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Journal articles on the topic 'History of Science and Knowledge'

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Published: 7 July 2024

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1

Joas, Christian, Fabian Krämer, and Kärin Nickelsen. "Introduction: History of Science or History of Knowledge?" Berichte zur Wissenschaftsgeschichte 42, no. 2-3 (September 2019): 117–25. http://dx.doi.org/10.1002/bewi.201970021.

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2

Daston, Lorraine. "The History of Science and the History of Knowledge." KNOW: A Journal on the Formation of Knowledge 1, no. 1 (March 2017): 131–54. http://dx.doi.org/10.1086/691678.

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3

Schwartz, David T. "Art History, Natural History and the Aesthetic Interpretation of Nature." Environmental Values 29, no. 5 (October 1, 2020): 537–56. http://dx.doi.org/10.3197/096327120x15868540131288.

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This paper examines Allen Carlson's influential view that knowledge from natural science offers the best (and perhaps only) framework for aesthetically appreciating nature for what it is in itself. Carlson argues that knowledge from the natural sciences can play a role analogous to the role of art-historical knowledge in our experience of art by supplying categories for properly 'calibrating' one's sensory experience and rendering more informed aesthetic judgments. Yet, while art history indeed functions this way, Carlson's formulation leaves out a second (and often more important) role played by art-historical knowledge over the last century - namely, providing the context needed for interpretations of meaning. This paper explores whether natural science can also inform our aesthetic experience of nature in this second sense. I argue that a robust sense of meaning from our aesthetic experience of nature is indeed made possible by coupling our aesthetic experience of animals with knowledge from the natural science of animal ethology. By extending the scope of Carlson's analogy to include interpretations of meaning, my argument shows that the cognitive, scientific model can accommodate a wider range of aesthetic engagement with nature than previously recognised.

4

Gonzalez, C. "HISTORY OF SCIENCE: All Knowledge Is Local." Science 302, no. 5651 (December 5, 2003): 1683–84. http://dx.doi.org/10.1126/science.1092857.

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5

Gonz lez, C. "HISTORY OF SCIENCE: Knowledge, Wisdom, and Luck." Science 304, no. 5668 (April 9, 2004): 213. http://dx.doi.org/10.1126/science.1096804.

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6

Watts, Ruth. "Whose Knowledge? Gender, Education, Science and History." History of Education 36, no. 3 (May 2007): 283–302. http://dx.doi.org/10.1080/00467600701279088.

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7

Castañeda Cataña, MA, R. Amato, C. Sepulveda, and MJ Carlucci. "Knowledge Evolution: Inert sciences to living science." Global Journal of Ecology 7, no. 2 (September 27, 2022): 082–89. http://dx.doi.org/10.17352/gje.000066.

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Modern mentality tends to minimize what is real to a physical world that is accessible to its senses, instruments, reasoning and equations, ignoring other states of reality that, clearly throughout humanity’s history have been known. Modern human believes that he is capable of dispensing all knowledge from what he has been taught in the past by starting over again, trusting only their point of view and their own new prejudices. His attention increasingly focusing outwards prevents him from looking inwards, towards the center of consciousness, of being, which is, however, the first data that has been imposed on us and the basis on which necessarily everything else rests. A physical analysis of a piece of music or a painting, however scientific it might be, does not annul the meaning- so deeper and on another type of level-shows that the reality of a work of art is much more than its physical components. This objective work creates communication bonds interconnecting classical and modern science, relating different areas of knowledge. Like the invisible presence of microorganisms that participate in the evolution of nature, we intend to give a new approach to recovering the empirical knowledge long way forgotten by modern science in order to strengthen the reality of the parts that do not precede the whole, but when are born acquire sense together with the whole. Their role as “parts” is only a role in the cognitive process, not in the generative process.

8

Carey, Susan, and Elizabeth Spelke. "Science and Core Knowledge." Philosophy of Science 63, no. 4 (December 1996): 515–33. http://dx.doi.org/10.1086/289971.

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9

Gasparri, Luca. "Knowledge Indicative and Knowledge Conductive Consensus." Journal of the Philosophy of History 7, no. 2 (2013): 162–82. http://dx.doi.org/10.1163/18722636-12341248.

