Michael R. Matthews – författare

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.

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.

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent a sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic.

Through a collection of works from key thinkers in natural philosophy, the second edition of The Scientific Background to Modern Philosophy illuminates the central role scientific writing played in developing modern philosophical thought. This revised and expanded edition includes many new translations and incorporates works by foundational eighteenth- and nineteenth-century thinkers not in the first edition, including selections from works by Jean-Baptiste, le Rond d’Alembert, Denis Diderot, Émilie Du Châtelet, Jean-Jacques Rousseau, Joseph Priestley, Immanuel Kant, Carl Linnaeus, William Paley, and Charles Robert Darwin. These new additions provide students with a more comprehensive understanding of the scientific context in which the major philosophical works of the modern era were written and complement the selections from works by Nicolaus Copernicus, Francis Bacon, Galileo Galilei, René Descartes, Robert Boyle, Christiaan Huygens, and Isaac Newton that are retained from the first edition.

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems.The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political philosophy, medical philosophy, and education. The contributors include scholars from 16 countries.Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes.1. IntroductionSection I. An Academic Vocation (3 chapters)Section II. Philosophy (12 chapters)Section III. Physics and Philosophy of Physics (4 chapters)Section IV. Cognitive Science and Philosophy of Mind (2 chapters)Section V. Sociology and Social Theory (4 chapters)Section VI. Ethics and Political Philosophy (3 chapters)Section VII. Biology and Philosophy of Biology (3 chapters)Section VIII. Mathematics (3 chapters)Section IX. Education (2 chapters)Section X. Varia (3 chapters)Section XI. Bibliography

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems.The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political philosophy, medical philosophy, and education. The contributors include scholars from 16 countries.Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes.1. IntroductionSection I. An Academic Vocation (3 chapters)Section II. Philosophy (12 chapters)Section III. Physics and Philosophy of Physics (4 chapters)Section IV. Cognitive Science and Philosophy of Mind (2 chapters)Section V. Sociology and Social Theory (4 chapters)Section VI. Ethics and Political Philosophy (3 chapters)Section VII. Biology and Philosophy of Biology (3 chapters)Section VIII. Mathematics (3 chapters)Section IX. Education (2 chapters)Section X. Varia (3 chapters)Section XI. Bibliography

This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews.  The arguments presented for feng shui being a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal.Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi (qi) the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus.Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system.Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating.  The analysis makes an important contribution to science literature.James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China

This book provides a richly documented account of the historical, cultural, philosophical and practical dimensions of feng shui. It argues that where feng shui is entrenched educational systems have a responsibility to examine its claims, and that this examination provides opportunities for students to better learn about the key features of the nature of science, the demarcation of science and non-science, the characteristics of pseudoscience, and the engagement of science with culture and worldviews.  The arguments presented for feng shui being a pseudoscience can be marshalled when considering a whole range of comparable beliefs and the educational benefit of their appraisal.Feng shui is a deeply-entrenched, three-millennia-old system of Asian beliefs and practices about nature, architecture, health, and divination that has garnered a growing presence outside of Asia. It is part of a comprehensive and ancient worldview built around belief in chi (qi) the putative universal energy or life-force that animates all existence, the cosmos, the solar system, the earth, and human bodies. Harmonious living requires building in accord with local chi streams; good health requires replenishment and manipulation of internal chi flow; and a beneficent afterlife is enhanced when buried in conformity with chi directions. Traditional Chinese Medicine is based on the proper manipulation of internal chi by acupuncture, tai-chi and qigong exercise, and herbal dietary supplements. Matthews has produced another tour de force that will repay close study by students, scientists, and all those concerned to understand science, culture, and the science/culture nexus.Harvey Siegel, Philosophy, University of Miami, USA With great erudition and even greater fluidity of style, Matthews introduces us to this now-world-wide belief system.Michael Ruse, Philosophy, Florida State University, USA The book is one of the best research works published on Feng Shui. Wang Youjun, Philosophy, Shanghai Normal University, China The history is fascinating.  The analysis makes an important contribution to science literature.James Alcock, Psychology, York University, Canada This book provides an in-depth study of Feng Shui in different periods, considering its philosophical, historical and educational dimensions; especially from a perspective of the ‘demarcation problem’ between science and pseudoscience. Yao Dazhi, Chinese Academy of Sciences, China

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research.  Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination.The first group of essays deal with the neglected topic of science education and the Enlightenment tradition.  These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses.  Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology.  Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’.  This paper launched the influential Machian tradition in education.Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula.  These are instances of the supportive relation of HPS&ST research to curriculum theorising.  Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education.This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science.  From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples.Sibel Erduran, University of Oxford, UKThe scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters.  This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education.Jonathan Osborne, Stanford University, USAThis volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science.  Highly recommended.Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science.Michael J Reiss, University College London, UK

This anthology opens new perspectives in the domain of history, philosophy, and science teaching research.  Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination.The first group of essays deal with the neglected topic of science education and the Enlightenment tradition.  These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses.  Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology.  Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’.  This paper launched the influential Machian tradition in education.Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula.  These are instances of the supportive relation of HPS&ST research to curriculum theorising.  Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education.This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science.  From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples.Sibel Erduran, University of Oxford, UKThe scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters.  This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education.Jonathan Osborne, Stanford University, USAThis volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science.  Highly recommended.Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science.Michael J Reiss, University College London, UK

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers thatthe learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community  Fabio Bevilacqua, Physics Department, University of Pavia

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject.The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects. There is a growing recognition among educators and policy makers thatthe learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion.The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. Science educators will be grateful for this unique, encyclopaedic handbook, Gerald Holton, Physics Department, Harvard University This handbook gathers the fruits of over thirty years’ research by a growing international and cosmopolitan community  Fabio Bevilacqua, Physics Department, University of Pavia

He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education.