology character besides being a flexible adaptation resource to complement activities in the science and physics classrooms is constituted as a reflection or guidance material for the production of similar material based on educational research.
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L'herrou, Bradley. "Experimental Reporting and Networks of Political Information: Lorenzo Magalotti's Framing of Courts and Nature." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5725.
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This thesis explores changes in experimental reporting during the scientific revolution of the seventeenth century. In particular, I examine and compare some of the works of Count Lorenzo Magalotti, namely the Saggi di Naturali Esperienza or Essays on Natural Experiments and the Relazione d'Inghilterra. In 1667, as secretary of the Accademia del Cimento – the Tuscan experimental academy founded in 1657 – Magalotti (1637-1712) authored the Saggi, a collection of experimental reports. These reports included extensive written descriptions of experiments along with dozens of engravings depicting the instruments custom-made for the experiments. Magalotti also served as ambassador and agent of the Tuscan court and in the same year he traveled to England to offer a copy of the Saggi to King Charles II. While in England, Magalotti corresponded extensively with Prince Leopold and with the future grand duke, Cosimo III, reporting his observations of the English court: descriptions of political, military, and intellectual life at the court of Charles II. Magalotti’s account of his experience was compiled as Relazione d'Inghilterra in 1669. My work shows that the Saggi and the Relazione, although different in their content, emerged from the same historical context. I argue that the way information was conceived and organized, whether it originated from experimental practices (Saggi) or diplomatic actions (Relazione), changed over the course of the seventeenth century. Experimental reporting, like political reporting, became parceled into small, discrete units suited for high rates of information exchange.
28
Cagle, Caroline Woodell. "Technology in Society: The Pipe Organ in Early Modern England." Diss., Virginia Tech, 2002. http://scholar.lib.vt.edu/theses/available/etd-04172003-005110.
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Rocha, Cintia Mendonça Soares. "A revolução científica como tema de reflexão crítica no ensino de física." reponame:Repositório Institucional da UFABC, 2018.
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Orientadora: Profa. Dra. Márcia Helena Alvim<br>Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, Santo André, 2018.<br>A presente pesquisa discute a inserção da História das Ciências (HC) no ensino de Física, como forma de promover um ambiente crítico e reflexivo, distante do ensino tradicional perpetuado na maioria das escolas, onde a ciência, de forma geral, é vista como a-histórica, composta por gênios e promotora do saber único e verdadeiro. Tendo em vista este panorama, apresentam-se algumas reflexões a respeito do distanciamento deste tipo de ensino, por meio de associações com a concepção bancária da educação, discutida por Paulo Freire. O objetivo principal dessa pesquisa é investigar a temática da Revolução Científica em aulas de Física do Ensino Médio, buscando elaborar, aplicar e analisar uma proposta didático-metodológica que inclua essa discussão na promoção da reflexão sobre a importância da HC no ensino. Esta pesquisa é caracterizada como pesquisa-ação e busca a interface da HC com o ensino de Física, a fim de contribuir para a formação de cidadãos críticos. A proposta didático-metodológica foi aplicada no 1º ano do Ensino Médio de uma escola da rede privada de ensino, localizada em São Bernardo do Campo, São Paulo, onde através da reflexão histórica acerca da Revolução Científica, com o uso de diferentes recursos pedagógicos, buscou-se promover situações de aprendizado nas quais se privilegiaram os momentos de discussão e produção escrita dos alunos sobre a temática. Por fim, os resultados obtidos da aplicação da proposta possibilitou identificar que a HC no ensino contribuiu para a promoção de ambientes de reflexão sobre o desenvolvimento da ciência e, por consequência, mostrou-se um recurso promissor para o aprendizado científico dos alunos. Outra significativa contribuição refere-se a alguns elementos didáticos que levam ao aprimoramento das aulas e evidenciam a postura dos alunos diante das experiências compartilhadas em sala de aula.<br>Traditional teaching promoted in most school¿s view science as an-historical, made up of geniuses and promoter of the unique and true knowledge. This research discusses how the insertion of History of Sciences (HC) in the teaching of Physics, promotes a critical and reflexive Education. This will be presented with some reflections on the importance of distancing traditional education, through the association with the banking concept of education discussed by Paulo Freire. The main objective of this research is to investigate the Scientific Revolution in High School Physics classes, seeking to elaborate, apply and analyze a didactic-methodology proposal that includes the promotion of reflections on the importance of HC in science teaching. The research is an action-research which interfaces the HC with the teaching of Physics, to contribute to the development of critical citizens. The didactic-methodological proposed was applied in the 1st year students of a private high school in São Bernardo do Campo, São Paulo. The historical reflection by the Scientific Revolution, with the use of different pedagogical resources, seek to developed learning situations by encouraging discussion and written production of students. The results highlighted that HC teaching contributed to the promotion of an environment for reflection and the development of science teaching. Consequently, proving to be a promising resource for student¿s scientific learning. Another important contribution refers to some didactic elements that lead to the improvement of classes, this situation was evidenced by the shared experiences in the classroom.
