Azarya Polikarov was born in Sofia on October 9, 1921. Through the many stages of politics, economy, and culture in Bulgaria, he maintained his rational humanity and scientific curiosity. He has been a splendid teacher and an accomplished critical philosopher exploring the conceptual and historical vicis situdes of physics in modern times and also the science policies that favor or threaten human life in these decades. Equally and easily at home both within the Eastern and Central European countries and within the Western world. Polikarov is known as a collaborating genial colleague, a working scholar. not at all a visiting academic tourist. He understands the philosophy of science from within, in all its developments, from the classical beginnings through the great ages of Galilean, Newtonian. Maxwellian science. to the times of the stunning discoveries and imaginative theories of his beloved Einstein and Bohr of the twentieth century. Moreover, his understanding has come along with a deep knowledge of the scientific topics in themselves. Looking at our Appendix listing his principal publications, we see that Polikarov's public research career, after years of science teaching and popular science writing, began in the fifties in Bulgarian, Russian and German journals.

The main intention of this book is to bring together contributions from biology, cognitive science, and the humanities for a joint exploration of some of the main contemporary notions dealing with the understanding of origins in life, mind and society. The question of origin is inseparable from a web of hypotheses that both shape and explain us. Although origin invites examination, it always seems to elude our grasp. Notions have always been produced to interpret the genesis of life, mind, and the social order, and these notions have all remained unstable in the face of theoretical and empirical challenges. In any given period, the central ideas on origin have had a mutual resonance frequently overlooked by specialists engaged in theirown particular fields. As a consequence, this book should be of interest to a wide audi ence. In particular, for all those engaged in the social sciences and the philosophy of science, it is unique document, since bridges to the natural sciences in a mutually illuminating way are hard to find. Whether as a primary source or as inspirational reading, we feel this book has a place in every library. The material comes from an international meeting held in September 13-16, 1987 at Stanford University, organized by F. Varela and J.-P. Dupuy at the request of the Program of Interdisciplinary Research of Stanford University. We are grateful to Rene Girard, the Program Director, for making it possible with the help of the Mellon Foundation."

This volume is dedicated to Mario Bunge in honor of his sixtieth birthday. Mario Bunge is a philosopher of great repute, whose enormous output includes dozens of books in several languages, which will culminate with his Treatise on Basic Philosophy projected in seven volumes, four of which have already appeared Reidel, I 974ff. ]. He is known for his works on research methods, the foundations of physics, biology, the social sciences, the diverse applications of mathematical methods and of systems analysis, and more. Bunge stands for exact philosophy, classical liberal social philosophy, rationalism and enlightenment. He is brave, even relentless, in his attacks on subjectivism, mentalism, and spiritualism, as well as on positivism, mechanism, and dialectics. He believes in logic and clarity, in science and open-mindedness - not as the philosopher's equivalent to the poli tician's rhetoric of motherhood and apple pie, but as a matter of everyday practice, as qualities to cultivate daily in our pursuit of the life worth living. Bunge's philosophy often has the quality of Columbus's egg, and he is prone to come to swift and decisive conclusions on the basis of argu ments which seem to him valid; he will not be perturbed by the fact that most of the advanced thinkers in the field hold different views."

God and Gaia explores the overlap between traditional religious cosmologies and the scientific Gaia theory of James Lovelock. It argues that a Gaian approach to the ecological crisis involves rebalancing human and more-than-human influences on Earth by reviving the ecological agency of local and indigenous human communities, and of nonhuman beings. Present-day human ecological influences on Earth have been growing at pace since the Scientific and Industrial Revolutions, when modern humans adopted a machine cosmology in which humans are the sole intelligent agency. The resultant imbalance between human and Earthly agencies is degrading the species diversity of ecosystems, causing local climate changes, and threatens to destabilise the Earth as a System. Across eight chapters this ambitious text engages with traditional cosmologies from the Indian Vedas and classical Greece to Medieval Christianity, with case material from Southeast Asia, Southern Africa and Great Britain. It discusses concepts such as deep time and ancestral time, the ethics of genetic engineering of foods and viruses, and holistic ecological management. Northcott argues that an ontological turn that honours the differential agency of indigenous humans and other kind, and that draws on sacred traditions, will make it is possible to repair the destabilising impacts of contemporary human activities on the Earth System and its constituent ecosystems. This book will be of considerable interest to students and scholars of the environmental humanities, history, and cultural and religious studies.

