Drawing on the results of his own scholarly research as well as that of others the author offers, for the first time, a comprehensive and documented history of theories of the atom from Democritus to the twentieth century. This is not history for its own sake. By critically reflecting on the various versions of atomic theories of the past the author is able to grapple with the question of what sets scientific knowledge apart from other kinds of knowledge, philosophical knowledge in particular. He thereby engages historically with issues concerning the nature and status of scientific knowledge that were dealt with in a more abstract way in his What Is This Thing Called Science?, a book that has been a standard text in philosophy of science for three decades and which is available in nineteen languages. Speculations about the fundamental structure of matter from Democritus to the seventeenth-century mechanical philosophers and beyond are construed as categorically distinct from atomic theories amenable to experimental investigation and support and as contributing little to the latter from a historical point of view. The thesis will provoke historians and philosophers of science alike and will require a revision of a range of standard views in the history of science and philosophy. The book is key reading for students and scholars in History and Philosophy of Science and will be instructive for and provide a challenge to philosophers, historians and scientists more generally.

Historically, the scientific method has been said to require proposing a theory, making a prediction of something not already known, testing the prediction, and giving up the theory (or substantially changing it) if it fails the test. A theory that leads to several successful predictions is more likely to be accepted than one that only explains what is already known but not understood. This process is widely treated as the conventional method of achieving scientific progress, and was used throughout the twentieth century as the standard route to discovery and experimentation. But does science really work this way? In Making 20th Century Science, Stephen G. Brush discusses this question, as it relates to the development of science throughout the last century. Answering this question requires both a philosophically and historically scientific approach, and Brush blends the two in order to take a close look at how scientific methodology has developed. Several cases from the history of modern physical and biological science are examined, including Mendeleev's Periodic Law, Kekule's structure for benzene, the light-quantum hypothesis, quantum mechanics, chromosome theory, and natural selection. In general it is found that theories are accepted for a combination of successful predictions and better explanations of old facts. Making 20th Century Science is a large-scale historical look at the implementation of the scientific method, and how scientific theories come to be accepted.

A brand new edition of an internationally renowned science bestseller Now well into its fourth decade, What is this thing called science? has become something of a classic the world over, available in nineteen languages. Each decade Alan Chalmers has drawn on his experience as a teacher and researcher to improve and update the text. In his accessible style, Chalmers illuminates the major developments in the field over the past few years. The most significant feature of this new, fourth, edition is the addition of an extensive postscript, in which Chalmers uses the results of his recent research into the history of atomism to illustrate and enliven key themes in the philosophy of science. Identifying the qualitative difference between knowledge of atoms as it figures in contemporary science and metaphysical speculations about atoms common in philosophy since the time of Democritus proves to be a highly revealing and instructive way to pinpoint key features of the answer to the question 'What is this thing called science?' This new edition ensures that the book holds its place as the leading introduction to the philosophy of science for the foreseeable future. "Successive editions have retained and refined its clear, engaging and witty discussions of the most important topics in the field, incorporating the best new research in the field. This latest edition also adds a valuable layer of grounding in the history of science, particularly based on Chalmers' recent extensive research on the history of atomism." Hasok Chang, Department of History and Philosophy of Science, Hans Rausing Professor of History and Philosophy of Science, University of Cambridge, UK

Bringing together a wide collection of ideas, reviews, analyses and new research on particulate and structural concepts of matter, Concepts of Matter in Science Education informs practice from pre-school through graduate school learning and teaching and aims to inspire progress in science education. The expert contributors offer a range of reviews and critical analyses of related literature and in-depth analysis of specific issues, as well as new research. Among the themes covered are learning progressions for teaching a particle model of matter, the mental models of both students and teachers of the particulate nature of matter, educational technology, chemical reactions and chemical phenomena, chemical structure and bonding, quantum chemistry and the history and philosophy of science relating to the particulate nature of matter. The book will benefit a wide audience including classroom practitioners and student teachers at every educational level, teacher educators and researchers in science education. "If gaining the precise meaning in particulate terms of what is solid, what is liquid, and that air is a gas, were that simple, we would not be confronted with another book which, while suggesting new approaches to teaching these topics, confirms they are still very difficult for students to learn". Peter Fensham, Emeritus Professor Monash University, Adjunct Professor QUT (from the foreword to this book)