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Costa, Tiago Alves. "Novas finanças: um estudo sobre a fragilidade da hipótese de mercados eficientes." Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/1268.
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Previous issue date: 2008-04-29<br>The finance science, as all sciences, shows an evolutionary line and according to
Kuhn (1970), it is marked by shortly periods of knowledge accumulation. However,
according to the author, such periods are inserted with scientific revolutions. In other
words, the scientific evolution is stamped by revolutions which abandon oldfashioned
paradigm and create new ones. The revolution is followed by a period
where the researches are guided by the new paradigm and its purpose is strengthen
the own paradigm. In other way, the finance science has today a central paradigm
well-known by efficiency market hyperlink (EMH) which was witnessed and
adopted by the entire scientific community around the 70 s. And since those times,
almost entire research done in finance, mainly until the de 90 s, was leaded and done
to validate the EMH. This dissertation attempted to evidence that the finance
evolutionary line proposed by Haugen (2000) follows the same principle evidenced
by Kuhn (1970), and in the present-day, the EMH find itself in a period which
precede the scientific revolution which is called by time crisis by Kuhn (1970). This
time crisis could weaken the EMH and open a space to create a new paradigm. This
way, the proposal of dissertation is to prove how the revolutionary process will
happen in finance too, soon after, to prove what would the candidates more inclined
to replace the EMH be as a central paradigm in finance. To do so, this work
considered only two candidates: the behavioral finance and the chaos theory. To do
this analyze it was used the schooling principles nominated by Mckinley, Mone
and Moon (2002). Such authors propose that a thought must display a combination
of novelty, continuity, and scope to achieve school status in organizational theory.
The purpose of this dissertation is to do a theory ransom which intends to show the
fragility of the EMH as a central paradigm that orients the finance researches. The
dissertation concludes that the current finance faces a crisis, and in this period, the
behavioral finance displays the biggest chance to replace the EMH in the near
future, however, the chaos theory provides the bigger promise considering a far
future<br>A ciência das finanças, como toda ciência, apresenta uma linha evolutiva que de acordo
com Kuhn (1970) é marcada por períodos de breve acumulação de conhecimento.
