History of Science: Pepys' Diary and the New Science . Marjorie Hope Nicolson. University Press of Virginia, Charlottesville, 1965. 206 pp., $5.

Science ◽  
1966 ◽  
Vol 151 (3717) ◽  
pp. 1522-1523
Author(s):  
Dorothy Stimson
Author(s):  
Ciro Tomazella Ferreira ◽  
Cibelle Celestino Silva

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.


2018 ◽  
Vol 3 (1) ◽  
pp. 89
Author(s):  
Afiq Fikri Almas

Abstract: Thomas Kuhn’s concept of scientific revolution has a historical role in the science of constructing the emergence of new science. It has the characteristics thinking and new philosophical model in the birth history of science and philosophy. The History of science is a basic science that is always marked by the strong paradigm and followed by the scientific revolution and is the starting point in studying fundamental issues in scientific epistemology for Thomas Kuhn. Thomas Kuhn termed this phase as a new science birth history phase, beginning with normal science, then emerged anomaly and crisis, and ended with the scientific revolution as a birth form of new science or new paradigm. Thomas Kuhn's paradigm can be contextualized in the science of education or donated to the world of education. The World of Education needs to design a teaching-learning process that can stimulate or provide anomalous data to learners, so as to transform their knowledge scheme toward a better scheme. Problem Based Learning and Discovery Learning became one of the methods of troubleshooting educational problems through experimental ways that make learners become the subject of education. This method is realized in line with has been formulated by Thomas S. Kuhn. Keywords: scientific revolution, education approach, problem based learning, and discovery learning


1990 ◽  
Vol 35 (7) ◽  
pp. 654-656
Author(s):  
Harry Beilin

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