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Abstract A traditional proposition in the philosophy and the sociology of science wants that consensus between specialists of a scientific discipline is a reliable indicator of their access to genuine knowledge. In an interesting reassessment of this principle, Aviezer Tucker has analyzed the implications and the significance of this thesis in relation to historical research, and has established that parts of the historiographical community that display high degrees of consensus among their practitioners can be described in terms of the same relationship existing in empirical sciences between the exemplification of significant level of agreement and shared knowledge. After a concise summary of Tucker’s general view of the relationship between consensus and knowledge and an analysis of its discussion by Boaz Miller, this paper proposes a critical discussion of the limits and the virtues of this approach and concludes that it is possible to assume that a theory of the sort outlined by Tucker and Miller may describe in an exhaustive way the dynamics of the consensual communities only after some important caveats and integrations. In the closing section, a brief review of Tucker’s picture of historiographical consensus will be proposed.

10

Pleshkov, Aleksei, and Jan Surman. "Book reviews in the history of knowledge." Studia Historiae Scientiarum 20 (September 13, 2021): 629–50. http://dx.doi.org/10.4467/2543702xshs.21.018.14049.

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Academic reviewing, one of the communal academic practices, is a vital genre, in which epistemic virtues have been cultivated. In our article, we discuss reviews as a form of institutionalized critique, which historians could use to trace the changing epistemic virtues within humanities. We propose to use them analogously to Lorraine Daston’s and Peter Galison’s treatment of atlases in their seminal work Objectivity as a marker of changing epistemic virtues in natural sciences and medicine. Based on Aristotle’s virtue theory and its neo-Aristotelian interpretation in the second half of the 20th century, as well as on its most recent applications in the field of history and philosophy of science, we propose a general conceptual framework for analyzing reviews in their historical dimension. Besides, we contend that the analysis of reviews should be carried out taking into account their historical context of social, political, cultural and media-environment. Otherwise, one may risks presupposing the existence of an autonomous, disconnected community of scholars.

11

Shankar, Kalpana, Kristin R. Eschenfelder, and Greg Downey. "Studying the History of Social Science Data Archives as Knowledge Infrastructure." Science & Technology Studies 29, no. 2 (May 13, 2016): 62–73. http://dx.doi.org/10.23987/sts.55691.

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We map out a new arena of analysis for knowledge and cyberinfrastructure scholars: Social Science Data Archives (SSDA). SSDA have influenced the international development of the social sciences, research methods, and data standards in the latter half of the twentieth century. They provide entry points to understand how fields organise themselves to be ‘data intensive’. Longitudinal studies of SSDA can increase our understanding of the sustainability of knowledge infrastructure more generally. We argue for special attention to the following themes: the co-shaping of data use and users, the materiality of shifting revenue sources, field level relationships as an important component of infrastructure, and the implications of centralisation and federation of institutions and resources. We briefly describe our ongoing study of primarily quantitative social science data archives. We conclude by discussing how cross-institutional and longitudinal analyses can contribute to the scholarship of knowledge infrastructure.Keywords: social sciences; data archives; institutional sustainability

12

Rashkovskii, E. "Sociology of Science, World Science, History." World Economy and International Relations, no. 7 (2013): 90–94. http://dx.doi.org/10.20542/0131-2227-2013-7-90-94.

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The author presents and introduces with comments the following article of the known Russian global problems researcher M. Cheshkov. It is assumed that working with ideal theoretical objects is fundamental for a scientific knowledge specificity, that the experience of recent years points to a dramatic connection between the growing interdependence of different regions and spaces in the modern world, and the increasing intensity of local and global antagonisms and passions.

13

Abu-Laban, Yasmeen. "Narrating Canadian Political Science: History Revisited." Canadian Journal of Political Science 50, no. 4 (December 2017): 895–919. http://dx.doi.org/10.1017/s000842391700138x.