Porém, de acordo com o autor, tais períodos são intercalados com revoluções
científicas. Em outras palavras, a evolução científica é marcada por revoluções que
abandonam antigos paradigmas e criam novos. Posteriormente à revolução, segue se um
período onde as pesquisas são guiadas pelo novo paradigma com o propósito de
fortalecer o próprio paradigma. De outra forma, a ciência financeira possui hoje um
paradigma central conhecido como a hipótese de mercados eficientes (HME) que foi
reconhecida e adotada pela comunidade científica por volta da década de 70. E desde
aquela época, quase toda pesquisa feita na área, principalmente até a década de 90, foi
guiada, e feita para validar e fortalecer a própria HME. Nesse sentido, este trabalho
procurou evidenciar que a linha evolucionária das finanças proposta por Haugen (2000)
segue o mesmo princípio evidenciado por Kuhn (1970), e que no momento atual, a
HME encontra-se em um período que antecede a revolução científica e que é chamado
de período de crise por Kuhn (1970). Esse período de crise, que antecede as revoluções,
poderia enfraquecer a HME e abrir espaço para a criação de um novo paradigma. Sendo
assim, o trabalho também propõe a evidenciar como que o processo de revolução
poderá acontecer em finanças, e em seguida, também propõe quais seriam os candidatos
mais propensos a substituir a HME como paradigma central em finanças. Para tanto, o
trabalho considerou apenas dois candidatos: as finanças comportamentais e a teoria do
caos. Para fazer tal análise, foram utilizados os princípios de escolarização propostos
por Mckinley, Mone e Moon (2002). Tais autores propõem que um pensamento tem que
possuir três características (novidade, continuidade e escopo) para ser considerado uma
escola em teoria organizacional. O propósito do trabalho é de um resgate teórico básico
que procura evidenciar a fragilidade da HME enquanto paradigma principal norteador
das pesquisas em finanças. Assim sendo, o trabalho conclui que as finanças atuais
enfrentam uma crise, e que nesse período, as finanças comportamentais apresentam a
maior chance de substituir a HME em um futuro próximo, porém, a teoria do caos
fornece uma promessa maior considerando um futuro mais distante
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Elkins, Mark. "Religious directives of health, sickness and death : Church teachings on how to be well, how to be ill, and how to die in early modern England." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/16396.
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In broad terms, this thesis is a study of what Protestant theologians in early modern England taught regarding the interdependence between physical health and spirituality. More precisely, it examines the specific and complex doctrines taught regarding health-related issues in the sixteenth and seventeenth centuries, and evaluates the consistency of these messages over time. A component of the controversial Protestant-science hypothesis introduced in the early twentieth century is that advancements in science were driven by the Protestant ethic of needing to control nature and every aspect therein. This thesis challenges this notion. Within the context of health, sickness and death, the doctrine of providence evident in Protestant soteriology emphasised complete submission to God's sovereign will. Rather, this overriding doctrine negated the need to assume any control. Moreover, this thesis affirms that the directives theologians delivered governing physical health remained consistent across this span, despite radical changes taking place in medicine during the same period. This consistency shows the stability and strength of this message. Each chapter offers a comprehensive analysis on what Protestant theologians taught regarding the health of the body as well as the soul. The inclusion of more than one hundred seventy sermons and religious treatises by as many as one hundred twenty different authors spanning more than two hundred years laid a fertile groundwork for this study. The result of this work provides an extensive survey of theological teachings from these religious writers over a large span of time.
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Tsai, Jia-Chun, and 蔡家淳. "Visual representations of the Scientific Revolution." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/8e92p3.
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"Self-organization, competition, and succession in the dynamics of scientific revolution." Alfred P. Sloan School of Management, Massachusetts Institute of Technology, 1993. http://hdl.handle.net/1721.1/2489.
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Yuer-HsingChi and 齊悅翔. "“The Scientific Revolution” in High School World History Textbooks (1949-2014)." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/88010839909120607743.
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碩士<br>國立成功大學<br>歷史學系<br>102<br>“The Scientific Revolution” in high school world history textbooks (1949-2014)
Yuer-Hsing Chi
Heng-An Chen
Department of History ＆ College of Liberal Arts
SUMMARY
This study mainly investigated how the world history textbooks in high school have presented “Scientific Revolution” since the national government moved to Taiwan. That is, we looked into the changes and features of “Scientific Revolution” in high school world history textbooks.
Through the development of world history education in Taiwanese high schools, the study first analyzed the curriculum guidelines of the middle school history. We found that since the abolishment of martial laws in 1987, because of the educational reform, the guidelines have gone through several changes. They turned to focus on cultivating the students’ world view and eliminating “European Centrism.”
