“Islamic” Science Or “Arab” Science? 2 This Is a Relevant Question
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The Mathematical Work of John Napier (1550-1617)
BULL. AUSTRAL. MATH. SOC. 0IA40, 0 I A45 VOL. 26 (1982), 455-468. THE MATHEMATICAL WORK OF JOHN NAPIER (1550-1617) WILLIAM F. HAWKINS John Napier, Baron of Merchiston near Edinburgh, lived during one of the most troubled periods in the history of Scotland. He attended St Andrews University for a short time and matriculated at the age of 13, leaving no subsequent record. But a letter to his father, written by his uncle Adam Bothwell, reformed Bishop of Orkney, in December 1560, reports as follows: "I pray you Sir, to send your son John to the Schools either to France or Flanders; for he can learn no good at home, nor gain any profit in this most perilous world." He took an active part in the Reform Movement and in 1593 he produced a bitter polemic against the Papacy and Rome which was called The Whole Revelation of St John. This was an instant success and was translated into German, French and Dutch by continental reformers. Napier's reputation as a theologian was considerable throughout reformed Europe, and he would have regarded this as his chief claim to scholarship. Throughout the middle ages Latin was the medium of communication amongst scholars, and translations into vernaculars were the exception until the 17th and l8th centuries. Napier has suffered badly through this change, for up till 1889 only one of his four works had been translated from Latin into English. Received 16 August 1982. Thesis submitted to University of Auckland, March 1981. Degree approved April 1982. Supervisors: Mr Garry J. Tee Professor H.A. -
Mathematicians
MATHEMATICIANS [MATHEMATICIANS] Authors: Oliver Knill: 2000 Literature: Started from a list of names with birthdates grabbed from mactutor in 2000. Abbe [Abbe] Abbe Ernst (1840-1909) Abel [Abel] Abel Niels Henrik (1802-1829) Norwegian mathematician. Significant contributions to algebra and anal- ysis, in particular the study of groups and series. Famous for proving the insolubility of the quintic equation at the age of 19. AbrahamMax [AbrahamMax] Abraham Max (1875-1922) Ackermann [Ackermann] Ackermann Wilhelm (1896-1962) AdamsFrank [AdamsFrank] Adams J Frank (1930-1989) Adams [Adams] Adams John Couch (1819-1892) Adelard [Adelard] Adelard of Bath (1075-1160) Adler [Adler] Adler August (1863-1923) Adrain [Adrain] Adrain Robert (1775-1843) Aepinus [Aepinus] Aepinus Franz (1724-1802) Agnesi [Agnesi] Agnesi Maria (1718-1799) Ahlfors [Ahlfors] Ahlfors Lars (1907-1996) Finnish mathematician working in complex analysis, was also professor at Harvard from 1946, retiring in 1977. Ahlfors won both the Fields medal in 1936 and the Wolf prize in 1981. Ahmes [Ahmes] Ahmes (1680BC-1620BC) Aida [Aida] Aida Yasuaki (1747-1817) Aiken [Aiken] Aiken Howard (1900-1973) Airy [Airy] Airy George (1801-1892) Aitken [Aitken] Aitken Alec (1895-1967) Ajima [Ajima] Ajima Naonobu (1732-1798) Akhiezer [Akhiezer] Akhiezer Naum Ilich (1901-1980) Albanese [Albanese] Albanese Giacomo (1890-1948) Albert [Albert] Albert of Saxony (1316-1390) AlbertAbraham [AlbertAbraham] Albert A Adrian (1905-1972) Alberti [Alberti] Alberti Leone (1404-1472) Albertus [Albertus] Albertus Magnus -
Presidential Address
Empowering Philosophy Christia Mercer COLUMBIA UNIVERSITY Presidential Address delivered at the one hundred sixteenth Eastern Division meeting of the American Philosophical Association in Philadelphia, PA, on January 10, 2020. The main goal of my presidential address in January 2020 was to show that philosophy’s past offers a means to empower its present. I hoped to encourage colleagues to make the philosophy we teach and practice more inclusive (both textually and topically) and to adopt a more public- facing engagement with our discipline. As I add these introductory remarks to my January lecture, it is June 2020 and the need to empower philosophy has never seemed more urgent. We’ve witnessed both the tragic death of George Floyd and the popular uprising of a diverse group of Americans in response to the ongoing violence against Black lives. Many white