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Students of medieval thought have long been stimulated by the work of Ernest A. Moody. That intellectual debt should be increased by this volume, which brings together the significant shorter studies and essays he wrote in the period 1933 - 1969. The collection should be particularly useful to the medievalist who finds it difficult to see where the detailed monographic research of the past half-century is leading. An initial lengthy study, on William of Auvergne and his treatise De anima, has not hitherto appeared in print. Five of the essays deal with late medieval physics and its relation to the mechanics of Galileo; others bear on medieval logic and philosophy of language, with reference to contemporary treatments of those subjects; and several studies are concerned with the historical and philosophical significance of Ockham, Buridan, and the via moderna of the fourteenth century. In his Introduction Moody discusses the development of his interests in medieval thoughts and offers some critical reflections on the essays. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1975.
A unique approach to teaching particle and rigid body dynamics using solved illustrative examples and exercises to encourage self-learning The study of particle and rigid body dynamics is a fundamental part of curricula for students pursuing graduate degrees in areas involving dynamics and control of systems. These include physics, robotics, nonlinear dynamics, aerospace, celestial mechanics and automotive engineering, among others. While the field of particle and rigid body dynamics has not evolved significantly over the past seven decades, neither have approaches to teaching this complex subject. This book fills the void in the academic literature by providing a uniquely stimulating, “flipped classroom” approach to teaching particle and rigid body dynamics which was developed, tested and refined by the author and his colleagues over the course of many years of instruction at both the graduate and undergraduate levels. Complete with numerous solved illustrative examples and exercises to encourage self-learning in a flipped-classroom environment, Dynamics of Particles and Rigid Bodies: A Self-Learning Approach: Provides detailed, easy-to-understand explanations of concepts and mathematical derivations Includes numerous flipped-classroom exercises carefully designed to help students comprehend the material covered without actually solving the problem for them Features an extensive chapter on electromechanical modelling of systems involving particle and rigid body motion Provides examples from the state-of-the-art research on sensing, actuation, and energy harvesting mechanisms Offers access to a companion website featuring additional exercises, worked problems, diagrams and a solutions manual Ideal as a textbook for classes in dynamics and controls courses, Dynamics of Particles and Rigid Bodies: A Self-Learning Approach is a godsend for students pursuing advanced engineering degrees who need to master this complex subject. It will also serve as a handy reference for professional engineers across an array of industrial domains.
A suspenseful narrative and spiritive rendition of the life of Galileo.
The question of when and how the basic concepts that characterize modern science arose in Western Europe has long been central to the history of science. This book examines the transition from Renaissance engineering and philosophy of nature to classical mechanics oriented on the central concept of velocity. For this new edition, the authors include a new discussion of the doctrine of proportions, an analysis of the role of traditional statics in the construction of Descartes' impact rules, and go deeper into the debate between Descartes and Hobbes on the explanation of refraction. They also provide significant new material on the early development of Galileo's work on mechanics and the law of fall.
This book brings together twenty articles giving a comprehensive view of the work of the Aristotelian commentators. First published in 1990, the collection is now brought up to date with a new introduction by Richard Sorabji. New generations of scholars will benefit from this reissuing of classic essays, including seminal works by major scholars, and the volume gives a comprehensive background to the work of the project on the Ancient Commentators on Aristotle, which has published over 100 volumes of translations since 1987 and has disseminated these crucial texts to scholars worldwide. The importance of the commentators is partly that they represent the thought and classroom teaching of the Aristotelian and Neoplatonist schools and partly that they provide a panorama of a thousand years of ancient Greek philosophy, revealing many original quotations from lost works. Even more significant is the profound influence – uncovered in some of the chapters of this book – that they exert on later philosophy, Islamic and Western. Not only did they preserve anti-Aristotelian material which helped inspire Medieval and Renaissance science, but they present Aristotle in a form that made him acceptable to the Christian church. It is not Aristotle, but Aristotle transformed and embedded in the philosophy of the commentators that so often lies behind the views of later thinkers.
This Encyclopedia offers a fresh, integrated and creative perspective on the formation and foundations of philosophy and science in European modernity. Combining careful contextual reconstruction with arguments from traditional philosophy, the book examines methodological dimensions, breaks down traditional oppositions such as rationalism vs. empiricism, calls attention to gender issues, to ‘insiders and outsiders’, minor figures in philosophy, and underground movements, among many other topics. In addition, and in line with important recent transformations in the fields of history of science and early modern philosophy, the volume recognizes the specificity and significance of early modern science and discusses important developments including issues of historiography (such as historical epistemology), the interplay between the material culture and modes of knowledge, expert knowledge and craft knowledge. This book stands at the crossroads of different disciplines and combines their approaches – particularly the history of science, the history of philosophy, contemporary philosophy of science, and intellectual and cultural history. It brings together over 100 philosophers, historians of science, historians of mathematics, and medicine offering a comprehensive view of early modern philosophy and the sciences. It combines and discusses recent results from two very active fields: early modern philosophy and the history of (early modern) science. Editorial Board EDITORS-IN-CHIEF Dana Jalobeanu University of Bucharest, Romania Charles T. Wolfe Ghent University, Belgium ASSOCIATE EDITORS Delphine Bellis University Nijmegen, The Netherlands Zvi Biener University of Cincinnati, OH, USA Angus Gowland University College London, UK Ruth Hagengruber University of Paderborn, Germany Hiro Hirai Radboud University Nijmegen, The Netherlands Martin Lenz University of Groningen, The Netherlands Gideon Manning CalTech, Pasadena, CA, USA Silvia Manzo University of La Plata, Argentina Enrico Pasini University of Turin, Italy Cesare Pastorino TU Berlin, Germany Lucian Petrescu Université Libre de Bruxelles, Belgium Justin E. H. Smith University de Paris Diderot, France Marius Stan Boston College, Chestnut Hill, MA, USA Koen Vermeir CNRS-SPHERE + Université de Paris, France Kirsten Walsh University of Calgary, Alberta, Canada
Heilbron takes in the landscape of culture, learning, religion, science, theology, and politics of late Renaissance Italy to produce a richer and more rounded view of Galileo, his scientific thinking, and the company he kept.