The concept of “Scientific Revolution” has become popular in historical studies since the end of WWII. The related studies nowadays have also started to review and rethink critically on this issue. In the world history textbooks of the Taiwanese high school, the term of “Scientific Revolution” was from nothing to something.
In Taiwan, most of the world history textbooks adopted the traditional methods on describing “Scientific Revolution.” Centering on the scientists, the major axis is the revolution of Astronomy and scientific methods.
In the future, regarding the introduction on “Scientific Revolution,” in addition to basing on traditional descriptive methods, we suggested to incorporate more reflections, and integrated more political and social backgrounds in the high school world history textbooks. In this way, the students can understand the history from different aspects, holding multiple historical views.
Key words: textbooks, history education, high school education, the Scientific Revolution, world history
INTRODUCTION
Because of the technical improvements brought about by the new technology, the trends globalization were triggered, which forced us to cultivate more profound world view as well as the understanding and tolerance on multi-cultures. Therefore, recent education and learning of world history in high schools have been centered on cultivating macro world view as the primary learning objective. Among the world history textbooks, although the chapter of “Scientific Revolution” does not take up major printed pages, it is one of the very few chapters that lead students to understand the required scientific subjects from a historic perspective. For this reason, it has its value for investigating.
The study mainly explored how the world history textbooks in high school have presented “Scientific Revolution” since the national government moved to Taiwan, and how historical studies and perspectives have influenced on the presentations.
MATERIALS AND METHODS
The present study focused on the “Scientific Revolution” presented in the world history textbooks used by Taiwanese high schools. We investigated the textbooks published from the time that the national government moved to Taiwan to the latest version of textbooks. Because these textbooks were compiled based on the curriculum standards and guidelines set up by MOE, this research also analyzed the changes of the standards and guidelines in this years.
By literature review and analysis, we collected related literature on middle school history education. Moreover, we generalized and analyzed based on the main subject of the study “Scientific Revolution” in order to learn the formation, appearance, reflections and rethought on the concept “Scientific Revolution” in the academic field. Afterward, we adopted content analysis method to analyze how “Scientific Revolution” is presented in the textbook chapter.
RESULTS AND DISCUSSION
After 1987, because of educational reform, the purpose of Taiwanese history education had transformed from enable students to learn the position of “Our Nation” from the learning of “Foreign Countries” to equipped students with “World View.” The content had also changed from political-history-focused to cultural-history-focused, hoping to eliminate “European Centrism” and centering on the present rather than the past. Recently, there have been less political constraints on middle school world history textbooks. However, it is still a big challenge to incorporate historical study results and multiple perspectives properly in the textbooks.
“The Scientific Revolution,” from the historical perspective, indicates the period from 16th to 18th century in Europe (Especially 17th century; the year 1543 is viewed as the index of its outset.) There were revolutionary developments in the scientific theories and experiments in these years, which thoroughly changed the scientific approaches. It meant the appearance of modern science. Also, thanks to these scientists, there are tremendous changes in Europeans Universal View.
The concept of the term “Scientific Revolution” was originated from Jean le Rond D’Alembert in the 18th century. It was after 1939 that Alexandre Koyré formally brought up the concept. Then, Herbert Butterfield popularized the concept, so the concept became very popular in historical field in the western world. Recently, the academics have had profound reflections and rethought on it. However, “Scientific Revolution” is still a widely-used concept in history.
The early versions of curriculum guidelines and textbooks in Taiwanese high school world history did not include the issue of “Scientific Revolution.” The term of “Scientific Revolution” in Taiwanese history education could be said to be from nothing to something.
The related content of “Scientific Revolution” in these textbooks that appear the most often in the attached pictures is the revolution-related figures, especially scientists. There is high reappearing and continuing rate of the revolution-related attached pictures. However, the explanations on these pictures have been changing constantly, causing the phenomenon of “one picture, multiple explanations.”