Americans—and many philosophers—have begun to realize that their inattentiveness to matters of diversity and inclusivity must now be seen as more than mere negligence. Recent demonstrations frequently contain signs that make the point succinctly: “Silence is violence.” A central claim of my January lecture was that philosophy’s status quo is no longer tenable. Even before the pandemic slashed university budgets and staff, our employers were cutting philosophy programs, enrollments were shrinking, and jobs were increasingly hard to find. Despite energetic attempts on the part of many of our colleagues to promote a more inclusive approach to our research and teaching, the depressing truth remains: -
La Fortuna Di Omar Khayyam in Italia
Gentes, anno III numero 3 - dicembre 2016 Visioni interdisciplinari La fortuna di Omar Khayyam vari libri sull’aritmetica, l’algebra e la musica prima in Italia do le difficoltà del tempo, Khayyam riuscì a scrivere Mehrnaz Montaseri di venticinque anni. Nel 1070 si trasferì a Samarcanda Università per Stranieri di Perugia scrivere il suo libro più importante, il Trattato sulla dimostrazionedove venne protetto dei problemi dal giurista di algebra Abu .Taher e riuscì a Abstract Nel 1073 Khayyam venne inviato dallo Shah Jalal Nato a Nishapur, in Iran nord-orientale, Omar Khayyam (1048-1131) fu al-Din Malek a Isfahan per fondarci un osservatorio Khayyam poeta si comincia a parlare solo nel XIII secolo (Ibn al-Qifti), e astronomico, dove per qualche decennio guidò gli un matematico, astronomo, scienziato, filosofo e poeta iraniano. Di un- ca. Anche l’Occidente ha conosciuto per primo un Khayyam matematico, astronomi per il raggiungimento di risultati di altis- attraversosempre quale la pubblicazione sua attività marginale nel 1851 rispetto della sua alla preziosa pura indagine Algebra scientifi e solo alcuni anni più tardi ha avuto la rivelazione del poeta. Dopo la scoperta sima qualità: la compilazione di accurate tavole astro- di un Khayyam poeta è stato dato spazio piuttosto ampio alla sua opera nomiche e la riforma del calendario. Questa opera Iran e in Occidente, sia dal suo particolare valore estetico nella storia venne conclusa nel 1079 ed in quell’anno venne fatta dellaletteraria. quartina. Questo Infatti, spazio Khayyam è giustificato divenne sia moltodalla granpopolare fama indel Occidente, poeta in cominciare la cosiddetta era Jalali (da Jalal al-Din). -
1. Quellen 2. Geozentrische Weltbilder 2.1 Heutige Naive Vorstellung 2.2
1. Quellen 2. Geozentrische Weltbilder 2.1 Heutige naive Vorstellung 2.2 Epizykel 2.3 Exzenter Alfred Holl 2.4 Untere Planeten Weltmodelle im Mittelalter 3. Heliozentrisch-geostationär 4. Heliozentrisch-heliostationär Vom geozentrischen zum heliozentrischen Weltbild 5. Astronomische Tafeln (Erfurt CA 2° 19, 78v) Alfred Holl, Weltmodelle 09.03.2013/1 1. Quellen 1.1 Deutsche Sphära Konrad von Megenberg (~1309-1374) Deutsche Sphära wahrscheinlich zwischen 1340 und 1349 in Wien Cgm 156, Cgm 328, Graz II/470 ed. Matthaei 1912 ed. Brévart 1980 (Deutsche Sphaera, Cgm 156, 1r aus Mai, Paul: Ausstellungskatalog, 2009, 155) Alfred Holl, Weltmodelle 09.03.2013/2 1. Quellen Quellen (alle basierend auf Ptolemaios): 1.1 Deutsche Sphära Johannes von Sacrobosco (~1200-~1256) Tractatus de sphaera materiali 1233 Entstehung bis in 16. Jh. universitäre Astronomie-Einführung (ed. Thorndyke 1949, Brévart 1980) auf der Basis von al-Fargani (~863), De scientia astrorum übers. von Johannes Hispalensis (akt. 1135-1153) (ed. Campani 1910, Carmody 1943) al-Battani (-929), Opus astronomicum / Zig übersetzt von Plato von Tivoli (aktiv 1134-1145) (ed. Nallino 1903) Kommentare zu Sacrobosco (z.B. Cecco d’Ascoli) (Cgm 156, 1r) Puechlein von der Spera (~1375) (ed. Brévart 1979) Alfred Holl, Weltmodelle 09.03.2013/3 1. Quellen 1.2 Französische volkssprachliche Sphära Nicole Oresme (~1323-1382) Traité de l’espère (zwischen 1362 und 1377) (ed. Myers 1940, McCarthy 1943) ebenfalls auf der Basis von Johannes von Sacrobosco Nicole Oresme mit Armillarsphäre (www.nicole-oresme.com) (Bibliothèque Nationale, Paris, France, fonds français 565, fol. 1r) Alfred Holl, Weltmodelle 09.03.2013/4 1. Quellen 1.3 Autoren und Übersetzer Adelhard von Bath Adelhard (-1142) Gerhard von Cremona (-1187) Plato von Tivoli / Tiburtinus (-1145) Robert von Chester / Reading (-1150) / Hisp. -
