scholarly journals Revolutions in the head: Darwin, Malthus and Robert M. Young

2021 ◽  
pp. 1-19
Author(s):  
James A. Secord
Keyword(s):  
Vietnam War ◽  
History Of Science ◽  
Political Action ◽  
Population Control ◽  
Military Conflict ◽  
Theory Of Evolution ◽  
History Of ◽  
Political Associations ◽  
Evolution By Natural Selection

Abstract The late 1960s witnessed a key conjunction between political activism and the history of science. Science, whether seen as a touchstone of rationality or of oppression, was fundamental to all sides in the era of the Vietnam War. This essay examines the historian Robert Maxwell Young's turn to Marxism and radical politics during this period, especially his widely cited account of the ‘common context’ of nineteenth-century biological and social theorizing, which demonstrated the centrality of Thomas Robert Malthus's writings on population for Charles Darwin's formulation of the theory of evolution by natural selection. From Young's perspective, this history was bound up with pressing contemporary issues: ideologies of class and race in neo-Darwinian evolutionary theory, the revival of Malthusian population control, and the role of science in military conflict. The aim was to provide a basis for political action – the ‘head revolution’ that would accompany radical social change. The radical force of Young's argument was blunted in subsequent decades by disciplinary developments within history of science, including the emergence of specialist Darwin studies, a focus on practice and the changing political associations of the history of ideas. Young's engaged standpoint, however, has remained influential even as historians moved from understanding science as ideology to science as work.

Considering the Role and Nature of the Scientist

2015 ◽  
Vol 77 (2) ◽  
pp. 94-98 ◽  
Author(s):  
Serap Öz Aydın
Keyword(s):  
Natural Selection ◽  
History Of Science ◽  
Theory Of Evolution ◽  
Negative Thoughts ◽  
Science Approach ◽  
History Of ◽  
Evolution By Natural Selection ◽  
Scientific Framework

For many students, preconceived notions about Darwin are among the most significant obstacles in learning about the theory of evolution by natural selection. I present an activity designed to eliminate this obstacle and encourage empathizing with Darwin, utilizing the history-of-science approach. Through the activity, students’ negative thoughts about Darwin disappeared, Darwin’s position as a scientist came to the fore, students’ interest in evolution increased, and they started to discuss the theory within a scientific framework.

On the Origin of Theories: Charles Darwin’s Vocabulary of Method

2017 ◽  
Vol 122 (4) ◽  
pp. 1079-1104 ◽  
Author(s):  
Henry M. Cowles
Keyword(s):  
Scientific Practice ◽  
Natural World ◽  
Human Mind ◽  
Historical Imagination ◽  
Theory Of Evolution ◽  
John Herschel ◽  
Scientific World ◽  
Evolution By Natural Selection ◽  
Selection Of

Abstract This is an essay on the origin of theories. It argues that methodology can do more than shape scientific theories—sometimes, vocabularies of method become such theories. The origin of Charles Darwin’s theory of evolution by natural selection is a case in point: Darwin’s well-known attention to methodological matters not only framed but bled into his theory of nature. A careful student of contemporary methodology, Darwin sought guidance for using a controversial tool in the scientific world in which he came of age: the hypothesis. In the process of reading the works of John Herschel and William Whewell, Darwin turned nature itself into a man of science. The hypotheses and testing of scientific practice were mirrored in the variations and selection of the natural world. Though unintentional, Darwin’s naturalization of a vocabulary of method helped pave the way for applications of evolutionary theory to the study of the human mind and, completing the circle, to the philosophy of science. Considering the role of vocabularies of method in the origin of theories suggests new directions for the study of cognitive history and the power of language to transform the historical imagination.

Vietnamese Canadian Refugee Aesthetics

2019 ◽  
Author(s):  
Vinh Nguyen
Keyword(s):  
Vietnam War ◽  
Public Service ◽  
Forced Migration ◽  
Popular Media ◽  
Innocent Bystander ◽  
The Gift ◽  
History Of ◽  
The Vietnam War ◽  
The One

Vietnamese Canadian refugee aesthetics are the diverse expressions of how hundreds of thousands of refugees and their descendants experienced the Vietnam War and its aftermath. They are shaped on the one hand by a history of war in, and forced migration from, Vietnam and on the other by resettlement in multicultural Canada. Significantly, Vietnamese Canadian refugee aesthetics are produced within a distinct context of Canadian “forgetting of complicity” in the Vietnam War. A major shaping force of this aesthetics is the idea that Canada was an innocent bystander or facilitator of peace during the war years, instead of a complicit participant providing arms and supporting a Western bloc victory. This allows, then, for a discourse of Canadian humanitarianism to emerge as Canada resettled refugees in the war’s wake. Vietnamese Canadian refugee aesthetics are produced and received in relation to the enduring narrative of Canadian benevolence. In this way, they celebrate the nation-state and its peoples through gratitude for the gift of refuge. More importantly, however, they illuminate life during and in the wake of war; the personal, political, and historical reasons for migration; the struggles and triumphs of resettlement; and the complexities of diasporic existence. Refugee aesthetics are driven by memory and the desire to commemorate, communicate, and make sense of difficult pasts and the embodied present. They often take the form of literary works such as memoirs, novels, and poetry, but they are also found in community politics and activism, such as commemoration events and protests, and other popular media like public service videos. Produced by refugees as well as the state, these aesthetic “texts” index themes and problematics such as the formation of voice; the interplay between memory, history, and identity; the role of autobiography; and the modes of representing war, violence, and refuge-seeking.

