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The surprising history of the scientific method—from an evolutionary account of thinking to a simple set of steps—and the rise of psychology in the nineteenth century. The idea of a single scientific method, shared across specialties and teachable to ten-year-olds, is just over a hundred years old. For centuries prior, science had meant a kind of knowledge, made from facts gathered through direct observation or deduced from first principles. But during the nineteenth century, science came to mean something else: a way of thinking. The Scientific Method tells the story of how this approach took hold in laboratories, the field, and eventually classrooms, where science was once taught as a natural process. Henry M. Cowles reveals the intertwined histories of evolution and experiment, from Charles Darwin’s theory of natural selection to John Dewey’s vision for science education. Darwin portrayed nature as akin to a man of science, experimenting through evolution, while his followers turned his theory onto the mind itself. Psychologists reimagined the scientific method as a problem-solving adaptation, a basic feature of cognition that had helped humans prosper. This was how Dewey and other educators taught science at the turn of the twentieth century—but their organic account was not to last. Soon, the scientific method was reimagined as a means of controlling nature, not a product of it. By shedding its roots in evolutionary theory, the scientific method came to seem far less natural, but far more powerful. This book reveals the origin of a fundamental modern concept. Once seen as a natural adaptation, the method soon became a symbol of science’s power over nature, a power that, until recently, has rarely been called into question.
Some central questions in the natural and social sciences can't be answered by controlled laboratory experiments, often considered to be the hallmark of the scientific method. This impossibility holds for any science concerned with the past. In addition, many manipulative experiments, while possible, would be considered immoral or illegal. One has to devise other methods of observing, describing, and explaining the world. In the historical disciplines, a fruitful approach has been to use natural experiments or the comparative method. This book consists of eight comparative studies drawn from history, archeology, economics, economic history, geography, and political science. The studies cover a spectrum of approaches, ranging from a non-quantitative narrative style in the early chapters to quantitative statistical analyses in the later chapters. The studies range from a simple two-way comparison of Haiti and the Dominican Republic, which share the island of Hispaniola, to comparisons of 81 Pacific islands and 233 areas of India. The societies discussed are contemporary ones, literate societies of recent centuries, and non-literate past societies. Geographically, they include the United States, Mexico, Brazil, western Europe, tropical Africa, India, Siberia, Australia, New Zealand, and other Pacific islands. In an Afterword, the editors discuss how to cope with methodological problems common to these and other natural experiments of history.
This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
Too many universities remain wedded to outmoded ways of teaching science in spite of extensive research showing that there are much more effective methods. Too few departments ask whether what happens in their lecture halls is effective at helping students to learn and how they can encourage their faculty to teach better. But real change is possible, and Carl Wieman shows us how it can be brought about. Improving How Universities Teach Science draws on Wieman’s unparalleled experience to provide a blueprint for educators seeking sustainable improvements in science teaching. Wieman created the Science Education Initiative (SEI), a program implemented across thirteen science departments at the universities of Colorado and British Columbia, to support the widespread adoption of the best research-based approaches to science teaching. The program’s data show that in the most successful departments 90 percent of faculty adopted better methods. Wieman identifies what factors helped and hindered the adoption of good teaching methods. He also gives detailed, effective, and tested strategies for departments and institutions to measure and improve the quality of their teaching while limiting the demands on faculty time. Among all of the commentary addressing shortcomings in higher education, Wieman’s lessons on improving teaching and learning stand out. His analysis and solutions are not limited to just one lecture hall or course but deal with changing entire departments and universities. For those who want to improve how universities teach science to the next generation, Wieman’s work is a critical first step.
Collected lectures and essays offering insight into the philosopher and his ideas on politics, natural law, and social sciences. Toward Natural Right and History collects six lectures by Leo Strauss, written while he was at the New School, and a full transcript of his 1949 Walgreen Lectures. These works show Strauss working toward the ideas he would present in fully matured form in his landmark work, Natural Right and History. In them, he explores natural right and the relationship between modern philosophers and the thought of the ancient Greek philosophers, as well as the relation of political philosophy to contemporary political science and to major political and historical events, especially the Holocaust and World War II. Previously unpublished in book form, Strauss’s lectures are presented here in a thematic order that mirrors Natural Right and History and with interpretive essays by J. A. Colen, Christopher Lynch, Svetozar Minkov, Daniel Tanguay, Nathan Tarcov, and Michael Zuckert that establish their relation to the work. Rounding out the book are copious annotations and notes to facilitate further study.
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Based on a series of lectures delivered at Cornell University in the fall of 1949, and since revised, this is the standard non-technical coverage of Egyptian and Babylonian mathematics and astronomy, and their transmission to the Hellenistic world. Entirely modern in its data and conclusions, it reveals the surprising sophistication of certain areas of early science, particularly Babylonian mathematics. After a discussion of the number systems used in the ancient Near East (contrasting the Egyptian method of additive computations with unit fractions and Babylonian place values), Dr. Neugebauer covers Babylonian tables for numerical computation, approximations of the square root of 2 (with implications that the Pythagorean Theorem was known more than a thousand years before Pythagoras), Pythagorean numbers, quadratic equations with two unknowns, special cases of logarithms and various other algebraic and geometric cases. Babylonian strength in algebraic and numerical work reveals a level of mathematical development in many aspects comparable to the mathematics of the early Renaissance in Europe. This is in contrast to the relatively primitive Egyptian mathematics. In the realm of astronomy, too, Dr. Neugebauer describes an unexpected sophistication, which is interpreted less as the result of millennia of observations (as used to be the interpretation) than as a competent mathematical apparatus. The transmission of this early science and its further development in Hellenistic times is also described. An Appendix discusses certain aspects of Greek astronomy and the indebtedness of the Copernican system to Ptolemaic and Islamic methods. Dr. Neugebauer has long enjoyed an international reputation as one of the foremost workers in the area of premodern science. Many of his discoveries have revolutionized earlier understandings. In this volume he presents a non-technical survey, with much material unique on this level, which can be read with great profit by all interested in the history of science or history of culture. 14 plates. 52 figures.