Beginning from Nicolau Copernicus through Galileo Galilei,and Johannes Kepler and finally Isaac Newton represented a generalization of views. The presenting approach of traditional “Scientific Revolution”, from astronomy physics, was always included as the center of content. In addition, the inductive method by Francis Bacon and the deductive method by René Descartes were the must-mentioned “Scientific methods.”
CONCLUSION
From the “Scientific Revolution” in the middle school world history textbooks, we can see that the Taiwanese world history teaching material has been renewed with the current academic research. However, the textbooks obviously revealed “fixation.” Once appearing, many fixed terms tend to reappear in the following versions, which are difficult to change, even relive.
However, it is apparent that the descriptions in the textbooks still focused too much on the contribution of “Scientific Revolution,” which might be too heroic-oriented. Recently, there is only a few reflection and rethought on “Scientific Revolution” in the academic field. So far, the related content only appeared the Han-Lin Senior High School History based on the latest 2011 curriculum guideline.
In the end of the research, we gave some suggestions on the future introduction of “Scientific Revolution” in the middle school world history textbooks. From the junior high school textbooks, we can still focus on introducing traditional concepts of “Scientific Revolution,” but more clear definition, time scope and background information and other related contents should be presented. In the senior high school stage, in addition to the original contents on “Scientific Revolution,” we can discuss the scientific activities at that time through the political perspectives and social background. Also, we should incorporate some reflections and rethought by the academics in the textbook. In this way, students can not only learn the historical knowledge, but also cultivate the ability to think critically at the same time.
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Yang, Huei-Min, and 楊惠閔. "The Study of “Scientific Revolution” and World History Textbook in High School." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/76747288565528790479.
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碩士<br>國立中興大學<br>歷史學系所<br>102<br>The Scientific Revolution in early modern Europe is an important progre ss in the history of human science. Plenty of scientific knowledge was established in this period, and it subverted people''s imagination and perception of the universe and living space. For example, Copernicus proposed his own heliocentric system in sixteen century; Newton proposed the laws of motion and universal gravitation in seventeen century etc. All these scientific findings not only expanded the horizons of humanity, but also had a profound impact on the subsequent development of science. So this period is considered as the foundation and the origin of modern science by the later historians, and many of historians of science used this word “Scientific Revolution” to define it.
For such a great leap of science knowledge in European history, how Taiwan''s high school history textbooks to present the content related to this topic? How to guide students to understand the significance of this history? To investigate these problems, the research divides into two parts. First part discusses the recently historical research of "Scientific Revolution" to clarify the academic context. Second part compares and analyzes the content of "Scientific Revolution" of various versions in the high school world history textbooks to present the image of "Scientific Revolution" in the textbook, and inspect if the contents of textbooks has reflected the latest academic research. Finally, under the basis of the aforementioned studies, the research will summarize the features of "Scientific Revolution" that present in the textbooks, hoping to provide teachers a comprehensive analysis and critical thinking perspective in teaching " Scientific Revolution".
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Nyberg, Ian Kristofor. "Galileo on scientific explanation: his debt to and departure from Aristotle and his contributions to contemporary models." Thesis, 2009. http://hdl.handle.net/2152/ETD-UT-2009-12-606.
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Among the figures of the Scientific Revolution, Galileo was the most influential in moving science away from Aristotle’s concept of scientific explanation to what became Modern science. My primary goal in this thesis is to explicate Galileo’s concept of scientific explanation, as well as the metaphysical and methodological underpinnings relied upon by Galileo, and to investigate where these depart from Aristotle as well as the Aristotelians of Galileo’s time. Galileo’s most revolutionary scientific achievement was to advance a new, more practical aim for scientific inquiry: he changed the focus of scientific investigations to the measuring, modeling, and predicting of phenomena. In order to increase the reliability of his hypotheses Galileo rejected those aspects of Aristotle’s account of scientific explanation that could not be rigorously empirically justified. The result was that empirical science no longer searched for the essential attributes of bodies or for Aristotle’s causes such as the “final” cause. The identified contributions and innovations promulgated by Galileo are significant because they dictated changes that became formative to contemporary models of scientific explanation. I argue that analyses such as the one given in this dissertation can provide a framework for better understanding twentieth-century criticisms that argue that Aristotle’s concept of scientific explanation contained elements that are indispensable to genuine scientific explanations but that are missing from standard contemporary accounts such as Hempel’s covering law models. Finally, I conclude that my analysis of Galileo’s contributions to scientific explanation suggests that contemporary claims that covering law models should be more receptive to Aristotle’s ideas of causation and essence are misguided.<br>text
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Yohe, James Dale. "A reexamination of the structure of scientific revolution and application the rise of mathematical economics /." 2006. http://repo.lib.auburn.edu/Send%205-11-0/YOHE_JAMES_15.pdf.