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AbstractIn this address, I argue that the organizational and ideational evolution of political science is closely interconnected with Canada’s history and unequal social relations since Confederation. This is because organized political science in Canada was really at heart a national venture. As a consequence, in order to understand the ideas animating early political scientists we have to consider Canada’s foundational status as a settler colony in the North American space, with a privileged place in the British Empire. This perspective may also help to highlight the distinct features of the colonial present which are giving rise to multiple sites of knowledge production-or multiple knowledges.

14

Greco, Pietro. "Science and society of knowledge." Journal of Science Communication 06, no. 03 (September 20, 2007): R01. http://dx.doi.org/10.22323/2.06030701.

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Probably among the first to deal with it, nearly sixty years ago, Norbert Wiener, the founding father of cybernetics (The human use of human beings. Cybernetics and Society, Houghton Mifflin Company, London, 1950), prefigured its opportunities, as well as its limitations. Today, it is a quite common belief. We have entered (are entering) a new, great era in the history of human society: the age of information and knowledge.

15

Renn, Jürgen. "From the History of Science to the History of Knowledge – and Back." Centaurus 57, no. 1 (January 9, 2015): 37–53. http://dx.doi.org/10.1111/1600-0498.12075.

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16

Sappe, Sukman. "Differences in Knowledge Science in Islamic Education Philosophy Perspective." International Journal of Asian Education 1, no. 1 (June 27, 2020): 1–8. http://dx.doi.org/10.46966/ijae.v1i1.22.

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The dichotomy of science is the separation between general science and religion, which then develops into other dichotomic phenomena. The term science dichotomy in various historical literature, including the afterlife and world sciences, syar'iyah science and ghairu syar'iyyah Science, al-'ulum al-diniyyah and al-'ulum al-'aqliyyah, Islamic Knowledge and Non-Islamic Knowledge ( English), Hellenic and Semitic (Greek). The consequences of the dichotomy, as mentioned as the terms of the dichotomy, have implications for the alienation of the religious sciences to modernity and keep the progress of science away from spiritual values. In the perspective of Islamic education, science is an in-depth knowledge of the results of earnest efforts (ijtihād) from Muslim scientists ('ulamā' / mujtahīd) on practical and ukhrāwī issues by originating from the revelations of Allah Almighty so that science grows and develops hand in hand with religion. In the history of Islamic civilization, scholars live in harmony with scientists, many scientists found in Islam, as well as scholars.

17

Hamm, E. P. "Expert Knowledge, Democracy and Science." Metascience 13, no. 1 (March 2004): 59–66. http://dx.doi.org/10.1023/b:mesc.0000023265.10148.a6.

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18

Morus, Iwan Rhys, and Jan Golinski. "Making Natural Knowledge: Constructivism and the History of Science." Journal of the Royal Anthropological Institute 5, no. 3 (September 1999): 478. http://dx.doi.org/10.2307/2661298.

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19

Schiebinger, Londa, and Jan Golinski. "Making Natural Knowledge: Constructivism and the History of Science." American Historical Review 103, no. 5 (December 1998): 1554. http://dx.doi.org/10.2307/2649973.

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20

Bono, James J. "Making Knowledge: History, Literature, and the Poetics of Science." Isis 101, no. 3 (September 2010): 555–59. http://dx.doi.org/10.1086/655792.

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21

Weintraub, E. Roy. "Making Economic Knowledge: Reflections on Golinski's Constructivist History of Science." Journal of the History of Economic Thought 23, no. 2 (June 2001): 277–82. http://dx.doi.org/10.1080/10427710120049282.

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While most scientists and philosophers of science privilege scientific knowledge, and have sought demarcations of science from non-science to justify the privilege, sociologists of science, small numbers of philosophers of science, anthropologists, and some scientists themselves have been attracted to a new way of talking about science. Prefigured by Ludwik Fleck (1935/1979) and Gaston Bachelard (1934/1984), nurtured by the controversies over Thomas Kuhn's work, and instantiated in the Edinburgh School's Strong Program, the naturalistic turn portrays science as a human activity, part of the woof and warp of culture itself. Yet curiously historians of science have been less involved in this recent reconceptualization of both science and scientific knowledge.

