History Of Science Research Articles

Classes as Clusters

This essay examines Charles S. Pierce’s critique of nominalism against the background of the debate about natural kinds at the time of the first reception of Darwin's Origin of Species. In the history of the so-called dispute over universals in Western philosophy, the phenomenon of species constancy has always been of central importance (since Plato). Darwin's historicization of species was seen by some of Peirce's contemporaries, including Chauncey Wright, as support for Mill's nominalism. Peirce believed the opposite, that Darwin's history of the origin of species supports realism about universals. This is so because for Darwin species arise independently of the human mind. Just as a history of science does not have to cast doubt on the reality of scientific disciplines, a history of species does not have to make their reality appear questionable. However, a concept of modifiable species is needed to understand this history. Peirce develops such a concept by understanding species, ahead of his time, as variable clusters.

“Materials of the School of ‘Mathematical and Navigational Sciences’ under the jurisdiction of the armory chamber” from N. P. Durov’s collection as a historical source

The School of Mathematical and Navigational Sciences, the first specialized technical educational institution in Russia, was founded on the initiative of Peter the Great in Moscow in 1701. Subsequently, the Maritime Academy in St. Petersburg (1715) was set up, based on the School’s Navigators’ Classes. Most of the School’s documents were lost during the fire in the Naval Cadet Corps in 1771. A set of manuscript documents bound together, comprising the Navigation School’s bookkeeping documentation, has been preserved in the personal fonds of N. P. Durov (1831–1879), professor at the Institute of the Corps of Railway Engineers (St. Petersburg) and historian of science and technology, deposited at the Russian State Library’s Manuscript Department. This manuscript has so far remained unpublished and little-known to researchers. Durov was a renowned bibliophile and collector of manuscripts and books. Many unique handwritten materials ended up in his library after the acquisition of a part of the book collection that belonged to a collector and amateur archeographer A. I. Sulakadzev. However, as our research proved, Durov obtained these Navigation School’s manuscript documents from the home library of the writer B. M. Fedorov. After Durovʼs death, these documents were purchased by the Moscow book dealer V. V. Gautier and subsequently acquired from him by the Library of the Moscow Public Museum. This manuscript is an important source on the history of the creation and early years of the Navigation School. It includes petitions to the Tsar from its future students and the documents of both the School and the Armory that contain information about the educational process organization and the first naval cadets’ everyday life.

29ᵗʰ Annual Scientific Conference of S. I.Vavilov Institute for the History of Science and Technology of the Russian Academy of Sciences, devoted to the 160th Anniversary of the Birth of V. I. Vernadsky

29ᵗʰ Annual Scientific Conference of S. I.Vavilov Institute for the History of Science and Technology of the Russian Academy of Sciences, devoted to the 160th Anniversary of the Birth of V. I. Vernadsky

‘Wundt's work is merely an incident in one of the challenging scholarly careers on recent history’: The media and academic reception of Völkerpsychologie, 1900–1920

Wundt's Völkerpsychologie (VP) is an exceptional case in the history of psychology. Outlined in 1863 in the second volume of Vorlesungen über Menschen- und Thierseele (Lectures on the Human and Animal Soul), VP was finally published 37 years later in 10 volumes during the last 20 years of the author's life. The work was characterized by an ambitious program of multimethod and transdisciplinary research. This article explores the intellectual and contextual reasons for the early successes and failures of VP. We analyzed n = 264 articles published in the German press and n = 220 books, reviews, and articles published in scientific journals that explicitly cited the 10 volumes between 1900 and 1920. VP received considerable criticism from linguists and philologists, who claimed that its results were of little practical use for their research. The first volumes of VP were criticized for their abstract character and psychological indifferentism; on the other hand, positive reviews emphasized their attempt to systematize and give a philosophical order to the individual investigations of philology, linguistics, comparative history, religious studies, and so on. The normative-methodological role that VP tried to play in relation to the other historical sciences was significantly criticized, and this was a determining factor in its diminishing impact over time. Some of Wundt's hypotheses were philosophically at odds with the project of German cultural imperialism that was being developed at the time and with which most of his intellectual enemies agreed.