The Discovery of X-Rays: a Probable Case of Second Order Observation

2018 ◽  
Vol 19 (4) ◽  
pp. 403
Author(s):  
Marco Aurélio Clemente Gonçalves ◽  
Mariele Regina Pinheiro Gonçalves ◽  
Pablo Eduardo Ortiz
Keyword(s):  
History Of Science ◽  
Second Order ◽  
Point Of View ◽  
X Rays ◽  
Historical Reconstruction ◽  
X Ray ◽  
Probable Case ◽  
The Status ◽  
History Of

The discovery of x-rays, one of the most beautiful experiments ever carried out, generates numerous controversies and these, in turn, can trigger a series of counterproductive information regarding not only the History of Science but also the teaching  activity. The aim of this article is to resolve these controversies concerning what ocurred and highlight the important role of the German physicist Wilhelm Conrad Röntgen, highlighting not only his genius but, especially in this case in particular, his condition of second-order observer. It is not uncommon to find information in various media refering to this discovery under the claim that it was the result of a fortuitous event, and this denotes a profound lack of knowledge about the facts or a disrespect for the renowned discoverer. Such allegations about the event depreciate the extraordinary discovery that impacts humanity, from the deed  to the present. Thus, through a brief historical reconstruction, it was tried to present here what had happened judiciously. With this respect, the brilliant scientist is given the status of a second-rate observer, from the philosophical point of view. This condition resonates with the diachronic aspect of the History of Science, according to the perspective presented here, and it is also supported by the time taken by the discoverer from the beginning of his research until the end of it. Keywords: X-Ray. Second-Order Observer. History of Science. ResumoO descobrimento dos raios-x, um dos mais belos experimentos já realizados, gera inúmeras controvérsias e essas, por sua vez, podem desencadear uma série de informações contraproducentes no tangente não só a História da Ciência como também à atividade de ensino. O presente artigo tem como objetivo dirimir tais polêmicas com respeito ao ocorrido e destacar o importante papel do físico alemão Wilhelm Conrad Röntgen, destacando não só sua genialidade, mas sobretudo, neste caso em particular, a sua condição de observador de segunda ordem. Não é raro encontrar em diversos meios de comunicação informações com respeito a referida descoberta sob a alegação de que a mesma fora fruto de um caso fortuito e isso denota profundo desconhecimento sobre os fatos, ou então, desrespeito com o renomado descobridor. Tais alegações sobre o sucedido depreciam a descoberta extraordinária que impacta a humanidade, desde o feito até a atualidade. Assim, através de breve reconstrução histórica, buscou-se aqui apresentar o ocorrido criteriosamente. Com este respeito passa-se a atribuir ao brilhante cientista a condição de observador de segunda ordem, do ponto de vista filosófico. Tal condição encontra ressonância no aspecto diacrônico da História da Ciência, segundo a perspectiva aqui apresentada e está amparada, também, pelo tempo empreendido pelo descobridor desde o início de sua pesquisa até a finalização da mesma. Palavras-chave: Raios-x. Observador de Segunda Ordem. História da Ciência.

Instrumental images: the visual rhetoric of self-presentation in Hevelius's Machina Coelestis

2010 ◽  
Vol 43 (2) ◽  
pp. 209-243 ◽  
Author(s):  
JANET VERTESI
Keyword(s):  
History Of Science ◽  
Visual Rhetoric ◽  
Self Presentation ◽  
Professional Network ◽  
History Of

AbstractThis article places the famous images of Johannes Hevelius's instruments in his Machina Coelestis (1673) in the context of Hevelius's contested cometary observations and his debate with Hooke over telescopic sights. Seen thus, the images promote a crafted vision of Hevelius's astronomical practice and skills, constituting a careful self-presentation to his distant professional network and a claim as to which instrumental techniques guarantee accurate observations. Reviewing the reception of the images, the article explores how visual rhetoric may be invoked and challenged in the context of controversy, and suggests renewed analytical attention to the role of laboratory imagery in instrumental cultures in the history of science.

scholarly journals The Roles of Mathematics in the History of Science: The Mathematization Thesis

2020 ◽  
pp. 6
Author(s):  
Ciro Tomazella Ferreira ◽  
Cibelle Celestino Silva
Keyword(s):  
History Of Science ◽  
20Th Century ◽  
Scientific Revolution ◽  
Edmund Husserl ◽  
17Th Century ◽  
Scientific Development ◽  
Mathematical Approach ◽  
New Science ◽  
History Of

