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001 978-94-007-5122-4
003 DE-He213
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007 cr nn 008mamaa
008 131125s2014 ne | s |||| 0|eng d
020 _a9789400751224
_9978-94-007-5122-4
024 7 _a10.1007/978-94-007-5122-4
_2doi
050 4 _aD1-DX301
072 7 _aPDX
_2bicssc
072 7 _aSCI034000
_2bisacsh
082 0 4 _a509
_223
100 1 _aBernard, Alain.
_eeditor.
245 1 0 _aScientific Sources and Teaching Contexts Throughout History: Problems and Perspectives
_h[electronic resource] /
_cedited by Alain Bernard, Christine Proust.
264 1 _aDordrecht :
_bSpringer Netherlands :
_bImprint: Springer,
_c2014.
300 _aIX, 334 p. 227 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aBoston Studies in the Philosophy and History of Science,
_x0068-0346 ;
_v301
505 0 _aContributors -- General Introduction; Alain Bernard and Christine Proust -- Part I: Holistic Approach -- The teaching context and reading from the 16th to the 19th centuries: The role of the memorization of texts in learning; Anne-Marie Chartier -- Teaching and learning medicine and exorcism at Uruk during the Hellenistic period; Philippe Clancier -- Part II: Critical Approach -- Does a master always write for his students? Some evidence from Old Babylonian scribal schools; Christine Proust -- In what sense did Theon’s commentary on the Almagest have a didactic purpose?; Alain Bernard -- Part III: Comparative Approach -- Relationships between French “practical arithmetics” and teaching?; Stéphane Lamassé -- On the transmission of mathematical knowledge in versified form in China; Andrea Bréard -- Mathematical Progress or Mathematical Teaching? Bilingualism and Printing In European Renaissance Mathematics; Giovanna C. Cifoletti -- Part IV: Zooming Approach.- Leonardo of Pisa and the Liber Abaci. Biographical elements and the project of the work; Eva Caianiello -- Didactical Dimensions of Mathematical Problems: Weighted Distribution in a Vietnamese Mathematical Treatise; Alexei Volkov -- Learning and Teaching Medicine in Late Imperial China; Florence Bretelle-Establet -- Post Face -- On the sources of the historian of science from the perspective of a history of education; Karine Chemla -- Index.
520 _aThis book examines the textual, social, cultural, practical and institutional environments to which the expression “teaching and learning contexts” refers. It  reflects on the extent to which studying such environments helps us to better understand ancient or modern sources, and how notions of “teaching” and “learning” are to be understood. Tackling two problems: the first, is that of certain sources of scientific knowledge being studied without taking into account the various “contexts” of transmission that gave this knowledge a long-lasting meaning. The second is that other sources are related to teaching and learning activities, but without being too precise and demonstrative about the existence and nature of this “teaching context”. In other words, this book makes clear what is meant by “context” and highlights the complexity of the practice hidden by the words “teaching” and “learning”. Divided into three parts, the book makes accessible teaching and learning situations, presents comparatist approaches, and emphasizes the notion of teaching as projects embedded in coherent treatises or productions.  
650 0 _aScience
_xHistory.
650 0 _aGenetic epistemology.
650 0 _aEducation
_xPhilosophy.
650 0 _aScience
_xPhilosophy.
650 1 4 _aScience, general.
650 2 4 _aHistory of Science.
650 2 4 _aEpistemology.
650 2 4 _aPhilosophy of Education.
650 2 4 _aPhilosophy of Science.
700 1 _aProust, Christine.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400751217
830 0 _aBoston Studies in the Philosophy and History of Science,
_x0068-0346 ;
_v301
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-5122-4
912 _aZDB-2-SHU
999 _c93847
_d93847