Renaissance Goo: Senses and Materials in Early Modern Apothecary Taxonomies and Soft Matter Science

This essay brings together research in the history of science and soft matter physics to consider how early modern Italian apothecaries organised and communicated their knowledge from the fourteenth to the seventeenth century through an “apothecary taxonomy.” This was based on a what we call a “hylocentric” classification scheme (from the Greek hyle = matter, material, stuff) founded on a tactile understanding of materials. We will investigate how the behaviour of medicines under deformation and flow – their “rheology” – is a previously underestimated organisational principle, and consider the specialist vocabulary these author-practitioners used to describe different liquid and liquid-like formulations. We will also suggest that the rheology of these formulations – which today falls under the domain of “soft matter science” – affected the material culture of apothecary shops, in the arrangement and selection of drug bottles and jars, which presented this knowledge visually to visitors and clients. That soft matter scientists organise the substances they study in similar ways to early modern apothecaries suggests the agency of materials in affecting human categorisations.

«Ukrainian crisis» of the Society of Marxist Historians

The article is devoted to the discussion that unfolded at the turn of the 1920s-30s between "Moscow" and "Ukrainian" historians on the principles of interaction between the Society of Marxist Historians at the Communist Academy and the Ukrainian Society of Marxist Historians. The study of the discussion allows us to come to the problem of building a model of interaction between the center and the regions in Soviet historical science. New documents from the Archive of the Russian Academy of Sciences demonstrate that the Moscow Society of Marxist Historians, headed by M.N. Pokrovsky set a course to build a relatively centralized model, which was opposed by Ukrainian historians who defended the principles of national communism. The confrontation was open in nature, in which Ukrainian historians relied on the leadership of the Ukrainian SSR. During the so-called "Great Turning Point", a wave of political purges swept through, which hit the Ukrainian intelligentsia hard, among others. After that, the obstacles to the Society of Marxist Historians were removed. However, it also found itself in crisis due to the death of its leader, M.N. Pokrovsky. The fruits of the discussion have already been "reaped" by other institutions: first, the Institute of History at the Communist Academy, and then the Institute of History of the USSR Academy of Sciences. The consequences of the "Ukrainian crisis" were massive. The opponents of building a centralized model of historical science, in which the republican centers were subordinate to the Moscow ones, were eliminated. This directly affected the process of creating the histories of the peoples of the USSR: the overcoming of the territorial historical and cultural approach, associated primarily with the Ukrainian political and intellectual elite, began, and projects appeared to create not individual histories of the republics, but the all-Union history of the USSR.

Matteo Vagelli, Reconsidering historical epistemology: French and anglophone styles in history and philosophy of science, 2024. Springer.

Matteo Vagelli, Reconsidering historical epistemology: French and anglophone styles in history and philosophy of science, 2024. Springer.

Gravity’s eastern voyage: the introduction, transmission, and impact of Newtonian mechanics in late imperial China (1727–1912)

This study traces the intricate journey of Newtonian mechanics in Qing China from 1727 to 1912, elucidating the complex interplay of science, religion and politics in cross-cultural knowledge exchange. Initially introduced by Jesuit missionaries through lunar theory in calendrical reform, followed by cometary and heliocentric concepts, the dissemination of Newtonian mechanics gained momentum after the Opium Wars (1839–1842). Subsequently, Protestant missionaries and Chinese scholars collaborated to translate and propagate Newton’s laws of gravitation and motion, often contextualized within natural theology, through Western texts, popular science literature, and periodicals. This process culminated in the integration of Newtonian principles into national educational curricula in the early twentieth century. Significantly, Newtonian mechanics transcended its scientific realm, infiltrating political discourse as reformist thinkers leveraged mechanical terminology to advocate for sociopolitical change. This historical episode illustrates how the assimilation of Newtonian mechanics was influenced by missionary approaches, indigenous intellectual traditions, pragmatic national interests, and the tumultuous political landscape of Late Qing. By challenging Eurocentric narratives and highlighting Chinese agency in adapting Western knowledge, this study contributes to a more inclusive history of Newtonian science, offering a nuanced perspective on global scientific circulation.

