Parution d’un ouvrage collectif qui propose une réflexion sur la notion de contexte en histoire des sciences, au travers de l’analyse de différents contextes d’enseignement:
Alain Bernard et Christine Proust (dir.), Scientific Sources and Teaching Contexts throughout History: Problems and Perspectives, “Boston Studies in the Philosophy of Science”, Springer.
Table des matières:
General introduction, Alain Bernard and Christine Proust
Part. I : Holistic Approach
- The Teaching Context and Reading between the 16th and 18th Centuries: The Role of the Memorization of Texts in Learning, Anne-Marie Chartier
- Teaching and learning Medicine and Exorcisme 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