The Epistemology of Racism and Community-Based
THE EPISTEMOLOGY OF RACISM AND COMMUNITY-BASED ASSESSMENT PRACTICE By ASAO B. INOUE A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY WASHINGTON STATE UNIVERSITY Department of English May 2005 © Copyright by ASAO B. INOUE, 2005 All Rights Reserved © Copyright by ASAO B. INOUE, 2005 All Rights Reserved To the Faculty of Washington State University: The members of the Committee appointed to examine the dissertation of ASAO B. INOUE find it satisfactory and recommend that it be accepted. ___________________________________ Chair ___________________________________ ___________________________________ ii ACKNOWLEDGMENTS I would like to thank Dr. Victor Villanueva, Dr. Rory Ong, and Dr. William Condon for their careful reading of earlier drafts of this dissertation. Additionally, I appreciate Dr. Peter Elbow’s gracious help and copious suggestions on an earlier version of chapter five, a version of which appeared in the journal Assessing Writing 10.1 (2005). Most of all, I thank kelly Inoue for supporting me, keeping my life in order, and making it possible for me to do the work required for this dissertation. iii iv THE EPISTEMOLGY OF RACISM AND COMMUNITY-BASED ASSESSMENT PRACTICE Abstract by Asao B. Inoue, Ph.D. Washington State University May 2005 Chair: Victor Villanueva, Jr. This is a discussion that theorizes the epistemology of racism and incorporates it into a critical writing pedagogy. It uses primarily a critical sophistic pedagogy, a set of community- based assessment practices, and a rhetoric of hard agreements, all theorized. This discussion draws primarily from three areas: (1) sophistic rhetorical and pedagogical theory, primarily discussions around nomos-physis, Protagoras’ man-measure doctrine and his antilogical heuristics for rhetorical invention; (2) cultural theory and theories surrounding the ideological and rhetorical construction of race, class, and power; and (3) composition theory, primarily assessment theory and critical pedagogical theory. -
Social Epistemology
Social Epistemology Franz Dietrich1 and Kai Spiekermann2 May 2019 Abstract Social epistemology studies knowledge in social contexts. Knowledge is ‘social’ when its holder communicates with or learns from others (Epistemology in groups), or when its holder is a group as a whole, literally or metaphorically (Epistemology of groups). Group knowledge can emerge explicitly, through aggregation procedures like voting, or implicitly, through institutions like deliberation or prediction markets. In the truth-tracking paradigm, group beliefs aim at truth, and group decisions at ‘correctness’ – in virtue of external facts that are empirical or normative, real or constructed, universal or relativistic, etc. Procedures and institutions are evaluated by epistemic performance: Are they truth-conducive? Do groups become ‘wiser’ than their members? We review several procedures and institutions, discussing epistemic successes and failures. Jury theorems provide formal arguments for epistemic success. Some jury theorems misleadingly conclude that ‘huge groups are infallible’ – an artefact of inappropriate premises. Others have defensible premises, and still conclude that groups outperform individuals, without being infallible. Social Epistemology is the branch of Epistemology which studies knowledge in social contexts. In this review, we first set the stage by introducing clarifications, distinctions, and applications (Section 1). We then discuss formal procedures (Section 2) and informal institutional arrangements (Section 3) which generate collective beliefs or decisions that ‘track the truth’, or instead lead to epistemic failures (Section 4). 1 Scope and problems of social epistemology 1.1 Epistemology in groups versus epistemology of groups A first distinction pertains to the knowledge holder, who is either a group member or the group as a whole. -
The History of Arabic Sciences: a Selected Bibliography