Everything around us is made of 'stuff', from planets, to books, to our own bodies. Whatever it is, we call it matter or material substance. It is solid; it has mass. But what is matter, exactly? We are taught in school that matter is not continuous, but discrete. As a few of the philosophers of ancient Greece once speculated, nearly two and a half thousand years ago, matter comes in 'lumps', and science has relentlessly peeled away successive layers of matter to reveal its ultimate constituents. Surely, we can't keep doing this indefinitely. We imagine that we should eventually run up against some kind of ultimately fundamental, indivisible type of stuff, the building blocks from which everything in the Universe is made. The English physicist Paul Dirac called this 'the dream of philosophers'. But science has discovered that the foundations of our Universe are not as solid or as certain and dependable as we might have once imagined. They are instead built from ghosts and phantoms, of a peculiar quantum kind. And, at some point on this exciting journey of scientific discovery, we lost our grip on the reassuringly familiar concept of mass. How did this happen? How did the answers to our questions become so complicated and so difficult to comprehend? In Mass Jim Baggott explains how we come to find ourselves here, confronted by a very different understanding of the nature of matter, the origin of mass, and its implications for our understanding of the material world. Ranging from the Greek philosophers Leucippus and Democritus, and their theories of atoms and void, to the development of quantum field theory and the discovery of a Higgs boson-like particle, he explores our changing understanding of the nature of matter, and the fundamental related concept of mass.

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 that the 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

Science should tell us what the world is like. However, realist interpretations of physics face many problems, chief among them the pessimistic meta induction. This book seeks to develop a realist position based on process ontology that avoids the traditional problems of realism. Primarily, the core claim is that in order for a scientific model to be minimally empirically adequate, that model must describe real experimental processes and dynamics. Any additional inferences from processes to things, substances or objects are not warranted, and so these inferences are shown to represent the locus of the problems of realism. The book then examines the history of physics to show that the progress of physical research is one of successive eliminations of thing interpretations of models in favor of more explanatory and experimentally verified process interpretations. This culminates in collections of models that cannot coherently allow for thing interpretations, but still successfully describe processes.

Melville's Philosophies departs from a long tradition of critical assessments of Melville that dismissed his philosophical capacities as ingenious but muddled. Its contributors do not apply philosophy to Melville in order to detect just how much of it he knew or understood. To the contrary, they try to hear the philosophical arguments themselves-often very strange and quite radical-that Melville never stopped articulating and reformulating. What emerges is a Melville who is materialistically oriented in a radical way, a Melville who thinks about life forms not just in the context of contemporary sciences but also ontologically. Melville's Philosophies recovers a Melville who is a thinker of great caliber, which means obliquely but dramatically reversing the way the critical tradition has characterized his ideas. Finally, as a result of the readings collected here, Melville emerges as a very relevant thinker for contemporary philosophical concerns, such as the materialist turn, climate change, and post-humanism.

The nature of matter and the idea of indivisible parts has fascinated philosophers, historians, scientists and physicists from antiquity to the present day. This collection covers the richness of its history, starting with how the Ancient Greeks came to assume the existence of atoms and concluding with contemporary metaphysical debates about structure, time and reality. Focusing on important moments in the history of human thought when the debate about atomism was particularly flourishing and transformative for the scientific and philosophical spirit of the time, this collection covers: - The discovery of atomism in ancient philosophy - Ancient non-Western, Arabic and late Medieval thought - The Renaissance, when along with the re-discovery of ancient thought, atomism became once again an important doctrine to be fully debated - Logical atomism in early analytic philosophy, with Russell and Wittgenstein - Atomism in Liberalism and Marxism - Atomism and the philosophy of time - Atomism in contemporary metaphysics - Atomism and the sciences Featuring 28 chapters by leading and younger scholars, this valuable collection reveals the development of one of philosophy's central doctrines across 2,500 years and within a broad range of philosophical traditions.

This monograph investigates the development of hydrostatics as a science. In the process, it sheds new light on the nature of science and its origins in the Scientific Revolution. Readers will come to see that the history of hydrostatics reveals subtle ways in which the science of the seventeenth century differed from previous periods. The key, the author argues, is the new insights into the concept of pressure that emerged during the Scientific Revolution. This came about due to contributions from such figures as Simon Stevin, Pascal, Boyle and Newton. The author compares their work with Galileo and Descartes, neither of whom grasped the need for a new conception of pressure. As a result, their contributions to hydrostatics were unproductive. The story ends with Newton insofar as his version of hydrostatics set the subject on its modern course. He articulated a technical notion of pressure that was up to the task. Newton compared the mathematical way in hydrostatics and the experimental way, and sided with the former. The subtleties that lie behind Newton's position throws light on the way in which developments in seventeenth-century science simultaneously involved mathematization and experimentation. This book serves as an example of the degree of conceptual change that new sciences often require. It will be of interest to those involved in the study of history and philosophy of science. It will also appeal to physicists as well as interested general readers.