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This book contains twelve major essays written by prominent historians from the Netherlands, Belgium and the United States on the early Enlightenment in the Dutch Republic, and more in particular on the main schools of thought that made up its philosophical profile.
Summary in Dutch.
This fresh portrait of Varenius presents a young German scholar, whose books on Japan (1649), the first one from a European perspective, and on General Geography (1650) were written and published in Amsterdam and led to establishing geography as a science.
In the 400 years of its modern history the Netherlands has produced a distinguished array of eminent mathematicians, scientists and medical researchers including many Nobel-prize winners and other internationally recognised figures, from Stevin, Snel, and Huygens in the 17th century to Lorentz, Kammerlingh Onnes, Buys Ballot, De Vries, de Sitter, and Oort in the 19th and 20th centuries. Yet it has often been noted that the history of science in the Netherlands is underepresented in the international literature. The handbook A History of Science in The Netherlands aims to correct this situation by providing a chronological and thematic survey of the field from the 16th century to the present, essays on selected aspects of science in the Netherlands, and reference biographies of about 65 important Dutch scientists. Written by more than 10 experts from Europe and North America, the handbook is the standard English-language reference work for the field.
Publisher description
This open access book, inspired by the ICME 13 Thematic Afternoon on “European Didactic Traditions”, consists of 17 chapters, in which educators from the Netherlands reflect on the teaching and learning of mathematics in their country and the role of the Dutch domain-specific instruction theory of Realistic Mathematics Education. Written by mathematics teachers, mathematics teacher educators, school advisors, and developers and researchers in the field of instructional material, textbooks, and examinations, the book offers a multitude of perspectives on important issues in Dutch mathematics education, both at primary and secondary school levels. Topics addressed include the theoretical underpinnings of the Dutch approach, the subject of mathematics in the Dutch educational system, teacher education and testing, the history of mathematics education and the use of history in teaching of mathematics, changes over time in subject matter domains and in the use of technology, and the process of innovation and how the Dutch and in particular one Dutch institute have worked on the reform.
The conviction that Nature was God's second revelation played a crucial role in early modern Dutch culture. This book offers a fascinating account on how Dutch intellectuals contemplated, investigated, represented and collected natural objects, and how the notion of the 'Book of Nature' was transformed.
Locations of Knowledge in Dutch Contexts brings together scholars who shed light on the ways locations gave shape to scientific knowledge practices in the Dutch Republic and the Kingdom of the Netherlands. This interdisciplinary volume uses four hundred years of Dutch history as a laboratory to investigate spatialized understandings of the history of knowledge. By conceptualizing locations of knowing as time-specific configurations of actors, artefacts, and activities, contributors to this volume not only examine cities as specific kind of locations, but also analyze the regionally and globally networked and transformative character of locations. Many of the locations which are studied in this volume are still visible until the present day. Contributors are Azadeh Achbari, Fokko Jan Dijksterhuis, Alette Fleischer, Floor Haalboom, Marijn Hollestelle, Dirk van Miert, Ilja Nieuwland, Abel Streefland, Andreas Weber, Martin Weiss, Gerhard Wiesenfeldt, and Huib Zuidervaart.
In addition to the translation and annotations, this volume contains an introduction and commentary, including a discussion of the role of conics in Greek mathematics."--BOOK JACKET.