THE HISTORY OF ARABIC SCIENCES: A SELECTED BIBLIOGRAPHY Mohamed ABATTOUY Fez University Max Planck Institut für Wissenschaftsgeschichte, Berlin A first version of this bibliography was presented to the Group Frühe Neuzeit (Max Planck Institute for History of Science, Berlin) in April 1996. I revised and expanded it during a stay of research in MPIWG during the summer 1996 and in Fez (november 1996). During the Workshop Experience and Knowledge Structures in Arabic and Latin Sciences, held in the Max Planck Institute for the History of Science in Berlin on December 16-17, 1996, a limited number of copies of the present Bibliography was already distributed. Finally, I express my gratitude to Paul Weinig (Berlin) for valuable advice and for proofreading. PREFACE The principal sources for the history of Arabic and Islamic sciences are of course original works written mainly in Arabic between the VIIIth and the XVIth centuries, for the most part. A great part of this scientific material is still in original manuscripts, but many texts had been edited since the XIXth century, and in many cases translated to European languages. In the case of sciences as astronomy and mechanics, instruments and mechanical devices still extant and preserved in museums throughout the world bring important informations. A total of several thousands of mathematical, astronomical, physical, alchemical, biologico-medical manuscripts survived. They are written mainly in Arabic, but some are in Persian and Turkish. The main libraries in which they are preserved are those in the Arabic World: Cairo, Damascus, Tunis, Algiers, Rabat ... as well as in private collections. Beside this material in the Arabic countries, the Deutsche Staatsbibliothek in Berlin, the Biblioteca del Escorial near Madrid, the British Museum and the Bodleian Library in England, the Bibliothèque Nationale in Paris, the Süleymaniye and Topkapi Libraries in Istanbul, the National Libraries in Iran, India, Pakistan.. -
Social Aspects of Scientific Knowledge
1 Social Aspects of Scientific Knowledge Ilkka Niiniluoto ABSTRACT. From its inception in 1987 social epistemology has been divided into analytic (ASE) and critical (CSE) approaches, represented by Alvin I. Goldman and Steve Fuller, respectively. In this paper, the agendas and some basic ideas of ASE and CSE are compared and assessed by bringing into the discussion also other participants of the debates on the social aspects of scientific knowledge – among them Raimo Tuomela, Philip Kitcher and Helen Longino. The six topics to be analyzed include individual and collective epistemic agents; the notion of scientific community; realism and constructivism; truth-seeking communities; epistemic and social values; science, experts, and democracy. KEYWORDS. democracy, epistemic values, experts, scientific community, scientific realism, social epistemology, truth-seeking, Introduction: Analytic and Critical Social Epistemology Social epistemology studies knowledge from a social point of view. As a complement to empirical studies, such as the sociology of knowledge and the sociology of science, social epistemology aims to provide a normative philosophical account of knowledge as a collective achievement. Even though the term dates from the 1950s, the work in this field started in 1987 with a special issue of Synthese, edited by Frederick Schmitt, and the new journal Social Epistemology – A Journal of Knowledge, Culture, and Policy, founded by Steve Fuller. In the next year Fuller published a monograph with the title Social Epistemology. Alvin I. Goldman, who published in the 1987 Synthese issue an article on “Social Epistemics”, developed his reliabilist epistemology in the direction of social practices in his Knowledge in a Social World (1999). -
Social Epistemology and the Project of Mapping Science