22

Chambers, David Wade, and Richard Gillespie. "Locality in the History of Science: Colonial Science, Technoscience, and Indigenous Knowledge." Osiris 15 (January 2000): 221–40. http://dx.doi.org/10.1086/649328.

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23

Rockmore, Tom. "Knowledge, hermeneutics, and history." Man and World 25, no. 1 (January 1992): 79–101. http://dx.doi.org/10.1007/bf01250445.

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24

Felten, Sebastian. "The history of science and the history of bureaucratic knowledge: Saxon mining, circa 1770." History of Science 56, no. 4 (September 3, 2018): 403–31. http://dx.doi.org/10.1177/0073275318792451.

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This article looks into mining in central Germany in the late eighteenth century as one area of highly charged exchange between (specific manifestations of early modern) science and the (early modern) state. It describes bureaucratic knowledge as socially distributed cognition by following the steps of a high-ranking official that led him to discover a rich silver ore deposit. Although this involved hybridization of practical/artisanal and theoretical/scientific knowledge, and knowers, the focus of this article is on purification or boundary work that took place when actors in and around the mines consciously contributed to different circuits of knowledge production. For the sake of analysis, the article suggests a way of opposing bureaucratic versus scientific knowledge production, even when the sites, actors involved in, and practices of that knowledge production were the same or similar. Whereas the science of the time invoked consensus among equals to conflate competing knowledge claims, bureaucracies did so by applying a hierarchy among ranked individuals.

25

Brad Wray, K. "Introduction: Collective Knowledge and Science." Episteme 7, no. 3 (October 2010): 181–84. http://dx.doi.org/10.3366/epi.2010.0201.

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26

Asprem, Egil. "Dis/unity of Knowledge: Models for the Study of Modern Esotericism and Science." Numen 62, no. 5-6 (September 7, 2015): 538–67. http://dx.doi.org/10.1163/15685276-12341391.

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Research on relations between esotericism and science exhibits a fundamental asymmetry. While historians of science have been eager to uncover esoteric contexts for early modern sciences, scholars of modern esoteric movements look almost solely at esotericism in the context of scientific progress. This asymmetry is largely due to a division of intellectual labor following lines of specialization in the humanities. The early modern period has been of supreme interest for historians of science, who have applied their expertise to uncovering important connections. In contrast, late modern esoteric thought has almost exclusively fallen under the purview of religious studies scholars, who lack the tools (and often the interest) to dissect the workings of the sciences. The result has been that, for relations of science and esotericism in the late modern period, the prevailing picture has been one of a unidirectional influence from “proper” science to a culturally parasitic esoteric discourse.The present article aims to remedy this asymmetry. A systematization and evaluation of existing approaches to esotericism/science leads to an argument that new methodology and conceptual tools are needed for a sufficient analysis of esotericism/science relations in the modern world to develop. These tools are found in the interdisciplinary field of science and technology studies.

27

RIETMANN, FELIX, MAREIKE SCHILDMANN, CAROLINE ARNI, DANIEL THOMAS COOK, DAVIDE GIURIATO, NOVINA GÖHLSDORF, and WANGUI MUIGAI. "Knowledge of childhood: materiality, text, and the history of science – an interdisciplinary round table discussion." British Journal for the History of Science 50, no. 1 (February 23, 2017): 111–41. http://dx.doi.org/10.1017/s000708741700005x.

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AbstractThis round table discussion takes the diversity of discourse and practice shaping modern knowledge about childhood as an opportunity to engage with recent historiographical approaches in the history of science. It draws attention to symmetries and references among scientific, material, literary and artistic cultures and their respective forms of knowledge. The five participating scholars come from various fields in the humanities and social sciences and allude to historiographical and methodological questions through a range of examples. Topics include the emergence of children's rooms in US consumer magazines, research on the unborn in nineteenth-century sciences of development, the framing of autism in nascent child psychiatry, German literary discourses about the child's initiation into writing, and the sociopolitics of racial identity in the photographic depiction of African American infant corpses in the early twentieth century. Throughout the course of the paper, childhood emerges as a topic particularly amenable to interdisciplinary perspectives that take the history of science as part of a broader history of knowledge.