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Kemp, David. "The scientific revolution's axiomatic rejection of magical thinking : the case of astrology in England (1600-1700)." Thesis, 2003. http://spectrum.library.concordia.ca/2327/1/MQ85276.pdf.
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The research presented here will cover the changing perceptions of astrology over the course of the seventeenth century from the height of its popularity to its extinction, with special attention to the non-empirical motivations behind its dismissal by the scientific community. It is the main thesis of this paper that astrology was rejected by the scientific community of the seventeenth century on non-empirical grounds. This will be shown through an examination of the rhetoric of the leading members of the seventeenth-century English scientific community. It would appear from the rhetoric of the scientific elite, and from the historical record of scientific experimentation and correspondence, that astrology was dismissed on non-empirical grounds for two reasons that can be weighted equally in terms of significance. The first of these to be discussed, and the one that will be the main focus of this paper, is that the scientific community was able to take the final step of rejecting the magical paradigm based on a faith in the future potential of the mechanical paradigm to one day provide empirical evidence against the older paradigm. As a caveat it will be suggested that such a decision was made final by the fact that the tenets of astrology were essentially very difficult if not impossible to test by any means available in the seventeenth century.
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Zimmer, Mary E. ""Petty magic to experiment": The seventeenth century's Scientific Revolution and the closing of this world to the next." Thesis, 2004. http://hdl.handle.net/1911/18727.
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The shift from a traditional, being-based Christian cosmology---in which God creates all things through an ontologically-invested reason in which man shares---to a voluntarist, will-based Christian cosmology---in which God creates all things through an arbitrary act of will knowable to man only through experience---is considered crucial to the rise of empiricism and its related experimental method, two cornerstones of the Scientific Revolution. This dissertation examines how the shift from a being- to a logos-based cosmology, with its entailed shift from a realist to a nominalist ontology, affected this world's relation to a next. It explores this issue by considering the resurrection views of three writers whose works, taken together, span the seventeenth-century both temporally and intellectually, from the vestigial medieval scholasticism of John Donne (1572--1631) through the Renaissance neo-Platonism of Thomas Browne (1605--1682) to the Early-Modern mechanism of Robert Boyle (1627--1691). This dissertation argues that the traditional, being-based cosmologies shared by Donne and Browne underlie their teleological understandings of natural processes and, in doing so, allows them to find evidence in this world for resurrection to the next. Boyle's voluntarist cosmology, on the other hand, banishes inherent teleology from the natural world and thereby silences this world with regard to a next. This dissertation further argues that this shift in cosmology and more specifically, the entailed shift from a realist to a nominalist ontology, allowed man to make nature speak a new, operational language that could be used to man's benefit. By considering works written around the time of London's 1665 plague, we will see how mechanistic medicine produced such operational knowledge through the use of human-made instruments and methods, including experimentation. Although such knowledge provides no intelligence about a next world, it does allow humanity to make its way better in this one.
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Jotterand, Fabrice. "Nanotechnology, bioethics and the techno-scientific revolution: Philosophical and ethical assessment of nanotechnology and its applications in medicine." Thesis, 2006. http://hdl.handle.net/1911/18922.