Historian Ilya Evgenyevich Zelenin as shown through his scientific library

The article analyses the scientific biography of Ilya Evgenyevich Zelenin – an outstanding agrarian historian, Doctor of Historical Sciences, Professor, leading researcher of the Institute of Russian History of the Russian Academy of Sciences. The main source used are copies of books presented to Zelenin, devoted to the agrarian and political history of Russia in the twentieth century. On their basis, a conclusion is made about the key elements of the historian's research credo, namely: painstakingness in working out the historiography of the issue, a wide archival search, accuracy of scientific terminology and understanding of the formality of ideological stamps. There are two stages in the author's scientific work, connected with the study of the history of state farm construction in the USSR and the history of agrarian policy of I. V. Stalin and N. S. Khrushchev, in each of which the historian achieved serious successes.

Count D. A. Tolstoy – researcher of Catholicism

The review of the monograph by Inna Evgenievna Barykina, Doctor of Historical Sciences, under the title "A Typical St. Petersburg Officialو Count Dmitry Andreevich Tolstoy (1823-1889): the Experience of the Minister Biography" focuses on the characterization of D.A. Tolstoy as a researcher of Catholicism in Russia. It is noted that the monograph author is by no means inclined to exaggerate Count Tolstoy's contribution to the Catholicism historiography, however, his work served a valuable help to both the count's contemporaries and the 21st century scientists. I.E. Barykina convincingly showed that in all his positions, count D.A. Tolstoy proved himself not only as a statesman, but also as an intellectual and a historian who laid the foundations for studying the Catholicism history in Russia.

The history of science captured in paintings: what modern scientists can learn by studying the history of science?

The history of science captured in paintings: what modern scientists can learn by studying the history of science?

In memoriam José Chabás Bergón (1948–2024)

José Chabás Bergón (or simply José Chabás), professor emeritus at Universitat Pompeu Fabra (Barcelona), died on June 9, 2024 in Barcelona of complications following bypass surgery. His contributions to the study of astronomical tables significantly added to our knowledge of technical astronomy as practiced in the Middle Ages. Indeed, he was a leading scholar in this field. How to cite: Goldstein, B. R. "In memoriam José Chabás Bergón (1948–2024)". Aestimatio: Sources and Studies in the History of Science (2023) 4: mem01 1–8. https://doi.org/10.33137/aestimatio.v4.44041

Mathematics, Administrative and Economic Activities in Ancient Worlds edited by Cécile Michel and Karine Chemla

Reviewed by: Carlos Gonçalves Recently, we have been fortunate to see the start of a new research project, Mathematical Sciences in the Ancient World (the SAW Project), and the publication of a new book series, Why the Sciences of the Ancient World Matter. The SAW Project was funded by an advanced research grant from the European Research Council from 2011 to 2016, which had Karine Chemla as the principal investigator, together with Christine Proust and Agathe Keller, all researchers in the history of ancient mathematics of, respectively, China, Mesopotamia, and South Asia. The book series started in 2018 and it has been one of the most important vehicles to make public the extraordinary amount of material produced by the research project. How to cite: Gonçalves, C. rev. "Mathematics, Administrative and Economic Activities in Ancient Worlds" edited by Cécile Michel and Karine Chemla. Aestimatio: Sources and Studies in the History of Science (2023) 4: rev02 1–40. https://doi/10.33137/aestimatio.v4.43350.