28

Landa, Edward R., and Eric C. Brevik. "Soil science and its interface with the history of geology community." Earth Sciences History 34, no. 2 (January 1, 2015): 296–309. http://dx.doi.org/10.17704/1944-6187-34.2.296.

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Despite the historical origins of soil science as a geological science, scholarship in the history of soil science remains an outlier with respect to the presently structured history of geological sciences community. The history-oriented activities of the Soil Science Society of America, the European Geosciences Union, and the International Union of Soil Sciences show active efforts to document and extend knowledge of soil science history. An overview of pedology and its numerous links to geomorphology and other geological specialties is presented. Geologists were involved in early soil mapping, soil degradation studies, creation of soil classification systems, and development of the soil geomorphology subfield, each case demonstrating strong historical ties between geology and soil science. Areas of common interest between soil science and geology offer new opportunities for integration and cooperation in Earth science history going forward.

29

Hjørland, Birger. "Science, Part II: The Study of Science." KNOWLEDGE ORGANIZATION 49, no. 4 (2022): 273–300. http://dx.doi.org/10.5771/0943-7444-2022-4-273.

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This second part of the trilogy0 about science, focus on the various fields studying science studies (“science studies”, “metasciences” or “sciences of science”). Section 4 focus on the major fields (philosophy of science, history of science and sociology of science) but it also includes the minor fields scientometrics, psychology of science, information science, terminology studies and genre studies. Section 5 is about the fields of scholarly communication and knowledge organization. The main idea is that all the presented fields are important allies to information science with knowledge organization, and that information science should understand itself as a kind of science studies.

30

Khaeruddin, Khaeruddin, and Yanuar Al Fiqri. "Science and Culture: Inheritance Process through Education and History." JISIP (Jurnal Ilmu Sosial dan Pendidikan) 8, no. 1 (January 2, 2024): 242. http://dx.doi.org/10.58258/jisip.v8i1.6119.

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This article discusses the role of Education and History as a medium for the transmission of knowledge and culture. In simple terms, everything that is known is called knowledge, and all knowledge that is compiled based on scientific principles is called science. Culture can be defined as the result of creation, work and human taste which also includes science. Science can be understood as a set or collection of knowledge that is organized and has systematic procedures and has scientific steps. Science gives birth to and supports the creation of culture, and then this culture develops and preserves that knowledge. In the process of inheritance or preservation of culture and knowledge, this is where the role of history as a science and education as a system. History as a science which is a record of events that occurred in the past that has distinctive value and has a broad impact on society, history becomes a science that "maintains" and preserves culture. Education has a role in supporting the existence and development of culture and as a forum for the struggle for scientific activities.

31

Fee, Elizabeth, Roy Porter, and Mikulas Teich. "Sexual Knowledge, Sexual Science: The History of Attitudes to Sexuality." American Historical Review 101, no. 4 (October 1996): 1178. http://dx.doi.org/10.2307/2169659.

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32

Yanni, Carla. "History and Sociology of Science: Interrogating the Spaces of Knowledge." Journal of the Society of Architectural Historians 64, no. 4 (December 1, 2005): 423–25. http://dx.doi.org/10.2307/25068194.

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33

Watt, Jeffrey R., Roy Porter, and Mikulas Teich. "Sexual Knowledge, Sexual Science: The History of Attitudes to Sexuality." Journal of Interdisciplinary History 27, no. 2 (1996): 282. http://dx.doi.org/10.2307/205162.

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34

Fitzgerald, Deborah, Arnold Thackray, and Robert Friedel. "Osiris. Vol. 10, Constructing Knowledge in the History of Science." Technology and Culture 38, no. 3 (July 1997): 744. http://dx.doi.org/10.2307/3106869.

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35

Chambers, Paul J., and Isak S. Pretorius. "Fermenting knowledge: the history of winemaking, science and yeast research." EMBO reports 11, no. 12 (November 12, 2010): 914–20. http://dx.doi.org/10.1038/embor.2010.179.

