A People's History of Science: Miners, Midwives, and Low by Clifford D. Conner

By Clifford D. Conner

We know the heritage of technology that we discovered from grade college textbooks: How Galileo used his telescope to teach that the earth was once now not the heart of the universe; how Newton divined gravity from the falling apple; how Einstein unlocked the mysteries of time and area with an easy equation. This historical past is made from lengthy classes of lack of awareness and confusion, punctuated as soon as an age by way of an excellent philosopher who places all of it jointly. those few tower over the normal mass of individuals, and within the conventional account, it truly is to them that we owe technological know-how in its entirety. This trust is inaccurate. A People's heritage of technological know-how indicates how usual humans perform growing technology and feature performed so all through heritage. It records how the advance of technology has affected traditional humans, and the way traditional humans perceived that improvement. it'd be mistaken to assert that the formula of quantum conception or the constitution of DNA may be credited on to artisans or peasants, but when sleek technological know-how is likened to a skyscraper, then these twentieth-century triumphs are the delicate filigrees at its top which are supported via the large beginning created via the remainder of us.

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Extra info for A People's History of Science: Miners, Midwives, and Low Mechanicks

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4. INTERPRETATIONS The study confirms that analogies can be powerful tools in guiding students towards an understanding of the principle of limited predictability. The theoretical and methodological setting of the study allowed us to construct a fine-grained picture of analogy use, that is, a micro-level description of the role of analogies in learning about chaos theory. In accordance with our theoretical considerations we focused our data analysis on the role of intuitive schemata and mental images for analogy construction and the heuristic use of analogies.

On the other hand, it seems unlikely that the strong program of constructivism is compatible with objectivist metaphors, but is this because this program is taken literally rather than metaphorically? Or is there something intrinsically incompatible about some of the metaphors of constructivism and objectivism? Do they, perhaps, have distinctively different domains of applicability? Or perhaps our dualist thinking is getting the better of us, and a dialectical rationality is needed to hold apparent antinomies in tension, perhaps seeking a higher order synthesis.

This implies that analogies are more of a tool to bring about hypotheses instead of supporting them. The support of hypotheses is a matter of empirical testing and beyond analogy use (Bunge, 1973). 44 JENS WILBERS AND REINDERS DUIT 3. A STUDY IN THE DOMAIN OF LIMITED PREDICTABILITY OF CHAOTIC SYSTEMS The above views of differentiating heuristic and post-festum analogies emerged from the analysis of students’ learning processes when they investigated a chaotic pendulum. The major results are summarised in the following to illustrate the significance of the model presented in Figure 2.

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