Historical Geographies of Engineering: Knowledges, Practices, Identities

ABSTRACTDrawing on established scholarship in the historical geography of science, the history of technology and science and technology studies, this paper argues for the significance of an historical geography of engineering. Large‐scale and transformative infrastructure projects have been a common focus in historical geography, however comparatively little attention has been paid to the engineers responsible for designing and implementing them. This paper reviews recent work which has foregrounded engineers and their work across diverse times and places. It conceptualises engineering in three ways: as a form of knowledge about the world that is connected to, but distinct from, science; as a set of practices undertaken in specific locations; and as an identity that, since the profession's origin in the 18th century, has enabled individuals to claim expertise in relation to environmental management and therefore exert power over land, territory and people. The article reviews geographical inquiry that foregrounds these perspectives on engineering and suggests future directions for research in the field.

I. I. von Felbiger and the creation of the European school education system

Introduction. One of the most important conditions for the success of any type of activity is its systematic nature. This statement fully applies to such an important area of the spiritual life of society as education. The creation of the educational system in Europe is associated with the name of the outstanding teacher-reformer Johann Ignaz von Felbiger (1724-1788), who vividly proved himself as a scientist, founder of educational institutions, author of important documents and textbooks that for many decades determined the content and nature of schooling in European countries and in Russia. Materials and methods. The author uses the following research methods: analysis of historical and pedagogical literature, biographical and historical methods, an axiological scientific approach to the study of the value content in the activities of I. I. von Felbiger. The work uses publications by foreign and Russian authors. Results. The period of I. I. von Felbiger's life and his organizational activities coincided with the age of Enlightenment, which led to an increase in interest among a significant part of the population of many European countries in science and its practical use in the interests of society, as well as to the problems of educational development. I. I. von Felbiger acted as the organizer of educational institutions designed for various groups the population and the levels of training of students. He substantiated the idea of the first public school system in history and partially implemented it into practice. Over time, this system, which in some countries was called Sagan, became generally accepted in Europe. His ideas were developed in the process of creating a school education system in the Russian Empire. Discussion. Von Felbiger's activities in the field of education were multifaceted. He carried out the practical management of the educational institution, was a teacher, the general commissioner for education of the whole country, and finally, he created valuable legislative acts that received approval from the monarchs and ordinary teachers. He also authored methodological and educational manuals for teachers that corresponded to the current needs of society. Conclusion. The famous educational reformer von Felbiger left a vivid mark on the history of European science and culture. He went down in the history of pedagogy as the creator of the Sagan school system. The history of his life and work, as well as the genesis of the first education system he created in Europe, deserve further comprehensive study.

Venus’s phases: evidence supporting heliocentrism

Abstract The affirmation of the Copernican system marks a milestone in the history of science. However, in educational settings, theoretical and philosophical aspects are often prioritized, with less attention paid to the empirical and quantitative data supporting heliocentrism. The discovery of Venus phases by Galileo Galilei through his early telescope represents a compelling piece of evidence corroborating the Sun-centered model. A renowned drawing published in Galilei's treatise ‘Il Saggiatore’ (1623) illustrates this phenomenon and the anti-correlation between phases and apparent diameter. The analysis of the illustration reveals precise quantitative information comparable in accuracy to that which can be extracted from contemporary astrophotography. Inspired by this result, the galileian discovery has been revisited and tailored into activities suitable for both high school and college teaching levels. These activities invite students to construct their own empirical evidence for heliocentrism by analyzing digital images and using interactive digital tools for image manipulation. The topic has also been proposed at the university level through more advanced analysis techniques. The common aim at each level is to engage students in a dynamic ‘learning by doing’ experience, replicating pivotal moments from the history of science and transforming a topic traditionally confined to the history of ideas into a living, interactive subject.