During his lifetime, Henri PoincarA(c) published three major philosophical books which achieved great success: "La science et l'hypothA]se" (1902), "La valeur de la science" (1905) and "Science et mA(c)thode" (1908). After his death in 1913, a fourth volume of his philosophical works was published by his heirs as "DerniA]res pensA(c)es" (1913). The four books constitute the core of PoincarA(c)'s philosophic works and were given an ovation by scientific and general public. Around 1919, Gustave Le Bon wrote to PoincarA(c)'s widow. As the director of the "BibliothA]que de Philosophie Scientifique at Flammarion," he asked her permission to publish a second posthumous volume. "L'Opportunisme scientifique" was intended to be the fifth and final volume of PoincarA(c)'s philosophical writings. Louis Rougier had elaborated the project, with the collaboration of Gustave Le Bon, and the approval of the philosopher A0/00mile Boutroux and his son Pierre. Because of the reservations of the mathematician's heirs, this book was never published and DerniA]res pensA(c)es remained his last philosophical book. Nevertheless PoincarA(c)'s correspondence - which is kept in the PoincarA(c) Archives at University Nancy 2 - contains a large amount of documents concerning the project, its justification and the discussions between Louis Rougier and the mathematician's heirs. The aim of this book is to restore this episode, which gives some crucial informations about editorial practices of PoincarA(c) and about the posterity of his philosophic thinking.

Originally published in 1983.This volume outlines some of the important innovations in astronomy, natural philosophy and medicine which took place in the sixteenth and seventeenth centuries, and shows how the transformation in world-view during the period was affected by broader historical terms. Themes such as the spread of Puritanism, the decline of witchcraft and magic, and the incorporation of science as an integral part of the intellectual milieu of late seventeenth-century England.

Originally published in 1968. This volume discusses Francis Bacon 's thought and work in the context of the European cultural environment that influenced Bacon 's philosophy and was in turn influenced by it. It examines the influence of magical and alchemical traditions on Bacon and his opposition to these traditions, as well as illustrating the naturalist, materialist and ethico-political patterns in Bacon 's allegorical interpretations of fables.

History and Philosophy of Science reprints a distinguished selection of important texts published in this field over the last century. This set presents a unique opportunity to gain comprehensive coverage of all aspects of the history and philosophy of science. It covers all major fields of scientific thought throughout history from Physics, Biology, and Cosmology to ESP and Alchemy. It includes texts on all the great historical scientific figures including Darwin, Copernicus, Archimedes and Hooker and covers all main themes in science taking in creation, evolution, the development of scientific methodology and the future of science. For further information on this collection please email [email protected].

A historical review of the most important scientific controversies that have shaped our knowledge of dinosaurs since the discovery of important fossils in the 1820s. In The Great Dinosaur Controversy: A Guide to the Debates, the major scientific disputes that have contributed to the understanding of dinosaurs come to light. Each chapter presents a major controversy then ponders the lessons learned and their impact on the scientific field. Colorful characters such as "anti-evolutionist" Robert Owen, "Darwin's bulldog," T.H. Huxley, and "dinosaur heretic" Robert Bakker, enliven the debates, which range from the origin of dinosaurs and their posture to their evolution or retrogression and whether they were warm- or cold-blooded. Two of the most recent debates concern how dinosaurs became extinct and whether or not birds are their descendents. Introductory chapter on the role of controversy in science focusing on the contributions of scientists such as Edward Cope and T. H. Huxley Illustrations of the major figures involved in the debates

Mathematics depends on proofs, and proofs must begin somewhere, from some fundamental assumptions. For nearly a century, the axioms of set theory have played this role, so the question of how these axioms are properly judged takes on a central importance. Approaching the question from a broadly naturalistic or second-philosophical point of view, Defending the Axioms isolates the appropriate methods for such evaluations and investigates the ontological and epistemological backdrop that makes them appropriate. In the end, a new account of the objectivity of mathematics emerges, one refreshingly free of metaphysical commitments.