In this paper, we present an analysis of the evolution of the history of science as a discipline focusing on the role of the mathematization of nature as a historiographical perspective. Our study is centered in the mathematization thesis, which considers the rise of a mathematical approach of nature in the 17th century as being the most relevant event for scientific development. We begin discussing Edmund Husserl whose work, despite being mainly philosophical, is relevant for having affected the emergence of the narrative of the mathematization of nature and due to its influence on Alexandre Koyré. Next, we explore Koyré, Dijksterhuis, and Burtt’s works, the historians from the 20th century responsible for the elaboration of the main narratives about the Scientific Revolution that put the mathematization of science as the protagonist of the new science. Then, we examine the reframing of the mathematization thesis with the narrative of two traditions developed by Thomas S. Kuhn and Richard Westfall, in which the mathematization of nature shares space with other developments taken as equally relevant. We conclude presenting contemporary critical perspectives on the mathematization thesis and its capacity for synthesizing scientific development.

scholarly journals Frankenstein de Mary Shelley, o Filme: Um recurso para introdução da História da Ciência no Ensino de Ciências na visão de graduandos

2017 ◽  
Vol 15 ◽  
pp. 96
Author(s):  
André Silva dos Reis ◽  
Maria Dulcimar de Brito Silva
Keyword(s):  
Science Teaching ◽  
History Of Science ◽  
Undergraduate Students ◽  
Mary Shelley ◽  
Visual Media ◽  
Visual Impression ◽  
Teaching Resource ◽  
History Of ◽  
Science In Society

ResumoEste estudo visa analisar o filme Frankenstein de Mary Shelley a partir da visão de graduandos, para que o mesmo venha a ser empregado como recurso midiático para uma abordagem introdutória da História da Ciência no ensino. Para tanto, oito monitores de Química do Centro de Ciências e Planetário, graduandos de licenciatura em Química, assistiram ao filme, em seguida, realizaram uma sinopse e, posteriormente, e responderam a um questionário. As respostas apontaram que o filme consegue transpor a ideia do que era ser um cientista e como a Ciência se desenvolvia. Pontuam também vários temas que podem ser levantados pelos professores relacionados ao papel da ciência na sociedade. Isso mostra como mídias visuais são recursos dinâmicos para uma abordagem introdutória, visto que, além de narrar os fatos, fica gravado na mente dos alunos a impressão visual de como a ciência foi desenvolvida ao longo dos séculos. Palavras-chave: História da Ciência; Ensino de Ciências; Recurso didático.AbstractThis study aims to analyze the film Frankenstein from undergraduate vision, so that it will be used as a media resource for an introductory approach to the History of Science in teaching. Therefore, eight trainees of Chemical Sciences and Planetary Center, undergraduate students in chemistry, watched the film, and then held a synopsis and then answered a questionnaire. The answers showed that the film manages to transpose the idea of what was to be a scientist and a science developed. Also punctuate several issues that can be raised by teachers related to the role of science in society. This shows how visual media are dynamic resources for an introductory approach view that in addition to narrating the facts is engraved in the minds of students the visual impression of how science has developed over the centuries.Keywords: History of Science; Science Teaching; Teaching resource.

scholarly journals Integrando História da Ciência e o lúdico: As experiências de Henri, o pupilo de Lavoisier

2018 ◽  
Vol 17 ◽  
pp. 99
Author(s):  
Victor Gomes Lima Ferraz ◽  
Fernanda Luiza De Faria ◽  
Flávia Ribas De Brito ◽  
Ingrid Nunes Derossi ◽  
Maria Helena Zambelli ◽  
...  
Keyword(s):  
Eighteenth Century ◽  
Science Teaching ◽  
History Of Science ◽  
French Revolution ◽  
Teaching Science ◽  
Women In Science ◽  
Conservation Of Mass ◽  
The Future ◽  
History Of

ResumoEste artigo aborda a utilização de um jogo virtual como recurso didático e as possibilidades de aplicação para o professor. Desse modo, apresentamos a narrativa central do jogo e alguns aspectos que permitem a discussão sobre a visão da ciência e do cientista, o papel da mulher na ciência, dentre outros. No jogo, o jogador é inserido no século XVIII, durante a Revolução Francesa, e é apresentado a Antoine Laurent Lavoisier e sua esposa. Ao longo da história o jogador é convidado a enfrentar alguns desafios que trabalham conceitos sobre a Lei da Conservação da Massa. A partir dessa discussão apresentamos alguns resultados da aplicação do jogo, onde observamos que os alunos conseguiram executar as atividades propostas sem dificuldades. Futuramente pretendemos disponibilizar o jogo para professores utilizarem esse recurso com seus alunos. Palavras-chave: História da Ciência; Ensino de Ciência.AbstractThis paper discusses the use of a virtual game as didactic resource and the possibilities of application for the teacher. In this way we present the central narrative of the game and some aspects that allow the discussion about the vision of science and the scientist, the role of women in science, among others. In the game, the player is inserted in the eighteenth century during the French Revolution, and is introduced to Antoine Laurent Lavoisier and his wife. Throughout history the player is invited to face some challenges that discusses some concepts on the law of conservation of mass. From this discussion we present some results of the application of the game, where we observed that the students were able to execute the proposed activities without difficulties. In the future we intend to make the game available for teachers to use this resource with their students.Keywords: History of Science; Teaching Science.

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