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The problems I address in this book are among the least studied in the soci ology of science and knowledge. Part I is a critique of the claim that there are parallels between ancient mysticism and modern physics, and a sociological analysis of this claim as a strategy in intellectual conflict. This study must. ultimately be rooted more firmly in a: type of sociology of knowledge that is just now beginning to crystallize (and which I discuss in Chapter 7), and a sociology of religion that is not so much unknown as underground, and timid, that is, a non-worshipful materialist sociology of religion. My study of physics-mysticism parallelism is a vehicle for exploring epistemic strategies. I thus conclude Part I by sketching a materialist, emancipatory epistemic strategy. My conclusion brings together a number of ideas formulated by myself and others over the past several years, but stops short of a systematic synthesis. A more integrated and coherent "model" than what I can sketch here must wait on the results of research now in progress in the critical (as opposed to apologetic or worshipful) sociology of knowledge.
Sal Restivo's book is a major achievement in the sociology of science and mathematics. It is exciting to read and constitutes a creative, wide-ranging exploration of the connections between physics and mysticism, between the natural science and the humanities. Of particular interest is his attempt to show the emergence of abstraction and of formal disciplines in science by relating them to the structure of social interests in society. All told, this book challenges the separation of C.P. Snow's two cultures' and is an original attempt to overcome the chasms between the natural sciences, the humanities, and the social sciences. The implications of the book's content certainly go far beyond its title.' Prof. W. Heydebrand, New York University
This survey provides a brief and selective overview of research in the philosophy of mathematics education. It asks what makes up the philosophy of mathematics education, what it means, what questions it asks and answers, and what is its overall importance and use? It provides overviews of critical mathematics education, and the most relevant modern movements in the philosophy of mathematics. A case study is provided of an emerging research tradition in one country. This is the Hermeneutic strand of research in the philosophy of mathematics education in Brazil. This illustrates one orientation towards research inquiry in the philosophy of mathematics education. It is part of a broader practice of ‘philosophical archaeology’: the uncovering of hidden assumptions and buried ideologies within the concepts and methods of research and practice in mathematics education. An extensive bibliography is also included.
An international group of distinguished scholars brings a variety of resources to bear on the major issues in the study and teaching of mathematics, and on the problem of understanding mathematics as a cultural and social phenomenon. All are guided by the notion that our understanding of mathematical knowledge must be grounded in and reflect the realities of mathematical practice. Chapters on the philosophy of mathematics illustrate the growing influence of a pragmatic view in a field traditionally dominated by platonic perspectives. In a section on mathematics, politics, and pedagogy, the emphasis is on politics and values in mathematics education. Issues addressed include gender and mathematics, applied mathematics and social concerns, and the reflective and dialogical nature of mathematical knowledge. The concluding section deals with the history and sociology of mathematics, and with mathematics and social change. Contributors include Philip J. Davis, Helga Jungwirth, Nel Noddings, Yehuda Rav, Michael D. Resnik, Ole Skovsmose, and Thomas Tymoczko.
Modern Environmentalism presents a comprehensive introduction to environmentalism, the origins of its main beliefs and ideas, and how these relate to modern environmental ideologies. Providing a historical overview of the development of attitudes to nature and the environment in society, the book examines key environmentalist ideas, influences and movements. Science's role in mediating our view of nature is emphasised throughout. This entirely new account draws on the explosion of writing on socio-environment relations since Pepper's earlier work, The Roots of Modern Environmentalism.
This book both introduces the philosophy of science through examination of the occult and examines the occult rigorously enough to raise central issues in the philosophy of science. Placed in the context of the occult, philosophy of science issues become immediately understandable and forcefully compelling. Divergent views on astrology, parapsychology, and quantum mechanics mysticism emphasize topics standard to the philosophy of science. Such issues as confirmation and selection for testing, causality and time, explanation and the nature of scientific laws, the status of theoretical entities, the problem of demarcation, theory and observation, and science and values are discussed. Significantly revised, this second edition presents an entirely new section of quantum mechanics and mysticism including instructions from N. David Mermin for constructing a device which dramatically illustrates the genuinely puzzling phenomena of quantum mechanics. A more complete and current review of research on astrology has been included in this new edition, and the section on the problem of demarcation has been broadened.
This book offers an up-to-date overview of the research on philosophy of mathematics education, one of the most important and relevant areas of theory. The contributions analyse, question, challenge, and critique the claims of mathematics education practice, policy, theory and research, offering ways forward for new and better solutions. The book poses basic questions, including: What are our aims of teaching and learning mathematics? What is mathematics anyway? How is mathematics related to society in the 21st century? How do students learn mathematics? What have we learnt about mathematics teaching? Applied philosophy can help to answer these and other fundamental questions, and only through an in-depth analysis can the practice of the teaching and learning of mathematics be improved. The book addresses important themes, such as critical mathematics education, the traditional role of mathematics in schools during the current unprecedented political, social, and environmental crises, and the way in which the teaching and learning of mathematics can better serve social justice and make the world a better place for the future.
A response to complex problems spanning disciplinary boundaries, Worlds of ScienceCraft offers bold new ways of conceptualizing ideas of science, sociology, and philosophy. Beginning with the historical foundations of civilization and progress, assumptions about the categories we use to talk about minds, identities, and bodies are challenged through case studies from mathematics, social cognition, and medical ethics. Offering innovative approaches to these issues, such as an integrated social brain-mind-body model and a critique of divisions between the natural and technological, this book provides novel conceptions of self, society and an emerging ’cyborg’ generation. From the micro level of brains and expanding all the way out to biopolitical civics, disciplinary boundaries are made permeable, emphasizing the increased need for interdisciplinary scholarship. By rejecting outdated and restrictive categories and classifications, new horizons in studies of science, technology, and medicine can be explored through the incorporation of feminist, international, and postmodern perspectives. A truly interdisciplinary examination of science and technology as cultural phenomena, Worlds of ScienceCraft will appeal to scholars and students of science and technology studies, as well as philosophers, historians, and sociologists of science, technology, and medicine.
This book is a mathematical potpourri. Its material originated in classroom presentations, formal lectures, sections of earlier books, book reviews, or just things written by the author for his own pleasure. Written in a nontechnical fashion, this book expresses the unique vision and attitude of the author towards the role of mathematics in society. It contains observations or incidental remarks on mathematics, its nature, its impacts on education and science and technology, its personalities and philosophies. The book is directed towards the math buffs of the world and, more generally, towards the literate and interested public. Philip Davis is known for his work in numerical analysis and approximation theory, as well as his investigations in the history and philosophy of mathematics. Currently a Professor Emeritus from the Division of Applied Mathematics at Brown University, Davis is known for his books both in the areas of computational mathematics and approximation theory and for books exploring certain questions in the philosophy of mathematics and the role of mathematics in society.
The first volume in this new series explores, through extensive co-operation, new ways of achieving the integration of science in all its diversity. The book offers essays from important and influential philosophers in contemporary philosophy, discussing a range of topics from philosophy of science to epistemology, philosophy of logic and game theoretical approaches. It will be of interest to philosophers, computer scientists and all others interested in the scientific rationality.