In this monograph, Steffen Ducheyne provides a historically detailed and systematically rich explication of Newton's methodology. Throughout the pages of this book, it will be shown that Newton developed a complex natural-philosophical methodology which encompasses procedures to minimize inductive risk during the process of theory formation and which, thereby, surpasses a standard hypothetico-deductive methodological setting. Accordingly, it will be highlighted that the so-called 'Newtonian Revolution' was not restricted to the empirical and theoretical dimensions of science, but applied equally to the methodological dimension of science. Furthermore, it will be documented that Newton's methodology was far from static and that it developed alongside with his scientific work. Attention will be paid not only to the successes of Newton's innovative methodology, but equally to its tensions and limitations. Based on a thorough study of Newton's extant manuscripts, this monograph will address and contextualize, inter alia, Newton's causal realism, his views on action at a distance and space and time, the status of efficient causation in the /Principia/, the different phases of his methodology, his treatment of force and the constituents of the physico-mathematical models in the context of Book I of the /Principia/, the analytic part of the argument for universal gravitation, the meaning and significance of his regulae philosophandi, the methodological differences between his mechanical and optical work, and, finally, the interplay between Newton's theology and his natural philosophy.

In tbis splendid collection of the articles and addresses of P. L. Kapitza, the author remarks on the insight of the 18th century Ukrainian philosopher Skovoroda who wrote: "We must be grateful to God that He created the world in such a way that everytbing simple is true, and everything compli cated is untrue. " At another place, Kapitza meditates on the roles played by instinct, imagination, audacity, experiment, and hard work in the develop ment of science, and for a moment seems to despair at understanding the dogged arguments of great scientists: "Einstein loved to refer to God when there was no more sensible argument " With Academician Kapitza, there are reasoned arguments, plausible alter natives, humor and humane discipline, energy and patience, a skill for the practical, and transcendent clarity about what is at issue in theoretical practice as in engineering necessities. Kapitza has been physicist, engineer, research manager, teacher, humanist, and tbis book demonstrates that he is a wise interpreter of historical, philosophical, and social realities. He is also, in C. P. Snow's words, strong, brave, and good (Variety of Men, N. Y. 1966, p. 19). In this preface, we shall point to themes from Kapitza's interpretations of science and life. On scientific work. Good work is never done with someone else's hands. The separation of theory from experience, from experimental work, and from practice, above all harms theory itself."

This book examines the textual, social, cultural, practical and institutional environments to which the expression "teaching and learning contexts" refers. It reflects on the extent to which studying such environments helps us to better understand ancient or modern sources, and how notions of "teaching" and "learning" are to be understood.
Tackling two problems: the first, is that of certain sources of scientific knowledge being studied without taking into account the various "contexts" of transmission that gave this knowledge a long-lasting meaning.

The second is that other sources are related to teaching and learning activities, but without being too precise and demonstrative about the existence and nature of this "teaching context." In other words, this book makes clear what is meant by "context" and highlights the complexity of the practice hidden by the words "teaching" and "learning." Divided into three parts, the book makes accessible teaching and learning situations, presents comparatist approaches, and emphasizes the notion of teaching as projects embedded in coherent treatises or productions.

Cultural critics say that 'science is politics by other means,' arguing that the results of scientific inquiry are profoundly shaped by the ideological agendas of powerful elites. Physicist Alan Sokal recently poked fun at these claims, touching off a still-unabated torrent of heated discussion. This hard-hitting collection picks up where Sokal left off, offering crisp, detailed critiques of case studies presented by cultural critics as evidence that scientific results tell us more about social context than they do about the natural world. Comprising new essays by distinguished scholars of history, philosophy, and science (including Sokal himself), this book raises a lively debate to a new level of seriousness.

Originally published in 1970. Two major changes have characterised science in the twentieth century. Firstly, there has been its rapid growth. Secondly, and central to the theme his book ? science is no longer mainly an academic activity carried on in universities. Industry will soon be the largest employer of scientists. This book deals with issues of bureaucracy in science threatening its creativity and the failure of industry to recruit the best graduates, as well as what attracts people to study science.

Originally published in 1975. The main concern of this book is the nature of the gap between the theoretical issues, raised at an abstract level by social scientists, and their facts, the material organized in an empirical analysis. The author draws on material from several disciplines to explore the contributions of social science theory to historical insight.

Originally published in 1957. This book is concerned with the conflict between "Darwinism" as the Victorians called it, and Christianity, a conflict here re-stated in modern terms because it so vitally affects our understanding of human nature and human values today. The opening chapter describes the historical background. There is a short account of evolution and the argument over Genesis. The importance of natural selection is stressed, and rival theories as to the means of animal evolution are criticised. Discussions follow on whether the course of evolution has been random or determined, on the argument from design, death in nature, the biologist's methods and the difficulties in evolutionary ethics.