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36

George, Alexander L. "Knowledge for Statecraft: The Challenge for Political Science and History." International Security 22, no. 1 (July 1997): 44–52. http://dx.doi.org/10.1162/isec.22.1.44.

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37

De Sio, Fabio, and Heiner Fangerau. "The Obvious in a Nutshell: Science, Medicine, Knowledge, and History." Berichte zur Wissenschaftsgeschichte 42, no. 2-3 (August 7, 2019): 167–85. http://dx.doi.org/10.1002/bewi.201900001.

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38

Blatt, Jessica. "Institutional Logics and the Limits of Social Science Knowledge." History of Education Quarterly 60, no. 2 (May 2020): 203–13. http://dx.doi.org/10.1017/heq.2020.20.

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As someone whose training is in political science and who writes about the history of my own discipline, I admit to some hesitation in recommending future avenues of research for historians of education. For that reason, the following thoughts are directed toward disciplinary history broadly and social science history specifically. Moreover, the three articles that contributors to this forum were asked to use as inspiration suggest that any future I would recommend has been under way in one form or another for a while. For those reasons, I want to reframe my contribution as a reflection on a particular mode of analysis all three authors employed and how it may be particularly useful for exploring the questions of power, exclusion, and race- and gender-making in the academy that are present in all three articles and that explicitly animate two of them.

39

Kurashov, Vladimir I., and Yaroslav V. Kurashov. "Dynamics of interaction of natural science and technology in the history of the development of scientific and technical knowledge: philosophical and methodological analysis." Vestnik of Samara State Technical University. Series Philosophy 5, no. 3 (October 16, 2023): 61–74. http://dx.doi.org/10.17673/vsgtu-phil.2023.3.6.

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The features of independent and mutually agreed development of natural sciences and technology were investigated. At different times and in different areas, there may be no communication and interaction between these fields of knowledges. The relationship of natural sciences, technical and technological knowledge may not be an interaction, but have a focus only in one direction from the donor area to the acceptor area. These relationships can occur in opposite directions, that is, they are actually an interaction. There are special areas of scientific and technical knowledge that have arisen and are developing as a coherent integral system, i.e. natural science technical and technological knowledge in it is inseparable. In the historical process of interaction of natural sciences, technical and technological knowledge, one can observe the development of an increasing spiral. Each round of such a spiral includes a sequence of historical episodes: new natural sciences knowledge, their synthesis with technical developments when creating a new research tool, new experimental possibilities that determine the receipt of new natural science knowledge and further along the ascending trajectory to the next round. For example, the creation and improvement of steam engines in the 18th and 19th centuries led to the emergence of thermodynamics, which determined the development of many fields of natural science and technology. Also, research in the field of microbiology and enzymology in the 19th and 20th centuries led to the extensive development of biotechnology, organic synthesis technologies and biosensors. In the 20th century. scientific research on crystal lattice defects led to the discovery of semiconductors and a revolutionary change in the element base of all radio engineering systems that have found application in many fields of natural science and technology. At the same time, sources of coherent electromagnetic radiation were created lasers, which also spread throughout all areas of technology. In the system of natural sciences, analytical chemistry stands out, which is a synthesis of fundamental knowledge and applied technology. Research in supramolecular chemistry and nanotechnology conducted in the 20th and 21st centuries became the scientific basis for the production of electrical and optical devices; for the development of targeted medicine delivery technologies in a living organism, as well as for the creation of molecular machines. Research and technological developments in the field of microelectronics have led to the progress of informatization and digitalization of all areas of human activity. Many areas of modern natural science are becoming more and more technologically advanced, and modern industrial technologists are becoming more and more scientific. Technological knowledges spreads with necessity in many areas of the modern education system. The technology has become comprehensive it has penetrated almost all areas of the intellectual, industrial, information, humanitarian and socio-economic life of society. The technological style of thinking is increasingly incorporated into the mentality and worldview of the modern person.

40

Laslett, Barbara. "Gender in/and Social Science History." Social Science History 16, no. 2 (1992): 177–95. http://dx.doi.org/10.1017/s014555320001645x.