Geological (Dis)orientations: Training Sites, Storytelling, and Fieldwork in the Chilean Andes

This article explores place-based geological storytelling by examining the role of training sites in the geoscientific learning process. Based on ethnographic work conducted with geoscientists in the Liquiñe-Ofqui Geological Fault, I illustrate how sites located in the Chilean Andes have historically been used to practice geoscientific storytelling and to learn the language and theory of plate tectonics. Building on scholarship in STS and the history of science which has documented how plate tectonics and the associated paradigm shift changed the authority of field geology, I show how, rather than replacing fieldwork, place-based observations still play a central role in helping students gain a professional vision in geology. Reflecting on fieldwork training sites and geoscientists’ negotiated attempts to tell geological stories, this article speaks to the question: from where are the stories of the earth told?

Hidden histories of science and medicine: spirit mediumship and the ‘psychology without a soul’

Mental health professionals working with the dying and bereaved may occasionally feel that a belief in the mind’s persistence after death can function as an important coping device for some of their patients. To facilitate an unbiased reading of the empirical articles in this thematic issue, this essay therefore uses the history of a particularly contested area of ‘survival research’, spirit mediumship, to highlight widely forgotten but pivotal historical contexts and complexities which have failed to inform and balance standard academic receptions of empirical approaches to the mind’s hypothetic survival of death. After sketching diametrically opposed attitudes to mediumship by the founders of modern psychology, William James and Wilhelm Wundt, and psychiatrist Eugen Bleuler’s defences of research with mediums against the dismissive stance exemplified by Emil Kraepelin and Henry Maudsley, I conclude that standard interpretations of any open-minded scientific interest in mediumship and survival research as wishful thinking are asymmetrical and psychologically simplistic.

Как можно понимать и как тогда практиковать историческую социологию

The essay presents its author's understanding of historical sociology, as well as a view on how to practice historical sociology. The preconditions that have been necessary for the emergence of historical sociology from the American intellectual tradition are the following: first, to overcome the ‘historiosophical ahistoricism’ of classical sociology and the ahistoricism of early empirical sociology in the United States. Second, the emergence of ‘social history’ in Europe under the influence of the Great War and the social sciences rejecting the idea of progress in its evolutionary and revolutionary interpretations. The essay provides a detailed investigation of the features of the ‘new historical science’ in comparison with its traditional counterpart, as well as exploring the similarities and differences between social history and historical sociology. Social history is considered as an intermediate link between the classical ‘sociology of history’ and American historical sociology. Following social history, historical sociology turns to comparative studies and quantitative methods, but at the same time does not abandon hermeneutics. Historical sociology presupposes a mutual weakening of the nomothetics of classical ‘grand theories’ and the ideography of traditional history. It also implies a full-fledged sociological investigation of historical phenomena using procedures accepted in empirical sociology, rather than the reinterpretation of historical research in sociological-theoretical terms. This results in the emergence of special (rather than general) processual and medium-level theories of social change based on historical facts. Historical sociology focuses on theoretical generalizations, which clearly distinguishes it from social history. The essay investigates the different approaches and purposes of using the comparative historical method - and the quantitative methods that complement it. In turn, their utilization leads to problems with the acceptance of their results by traditional historians specialized in a single country and on studying primary sources in the original. Instead of concluding, the author discusses his experience and participation in the institutionalization of historical sociology in Russia and points out the problems hindering it.

Epilogue

Abstract In this text, we discuss the challenges of researching historical methods of teaching science and we emphasize the importance of scientific materials held in academic collections as sources for understanding past teaching practices. As a case study, the text presents the scientific exchange between Germany and Russia in the nineteenth century, in which scientific instruments played a crucial role in communicating research practices across language boundaries. Because it is impossible to access scientific materials in their historical contexts and written sources rarely describe them, we advocate an interactive approach, convinced that engaging with scientific materials opens deeper insights into historical learning settings. With this approach, we take up the central role of materiality in knowledge creation, which has become established in recent decades and has driven a shift from text-based studies to material-based studies in the history of science. We propose to incorporate this change into the practice of teaching history of science.