The Advancement of Science, and Its Burdens: With a New Introduction

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Harvard University Press, 1998 - 352 Seiten

How did Albert Einstein's ideas shape the imaginations of twentieth-century artists and writers? Are there national differences between styles of scientific research? By what mechanisms is progress in science achieved despite the enormous diversity of individual, often conflicting, efforts?

These are just a few of the questions posed in The Advancement of Science, and Its Burdens. Gerald Holton, one of the century's leading historians of science, continues his analysis of how modern science works and how it influences our world, with particular emphasis on the role of the thematic elements--those often unconscious presuppositions that guide scientific work to success or failure. Many of the conclusions emerge from the author's extensive study of the contributions of Albert Einstein. Indeed, Holton's new introduction for this edition, "Einstein and the Cultural Roots of Modern Science," demonstrates that Einstein's daring main pursuit, the discovery of unity among seemingly disparate aspects of physics, was psychologically supported by a surprising ally: the high literary works in which he immersed himself, above all Goethe's. This case study alone may well be a classic example for studying the interaction of science and culture.

 

Inhalt

Preface
vii
Thematic presuppositions and the direction of scientific
3
Einsteins model for constructing a scientific theory
28
The formative years
57
Einsteins search for the Weltbild
77
Einstein and the shaping of our imagination
105
Physics in America and Einsteins decision to immigrate
123
Heisenberg Oppenheimer
141
Do scientists need a philosophy?
163
Science technology and the fourth discontinuity
179
IO The two maps
197
Metaphors in science and education
229
A nation at risk revisited
253
Notes
305
Acknowledgments
332
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Autoren-Profil (1998)

Born in Berlin, Germany, Gerald Holton received his Ph.D. in physics from Harvard University in 1946. Shortly afterward, he launched into what has become a major part of his career---directing a well-known program that originally was developed to teach physical science to liberal arts majors at Harvard. This program, called Harvard Project Physics, became the model for an ambitious program to teach physics in a similar historical manner in colleges and high schools throughout the United States. Later, Holton used this model in a somewhat different manner, establishing a program for the public understanding of science that eventually grew into a journal, Science, Technology and Human Values. For many years, Holton was a coeditor of Daedalus, the journal of the American Academy of Arts and Sciences. He has also gained recognition as a biographer of Albert Einstein, and he has worked tirelessly to demonstrate that science requires as much creative imagination as do the arts and humanities.

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