In Knowledge and Cosmos: Development and Decline of the Medieval Perspective, 2nd Edition, Robert K. DeKosky focuses on issues in astronomy, cosmology, physics, matter theory, philosophy, and theology vital to the “Copernican Revolution.” This book describes efforts among individuals advocating different world views to fit new ideas compatibly into broad perspectives reflecting four traditional patterns of interpretation: teleological, mechanical, occultist, and mathematico-descriptive. These four modes had guided medieval accounts of heavenly phenomena, material process, and motion. The teleological explanation, prevalent in Aristotle’s natural philosophy, posited “final causes” (ends or goals toward which objects strove or attempted to become). Ancient classical atomists had emphasized strictly mechanical explanations, invoking direct material contact and collision of moving matter as agents of physical change. Traditions of astrology, magic, and alchemy embraced an occultist pattern of interpretation—citing hidden forces opaque to both sensual detection and rational understanding as explanations of various phenomena. Finally, the mathematico-descriptive approach interpreted natural phenomena according to geometric or arithmetic relationships; unlike the other three, this did not involve causal explanation of a process. Part I discusses development of the four patterns in the ancient period and their uneasy medieval relationships with each other and with basic Judaeo-Muslim-Christian exigencies of faith. Theory of the heavens follows, including the mathematico-descriptive approach of Ptolemaic astronomy, the teleological and mechanical cosmology of Aristotle, and occultist interpretations of astrologers and magicians. Part I then turns to matter and materiality, discussing differences among the mechanical philosophy of classical atomism, teleological emphases in Aristotle’s material theory, and occultist assumptions of some alchemists. Finally, Part I analyzes conceptions of motion, focusing on Aristotelian interpretations and critical commentaries thereon during the Middle Ages. Part II relates struggles of leading early-modern figures to adapt new concepts (e.g., Copernicus’ heliocentric astronomy/cosmology, Galileo’s inertial theories of motion, and Kepler’s elliptical planetary orbit) to an allegiance to two or more of the four patterns of interpretation. By this approach, it identifies decreasing dependence on teleological explanation of physical phenomena as crucial to decline of medieval interpretations of those phenomena, followed by rejection of teleology in the natural philosophy of Descartes, and subsequent fruitful confluence of the mechanical, mathematico-descriptive, and occultist patterns in the physics and cosmology of Isaac Newton.
This book is intended as a historical and critical study on the origin of the equations of motion as established in Newton's Principia. The central question that it aims to answer is whether it is indeed correct to ascribe to Galileo the inertia principle and the law of falling bodies. In order to accomplish this task, the study begins by considering theories on the motion of bodies from classical antiquity, and especially those of Aristotle. The theories developed during the Middle Ages and the Renaissance are then reviewed, with careful analysis of the contributions of, for example, the Merton and Parisian Schools and Galileo’s immediate predecessors, Tartaglia and Benedetti. Finally, Galileo’s work is examined in detail, starting from the early writings. Excerpts from individual works are presented, to allow the texts to speak for themselves, and then commented upon. The book provides historical evidence both for Galileo's dependence on his forerunners and for the major breakthroughs that he achieved. It will satisfy the curiosity of all who wish to know when and why certain laws have been credited to Galileo.
Science Teaching explains how history and philosophy of science contributes to the resolution of persistent theoretical, curricular, and pedagogical issues in science education. It shows why it is essential for science teachers to know and appreciate the history and philosophy of the subject they teach and how this knowledge can enrich science instruction and enthuse students in the subject. Through its historical perspective, the book reveals to students, teachers, and researchers the foundations of scientific knowledge and its connection to philosophy, metaphysics, mathematics, and broader social influences including the European Enlightenment, and develops detailed arguments about constructivism, worldviews and science, multicultural science education, inquiry teaching, values, and teacher education. Fully updated and expanded, the 20th Anniversary Edition of this classic text, featuring four new chapters—The Enlightenment Tradition; Joseph Priestley and Photosynthesis; Science, Worldviews and Education; and Nature of Science Research—and 1,300 references, provides a solid foundation for teaching and learning in the field.