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In his presidential address to the American Statistical Association in 1931, William Fielding Ogburn, an American sociologist important particularly in the 1920s, 1930s, and 1940s, took as his theme the difference between statistics and art. His argument, articulated here and in a wide range of writings throughout his career, was that “statistics has been developed to give an exact picture of reality, while the picture that the artist draws is a distortion of reality” (Ogburn 1932: 1). He then went on to express his belief that emotion leads to distortion in our observations. “It is this distorting influence of emotion and wishes,” he said, “that is more responsible for bad thinking than any lack of logic” (ibid.: 4). But statistics, he believed, could ameliorate the distorting effects of emotion on our empirical observations. There was a problem, however, because “the artist in us wants understanding rather than statistics. But understanding is hardly knowledge. . . . The tests of knowledge are reliability and accuracy, not understanding” (ibid.: 5).

41

Pisano, Raffaele. "CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION." Problems of Education in the 21st Century 40, no. 1 (March 20, 2012): 5–6. http://dx.doi.org/10.33225/pec/12.40.05.

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Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the “crisis” between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.

42

Burke, Peter. "Writing the history of knowledge in Brazil." História, Ciências, Saúde-Manguinhos 25, no. 3 (September 2018): 859–69. http://dx.doi.org/10.1590/s0104-59702018000400014.

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Abstract This article surveys recent contributions to the history of knowledge in Brazil, mainly concerned with the history of the sciences, and makes some suggestions about the future development of the field, focussing on the different spaces or sites of knowledge (colleges and universities, museums, archives, botanical gardens, observatories, newspapers, foundations and so on) that have proliferated in the last 200 years in particular.

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Kaymarazova, Leyla G. "KNOWLEDGE OF THE PAST THROUGH ARCHIVES’ WORLD… (DEDICATED TO THE 80TH ANNIVERSARY OF HISTORIAN AND ARCHIVIST G.I. KAKAGASANOV)." History, Archeology and Ethnography of the Caucasus 15, no. 1 (March 19, 2019): 94–101. http://dx.doi.org/10.32653/ch15194-101.

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The Institute of history, archeology and ethnography of Daghestan science center of Russian academy of sciences has its own tradition to congratulate scientist with their anniversaries. The main biographical events of Gadjikurban Ibragimovich Kakagasanov, who is a famous Daghestan scientist, historian and archivist, were overviewed in the article. Author also writes about his main achievements in science and his way from being a student of Moscow state university of history and archive to becoming a director of science subdivision of leading scientific research institute of Dagyestan science center of Russian academy of sciences. Kakagasanov’s name is well known not only in science community, but also in wide circle of readers due to his scientific and documental publications dedicated to the newest period of Daghestan history, historiographical and source studies researches that were made under his guidance and also his participation in different science events’ organization and holding and science knowledge’s popularization.

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Patel, Joshua, and Josh Patel. "The ‘Biological Turn’ in History Writing." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 280–97. http://dx.doi.org/10.31273/eirj.v4i2.165.

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In recent history writing, there has been an acceleration of interdisciplinary projects drawing from the life sciences, a movement which has been identified as a ‘biological turn’, taking perspectives from diverse fields such as biology, evolutionary psychology, and neurobiology to provide insights into traditional written sources. While this provides numerous new understandings, current use of the life sciences is often uncritical. I argue that the biological turn in history writing uses the sciences not to create challenging insights, but to make naturalised claims of human behaviour, and carries with it the current epistemological and socio-political preferences for economically and politically ‘useful’ scientific knowledge. Yet the claims of the biological turn are proposed as divorced from any political context. This is at best naïve, and delegitimises alternative sources of knowledge production. Such an approach has serious implications for writing history, undermines the programme of the history of science, and should be challenged in order to assist in the creation of more helpful and introspective knowledge when engaging with interdisciplinary material. In this review article I argue that the biological turn is an unsatisfactory response to the linguistic turn, and discuss the political and institutional implications of the current uncritical usage of the life sciences in history writing.

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Rashkovskii, E. "Civilization Theory: Knowledge of History - Knowledge of Modernity." World Economy and International Relations, no. 8 (2008): 76–85. http://dx.doi.org/10.20542/0131-2227-2008-8-76-85.

