In 1655, the philosopher Thomas Hobbes claimed he had solved the centuries-old problem of "squaring of the circle" (constructing a square equal in area to a given circle). With a scathing rebuttal to Hobbes's claims, the mathematician John Wallis began one of the longest and most intense intellectual disputes of all time. "Squaring the Circle" is a detailed account of this controversy, from the core mathematics to the broader philosophical, political, and religious issues at stake.
Hobbes believed that by recasting geometry in a materialist mold, he could solve any geometric problem and thereby demonstrate the power of his materialist metaphysics. Wallis, a prominent Presbyterian divine as well as an eminent mathematician, refuted Hobbes's geometry as a means of discrediting his philosophy, which Wallis saw as a dangerous mix of atheism and pernicious political theory.
Hobbes and Wallis's "battle of the books" illuminates the intimate relationship between science and crucial seventeenth-century debates over the limits of sovereign power and the existence of God.

Proposing social constructivism as a novel philosophy of mathematics, this book is inspired by current work in sociology of knowledge and social studies of science. It extends the ideas of social constructivism to the philosophy of mathematics, developing a whole set of new notions. The outcome is a powerful critique of traditional absolutist conceptions of mathematics, as well as of the field of philosophy of mathematics itself. Proposed are a reconceptualization of the philosophy of mathematics and a new set of adequacy criteria.

The book offers novel analyses of the important but under-recognized contributions of Wittgenstein and Lakatos to the philosophy of mathematics. Building on their ideas, it develops a theory of mathematical knowledge and its relation to the social context. It offers an original theory of mathematical knowledge based on the concept of conversation, and develops the rhetoric of mathematics to account for proof in mathematics. Another novel feature is the account of the social construction of subjective knowledge, which relates the learning of mathematics to philosophy of mathematics via the development of the individual mathematician. It concludes by considering the values of mathematics and its social responsibility.