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This study draws on analyses on a number of levels. First, it clarifies certain concepts often used loosely in the literature pertaining to nanotechnology. In particular, it focuses on the concept of "revolution" in order to determine whether nanotechnology is a revolution in the making or simply an evolution of scientific and technological development. I then examine the context in which nanotechnology has developed (i.e., postmodernity) and consider how the new scientific culture within the postmodern context ties the production of knowledge to the three key elements of what John Ziman calls post-academic science (i.e., transdisciplinarity; the marketability of knowledge; and the norm of utility).
However, the context of postmodernity challenges the resolution of technopolitical controversies due to competing rationalities (modes of explanation) and moralities. To this end, I develop a procedural integrated approach that takes into account the consequences of postmodernity for moral theorizing and our understanding of science and technology. Other attempts have been proposed as integrated model in the field of medical ethics, i.e., principlism. However, this work shows why principlism fails as an integrated model and favors an integrated model based on H. T. Engelhardt, Jr. and Kevin Wm. Wildes' procedural ethics.
Finally, I examine further philosophical and ethical implications of nanotechnology in the biomedical sciences. I argue that in order to prevent the absence of more robust reflections that characterizes bioethical reflections in contemporary debates, it is essential to create the conditions for moral substantial reflections (better integration of "trans-epistemic values" at the core of scientific research and technological development). This requires building bridges across disciplines within the natural sciences as well as between the natural sciences (nanotechnology) and the humanities social sciences. Subsequently, I raise some suggestive ethical and philosophical questions concerning the impact of these new technologies on the practice of medicine but also in relation to the use of humanized technologies that could transform our understanding of what it means to be a human being and our conception of the human body.
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STANĚK, Miroslav. "Filosofická reflexe pedagogického vlivu digitálních a informačních technologií se zvláštním zřetelem na fenomén tzv. digitální demence." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-381323.
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This thesis deals with philosophical questions, related to modern-day technologies and their impact on the future generations education. It specifically focuses on the paradigmatic transformation of everyday empirical experience (of the world) among people who were born into the digital age. They are called "digital natives", and they feel comfortable in the cyberspace´s infosphere. In terms of the philosophy of education, the "digital dementia" is understood as a principal inability and unwillingness to get out of personalised "bubble universe". The goal of education is (in this thesis) understood as a skill how to perform a personal turn-around and how to actively participate their own "philosophy of life", that means to seek for the meaning of the life and live autonomous and authentic lives.
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Reinhardt, Chanelle. "Transférer à Paris « tout ce qu'il y a de beau en Italie » : conquêtes matérielles au service de l'édification nationale (1796-1798)." Thesis, 2020. http://hdl.handle.net/1866/25578.
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Lors de la victorieuse campagne d’Italie (1796-1797), qui a lieu dans le cadre des guerres révolutionnaires françaises (1792-1802), un nombre important d’objets précieux est saisi pour être transporté à Paris, nouvel épicentre autoproclamé de la culture et du savoir européens. La liste des objets à déplacer est longue, variée et prestigieuse. Des outils d’agriculture, des minéraux, des livres rares, des traités de science, des semences, des partitions de musique, des spécimens végétaux et, surtout, des monuments de l’Antiquité et des tableaux de la Renaissance, sont appelés à garnir les institutions de la capitale française. Ce grand coup de filet est souligné par la tenue d’une fête à Paris les 9 et 10 thermidor an VI (27 et 28 juillet 1798), nommée l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie.
Pour atteindre leur nouvelle destination, les objets saisis sont soumis à la contingence du voyage. Ils traversent des montagnes, des routes, des ports, des mers, des fleuves, des canaux, des rues et des boulevards. Le trajet se fait sur des chariots, dans la paille ; les objets d’art sont enfouis à l’intérieur de caisses goudronnées, scellées et marquées du sceau officiel de la République. Même s’ils sont cachés et hors de lieux traditionnellement étudiés par l’histoire de l’art, les objets d’Italie jouissent, durant cet intervalle, d’une grande visibilité par le biais des journaux qui suivent avidement les aventures des convois qui traversent des lieux instables et des territoires accidentés. Qui plus est, le déplacement s’effectue sur un fond d’instabilité sociale et de crises politiques, alors que le régime du Directoire (1795-1799) peine à asseoir sa légitimité et que la Contre-Révolution se manifeste dans le résultat des élections législatives.