The idea to produce the current volume was conceived by Jiirgen Mittelstrass and Robert E. Butts in 1978. Idealist philosophers are wrong about one thing: the temporal gap separating idea and reality can be very long indeed - even ten or so years Problems of timing were joined by personal problems and by the pressure of other professional commitments. Fortunately, James Brown agreed to cooperate in the editing of the volume; the infusion of his usual energy, good judgement and good-natured promptness saved the volume and made its produc tion possible. Despite the delays, the messages of the papers included in the book have not gone stale. An extremely worthwhile exercise in international philosophical cooperation has come to fruition; the German constructivist philosophical position is here represented in papers in English that will make its contemporary importance available to a larger audience. The editors owe thanks to many persons. All involved in the project owe much to the interest and support of Nicholas Rescher, a friend of the undertaking from the time of its inception. My review of the translations was helped immensely by Andrea Purvis' careful copy editing of the typescript. Most of all, however, we owe gratitude and admiration for the tireless efforts on behalf of this enterprise to Jiirgen Mittelstrass."

Originally published in 1982. This volume explores some features of modern philosophy of science from the point of view of their utility for sociology's self-understanding. Recently philosophers of science have broken with the empiricism once fundamental to their discipline, and have sought alternative methods of science. Founded on the belief that these developments are significant for sociologists, the book explores the failings of the old "received view" and some of the more recent alternatives. It proposes a schematic outline of the structure of inquiry, paying detailed attention to questions about the nature of theory, explanation and demonstration.

The first comprehensive philosophical introduction to risk Includes lots of additional features: text boxes, chapter summaries, study questions, review questions Most books cover either the science or ethics of risk: ours does both Packed with examples such as the nuclear industry, the COVID-19 pandemic, climate change and risk in health and medicine Explains philosophical concepts and paradoxes about risk, such as Pascal's Wager and the Monte Carlo simulation

In this book, I deal with some fundamental problems of the Hegelian dialectic. For this purpose, I take a middle course between total scepticism, which considers dialectic as a devastator sophistry with no respect even for the non-contradiction principle, and authoritarian dogmatism, which claims to solve any question with the magic wand of the Hegelian Aufhebung. That is, I decide to be critical, defining concepts anew, bringing out sources, determining conditions of possibility and fields of validity, accepting or rejecting when necessary. Following G. R. G. Mure's thinking, from an inner point of view I examine whether, in carrying out his work, Hegel remains faithful to the different principles he proclaims, and I find substantial deviations. And, following W. Becker's thinking, from an external point of view, that is, from a formal, empirical or existential contemporary angle, I try to determine the extent to which we may legitimately talk about the fruitfulness of Hegelian dialectic. In this way, I reconstruct Hegel's thought so that it may become acceptable to us-readers of the twentieth-century-as intelligible and coherent as possible. I conclude that dialectic, as a logic of human reality, has to be grasped and expressed from the viewpoint of the particular historical individual, in constant interaction with the cultural environment of his or her time. Using this approach, I investigate the questions at issue from Hegel's Logic point of view.

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach's most influential 1890 paper on 'The Psychological and Logical Moment in Natural Science Teaching'. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK

Never before, in any anthology, have contemporary epistemologists and philosophers of language come together to address the single most neglected important issue at the confluence of these two branches of philosophy, namely: Can we know facts from reliable reports? Besides Hume's subversive discussion of miracles and the literature thereon, testimony has been bypassed by most Western philosophers; whereas in classical Indian (Pramana) theories of evidence and knowledge philosophical debates have raged for centuries about the status of word-generated knowledge. Is the response "I was told by an expert on the subject" as respectable as "I saw" or "I inferred" in answer to "How do you know?"' is a question answered in diverse and subtle ways by Buddhists, Vaisesikas and Naiyayikas. For the first time this book makes available the riches of those debates, translating from Sanskrit some contemporary Indian Pandits' reactions to Western analytic accounts of meaning and knowledge. For advanced undergraduates in philosophy, for researchers - in Australia, Asia, Europe or America - on epistemology, theory of meaning, Indian or comparative philosophy, as well as for specialists interested in this relatively fresh topic of knowledge transmission and epistemic dependence this book will be a feast. After its publication analytic philosophy and Indian philosophy will have no excuse for shunning each other.