The first article in this volume, by Tetu Hirosige, is a definitive study of the genesis of Einstein's theory of relativity. Other articles treat topics—theoretical, experimental, philosophical, and institutional—in the history of physics and chemistry from the researches of Laplace and Lavoisier in the eighteenth century to those of Dirac and Jordan in the twentieth century. Contents: The Ether Problem, the Mechanistic World View, and the Origins of the Theory of Relativity (Tetu Hirosige); Kinstein's Early Scientific Collaboration (Lewis Pyenson); Max Planck's Philosophy of Nature and His Elaboration of the Special Theory of Relativity (Stanley Goldberg); The Concept of Particle Creation before and after Quantum Mechanics (Joan Brombery); Chemistry as a Branch of Physics: Laplace's Collaboration with Lavoisier (Henry Guerlac); Mayer's Concept of "Force": The "Axis" of a New Science of Physics (P. M. Heimann); Debates over the Theory of Solution: A Study of Dissent in Physical Chemistry in the English-Speaking World in the Late Nineteenth and Early Twentieth Centuries (R. G. A. Dolby); The Rise of Physics Laboratories in Britain (Romualdas Sviedrys); The Establishment of the Royal College of Chemistry: An Investigation of the Social Context of Early-Victorian Chemistry (Gerrylynn K. Roberts) Originally published in 1976. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

This concise introduction to the history of physical science in the Middle Ages begins with a description of the feeble state of early medieval science and its revitalization during the twelfth and thirteenth centuries, as evidenced by the explosion of knowledge represented by extensive translations of Greek and Arabic treatises. The content and concepts that came to govern science from the late twelfth century onwards were powerfully shaped and dominated by the science and philosophy of Aristotle. It is, therefore, by focussing attention on problems and controversies associated with Aristotelian science that the reader is introduced to the significant scientific developments and interpretations formulated in the later Middle Ages. The concluding chapter presents a new interpretation of the medieval failure to abandon the physics and cosmology of Aristotle and explains why, despite serious criticisms, they were not generally repudiated during this period. As detailed critical bibliography completes the work.

This sixth volume of Historical Studies in the Physical Sciences presents articles by ten eminent scholars on the intellectual and social history of the physical sciences from the eighteenth century to the present. CONTENTS The Emergence of Japan's First Physicists: 1868-1900 (Kenkichiro Koizumi) The Reception of the Wave Theory of Light in Britain: A Case Study Illustrating the Role of Methodology in Scientific Debate (Geoffrey Cantor) Origins and Consolidation of Field Theory in Nineteenth Century Britain: From the Mechanical to the Electromagnetic View of Nature (Barbara Giusti Doran) Hertz's Researches on Electromagnetic Waves (Salvo D'Agostino) God and Nature: Priestley's Way of Rational Dissent (J. G. McEvoy and J. E. McGuire) Laurent, Gerhardt, and the Philosophy of Chemistry (John Hedley Brooke) The Lewis-Langrnuir Theory of Valence and the Chemical Community, 1920-1928 (Robert E. Kohler, Jr.) G. N. Lewis on Detailed Balancing, the Symmetry of Time, and the Nature of Light (Roger H. Stuewer) Rutherford and Recoil Atoms: The Metamorphosis and Success of a Once Stillborn Theory (Thaddeus J. Trenn) Originally published in 1976. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Historical Studies in the Physical Sciences is a continuing series of volumes comprising articles that elucidate the intellectual and social history of the physical sciences from the eighteenth century to the present. The articles offered in Volume 5 share a common theme: a concern with modern physics and its relation to other scientific disciplines and to its cultural and material context. Originally published in 1975. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Scientists and other keen observers of the natural world sometimes make or write a statement pertaining to scientific activity that is destined to live on beyond the brief period of time for which it was intended. This book serves as a collection of these statements from great philosophers and thought–influencers of science, past and present. It allows the reader quickly to find relevant quotations or citations. Organized thematically and indexed alphabetically by author, this work makes readily available an unprecedented collection of approximately 18,000 quotations related to a broad range of scientific topics.

Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.

This volume provides a critical examination of the lives and works of the leading novelists, poets, dramatists, artists, philosophers, social thinkers, mathematicians and scientists of the period. The subjects are assessed in the light of their cultural importance, and each entry is deliberately interpretative, making this work both an essential reference tool and an engaging collection of essays. Figures covered include: Marx, Wagner,Darwin, Malthus, Balzac, Jane Austen, Nietzsche, Babbage, Edgar Allan Poe, Ruskin, Schleiermacher, Herbert Spencer, Harriet Martineau and Oscar Wilde.

The monograph provides the first comprehensive, detailed account of German-speaking refugees in Ireland 1933-1945 - where they came from, immigration policy towards them and how their lives turned out in Ireland and afterwards. Thanks to unprecedented access to thousands of files of the Irish Department of Justice (all still officially closed) as well as extensive archive research in Ireland, Germany, England, Austria as well as the US and numerous interviews it is possible for the first time to give an almost complete overview of how many people came, how they contributed to Ireland, how this fits in with the history of migration to Ireland and what can be learned from it. While Exile studies are a well-developed research area and have benefited from the work of research centres and archives in Germany, Austria, Great Britain and the USA (Frankfurt/M, Leipzig, Hamburg, Berlin, Innsbruck, Graz, Vienna, London and SUNY Albany and the Leo Baeck Institutes), Ireland was long neglected in this regard. Instead of the usual narrative of "no one was let in" or "only a handful came to Ireland" the authors identified more than 300 refugees through interviews and intensive research in Irish, German and Austrian archives. German-speaking exiles were the first main group of immigrants that came to the young Irish Free State from 1933 onwards and they had a considerable impact on academic, industrial and religious developments in Ireland.

How far is scientific knowledge a product of social life? In addressing this question, the major contributors to the sociology of knowledge have agreed that the conclusions of science are dependent on social action only in a very special and limited sense. In Science and the Sociology of Knowledge Michael Mulkay's first aim is to identify the philosophical assumptions which have led to this view of science as special; and to present a systematic critique of the standard philosophical account of science, showing that there are no valid epistemological grounds for excluding scientific knowledge from the scope of sociological analysis. The rest of the book is devoted to developing a preliminary interpretation of the social creation of scientific knowledge. The processes of knowledge-creation are delineated through a close examination of recent case studies of scientific developments. Dr Mulkay argues that knowledge is produced by means of negotiation, the outcome of which depends on the participants' use of social as well as technical resources. The analysis also shows how cultural resources are taken over from the broader social milieu and incorporated into the body of certified knowledge; and how, in the political context of society at large, scientists' technical as well as social claims are conditioned and affected by their social position.