En puisant dans un cadre théorique croisant les mobility studies, les material studies, les études sur le nationalisme et l’histoire des émotions, cette thèse démontre que le transit entre Rome et Paris devient une épopée mettant en récit les contours d’une identité française en quête d’unité. En effet, le transfert des objets d’Italie est un levier d’édification nationale qui mobilise des thèmes au fondement du sentiment patriotique, comme la supériorité civilisationnelle, le savoir-faire technique et l’ascendance morale. Trois grands moments sont à l’étude : le moment des saisies, le moment du transport et le moment de la célébration.<br>During the victorious Italian Campaign (1796-1797) that took place during the French Revolutionary Wars (1792-1802), a significant number of precious objects were seized and transported to Paris, the new self-proclaimed epicentre of European culture and knowledge. The list of objects was long, varied, and prestigious. Agricultural tools, minerals, rare books, scientific treatises, seeds, musical scores, plant specimens, and above all, monuments from antiquity and Renaissance paintings, were amassed for the purpose of gracing the institutions of the French capital. On 9 and 10 Thermidor year VI (27th and 28th of July, 1798), the convoy was paraded through the streets of Paris in a celebration titled l’Entrée triomphale des objets de sciences et d’arts recueillis en Italie (the triumphal entry of objects of the sciences and arts collected in Italy).
En route to their new destination, the precious objects were subjected to the contingencies of the voyage. Buried in sealed and tarred crates marked with the official seal of the Republic and piled onto straw-filled carts, they journeyed over mountains, on roads, through ports, across seas, and down rivers, canals, streets and boulevards. Although the objects were hidden and kept far from areas traditionally studied by art history, they received wide coverage in newspapers that avidly chronicled the convoy’s adventures through volatile areas and rugged terrain. What is more, the journey took place against a backdrop of great social unrest and political crises, while the regime of the Directory (1795-1799) struggled to establish its legitimacy and the Counter-Revolution rose in the wake of the legislative elections.
Drawing on a theoretical framework bridging mobility studies, material studies, nationalism studies, and the history of emotions, this dissertation demonstrates that the transit between Rome and Paris became a narrative epic that outlined a French identity in search of unity. In fact, the objects’ transit from Italy became a lever of national edification that mobilized the themes that are the basis of patriotic sentiment, such as civilizational superiority, technical knowledge, and moral ascendancy. Three major moments will be studied: the seizure of the objects, their transportation, and the moment of celebration.
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Tomsová, Julie. ""Zdomácnění" vědecko-technické revoluce v Československu: inovace v české kuchyni a výživě 50. a 60. let 20. století." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-341347.
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The aim of the thesis is the analysis of "domestication" of the scientific-technical revolution and the most important alimentary behavior of Czech society in the 1950' and 1960' of the 20th century. In the thesis is this process interpreted in the context of the change of the regime and of the ideological patterns in the mid- 1950', which should help to overcome the difficulties of the Stalinist utopianism - increased emphasis on quality of lifestyle, housing development, architecture and design, modernization of kitchen equipment and the transformation of ideas about desirable social standards and their importance to legitimize post-Stalinist organization. More specifically, in the context of "domestication" of the scientific-technical revolution, I deal with topics such as the rationalization and mechanization of houseworks, emphasis on hygiene and nutrition, quality of food storage and preparation, the transformation of food composition, the "discovery" of vitamins and enzymes, minerals and etc., haunches on consumerism, developing doctrines of household management, image of woman and her place in the household and other topics. The present work examines not only the structural changes that have occurred, but their ideological aspects - especially the place where the promise of a better life...