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2015 Social Epistemology and the Project of Mapping Science Kamili Posey Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1097 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! SOCIAL EPISTEMOLOGY AND THE PROJECT OF MAPPING SCIENCE BY KAMILI POSEY A dissertation submitted to the Graduate Faculty in Philosophy in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York. 2015 © 2015 KAMILI POSEY All Rights Reserved ii This manuscript has been read and accepted for the Graduate Faculty in Philosophy in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Nikolas Pappas ______________________________ ______________________________ ______________________________ Date Chair of Examining Committee Iakovos Vasiliou ______________________________ ______________________________ ______________________________ Date Executive Officer Samir Chopra ______________________________________________ Linda Alcoff ______________________________________________ Robert Sinclair ______________________________________________ Supervisory Committee THE -
Islamic Mathematics
Islamic mathematics Bibliography of Mathematics in Medieval Islamic Civilization Version 13 January 1999. This bibliography is a revised, enlarged and updated version of the bibliography on Islamic mathematics by Richard Lorch on pp. 65-86 of Joseph W. Dauben's The History of Mathematics from Antiquity to the Present: A Selective Bibliography, New York and London: Garland, 1985. This bibliography of Islamic mathematics will appear as a chapter in the updated (1999?) version of Dauben's book which will be made available as a CD-Rom. Reactions and suggestions are very welcome, and can be sent to [email protected]. In this preliminary form, no attention has been paid to diacritical marks in Arabic names. The items in the bibliography have been numbered *1, *2, ... *122, *122a, *122b, *123 etc. and many cross-references have been provided. General Introduction Introductory Works Bibliographies and Handbooks Illustrated Works Texts and Commentaries (Specific Authors in Chronological Order) Studies on Specific Subjects Transmission of Mathematics Mathematics in Specific Areas in the Islamic World Arithmetic Irrational Magnitudes Algebra Number Theory, Indeterminate Equations and Magic Squares Geometry Trigonometry Timekeeping Interpolation, Tables, Analysis of Tables Cultural Context: Islamic Aspects Mathematical Astronomy and Astrology Instruments Mathematics, Art and Architecture Optics Geography Reprinted Works and Collections of Articles General Introduction file:///P|/Igitur%20archief_repository/PR&beleid%20Ig...bsites/HOGENDIJK/hogendijk_00_islamic_mathematics.htm (1 van 33)12-2-2007 14:36:27 Islamic mathematics Islamic mathematics and Arabic mathematics are modern historical terms for the mathematical sciences in Islamic civilization from the beginning of Islam (A.D. 622) until the 17th century. -
Social Epistemology: Theory and Applications
1 2 Social Epistemology: Theory and 3 Applications 4 5 6 ALVIN I. GOLDMAN 7 8 9 1. Mainstream Epistemology and Social Epistemology 10 11 Epistemology has had a strongly individualist orientation, at least 12 since Descartes. Knowledge, for Descartes, starts with the fact of 13 one’s own thinking and with oneself as subject of that thinking. 14 Whatever else can be known, it must be known by inference from 15 one’s own mental contents. Achieving such knowledge is an individ- 16 ual, rather than a collective, enterprise. Descartes’s successors largely 17 followed this lead, so the history of epistemology, down to our own 18 time, has been a predominantly individualist affair. 19 There are scattered exceptions. A handful of historical epistemolo- 20 gists gave brief space to the question of knowing, or believing justifi- 21 ably, based on the testimony of others. Testimony-based knowledge 22 would be one step into a more social epistemology. Hume took it for 23 granted that we regularly rely on the factual statements of others, and 24 argued that it is reasonable to do so if we have adequate reasons for 25 trusting the veracity of these sources. However, reasons for such 26 trust, according to Hume, must rest on personal observations of 1 27 people’s veracity or reliability. Thomas Reid took a different view. 28 He claimed that our natural attitude of trusting others is reasonable 29 even if we know little if anything about others’ reliability. 30 Testimony, at least sincere testimony, is always prima facie credible th 31 (Reid, 1970: 240–241).