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Golinski, Jan. "Science incarnate: Historical embodiments of natural knowledge." Journal of the History of the Behavioral Sciences 36, no. 3 (2000): 274–75. http://dx.doi.org/10.1002/1520-6696(200022)36:3<274::aid-jhbs9>3.0.co;2-j.

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Pisano, Raffaele. "TEXTBOOKS, FOUNDATIONS, HISTORY OF SCIENCE AND SCIENCE EDUCATION." Problems of Education in the 21st Century 35, no. 1 (November 25, 2011): 5–10. http://dx.doi.org/10.33225/pec/11.35.05.

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In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included. Without going too much back, one can consider the newborn theories of heat and thermodynamics and related textbooks used at the end of the 19th century: Jean Baptiste Joseph Fourier’s (1768–1830) Théorie analytique de la chaleur ) and the positivist Gabriel Lamé’s (1795–1870) Leçons sur la théorie analytique de la chaleur focusing the physical–mathematical relationship in the theory of heat and without considering experimental aspects of the scientific process of knowledge.

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Gurgel, Ivã, and Graciella Watanabe. "The Writing of the History of Science from the Notion of Scientific Field." Transversal: International Journal for the Historiography of Science, no. 8 (June 30, 2020): 41. http://dx.doi.org/10.24117/2526-2270.2020.i8.05.

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Does science depend on its historical context? Does understanding science as a social construction demand us to abandon rationalist perspectives of knowledge? Based on these issues, this article aims to discuss epistemological questions concerning the problem of the historicity of sciences. In first part, we analyze how different philosophical systems conceptualize this problem and point out to tensions that emerge when one tries to reconcile a rationalist with a historicist perspective of knowledge. Then, we discuss the sociological epistemology of Pierre Bourdieu arguing that the field autonomy is a key concept to understand what the author denominates the “social conditions of the progress of reason”. Finally, we present criteria to delimit the most relevant contexts in a case study on the history of science.

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Martin, Shawn. "Historicizing the Knowledge Commons: Open Access, Technical Knowledge, and the Industrial Application of Science." KULA: Knowledge Creation, Dissemination, and Preservation Studies 3 (February 28, 2019): 23. http://dx.doi.org/10.5334/kula.16.

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How does open access relate to scholarly communication? Though there are many modern definitions stressing the accessibility of knowledge to everyone, sharing scientific knowledge has a much longer history. What might the concept of ‘open access’ have meant to scientists and knowledge practitioners over the past several hundred years? This paper poses some relevant questions and calls for better historicization of the idea of the knowledge commons at different periods of time, particularly the era of the ‘Republic of Letters’ and the ‘Modern System of Science.’ The concept of open access as it relates to academic publishing has been very nuanced, and hopefully, understanding the history of ‘open access’ in relation to scholarly communication can help us to have more informed debates about where open access needs to go in the future.

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Rafeej, Lect Dr Haider Awwad. "The concept of epistemology and its extents "a linguistic study in the light of terminology"." Thi Qar Arts Journal 1, no. 40 (December 27, 2022): 17–37. http://dx.doi.org/10.32792/tqartj.v1i40.360.

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The research concluded that epistemology has a high ability to contain sciences as the philosophy of all sciences, that is, the epistemological researcher begins with sciences from the history of their origin and course, studying the emergence of scientific perceptions and their transformations, and studying their continuity and extinction, and this indicates that epistemology is not concerned with the laboratory description of scientific facts, but rather the history of relationships, perceptions, and interpretations that science is exposed to; It is a psychological analysis of knowledge and all sciences, not knowledge or science itself. Because together, science and knowledge require prior ignorance of their subject matter, while epistemology requires prior and deep knowledge. This means that epistemology is a scientific theory whose subject matter is science. It is not a science, but a research oriented towards science, and if it were a science, it would be permissible for it to study itself, and this is not the case. There is a difference between studying science and studying oneself, and when we say: epistemology of grammar. What we mean is the scientific theory that studies the science of grammar, and it is different from the science of grammar that studies linguistic structure.