This Encyclopedia offers a fresh, integrated and creative perspective on the formation and foundations of philosophy and science in European modernity. Combining careful contextual reconstruction with arguments from traditional philosophy, the book examines methodological dimensions, breaks down traditional oppositions such as rationalism vs. empiricism, calls attention to gender issues, to ‘insiders and outsiders’, minor figures in philosophy, and underground movements, among many other topics. In addition, and in line with important recent transformations in the fields of history of science and early modern philosophy, the volume recognizes the specificity and significance of early modern science and discusses important developments including issues of historiography (such as historical epistemology), the interplay between the material culture and modes of knowledge, expert knowledge and craft knowledge. This book stands at the crossroads of different disciplines and combines their approaches – particularly the history of science, the history of philosophy, contemporary philosophy of science, and intellectual and cultural history. It brings together over 100 philosophers, historians of science, historians of mathematics, and medicine offering a comprehensive view of early modern philosophy and the sciences. It combines and discusses recent results from two very active fields: early modern philosophy and the history of (early modern) science. Editorial Board EDITORS-IN-CHIEF Dana Jalobeanu University of Bucharest, Romania Charles T. Wolfe Ghent University, Belgium ASSOCIATE EDITORS Delphine Bellis University Nijmegen, The Netherlands Zvi Biener University of Cincinnati, OH, USA Angus Gowland University College London, UK Ruth Hagengruber University of Paderborn, Germany Hiro Hirai Radboud University Nijmegen, The Netherlands Martin Lenz University of Groningen, The Netherlands Gideon Manning CalTech, Pasadena, CA, USA Silvia Manzo University of La Plata, Argentina Enrico Pasini University of Turin, Italy Cesare Pastorino TU Berlin, Germany Lucian Petrescu Université Libre de Bruxelles, Belgium Justin E. H. Smith University de Paris Diderot, France Marius Stan Boston College, Chestnut Hill, MA, USA Koen Vermeir CNRS-SPHERE + Université de Paris, France Kirsten Walsh University of Calgary, Alberta, Canada

"This reference defines the rapidly emerging interdisciplinary field of literature and science. An introductory essay traces the history of the field, its growing reputation, and the current state of research. Broad in scope, the volume covers world literature from its beginnings to the present and illuminates the role of science in literature and literary studies. Included are more than 650 alphabetically arranged entries on topics, themes, writers, scientists, works, theories and methodologies. A wide range of experts contributed entries, each ending with a brief bibliography. The entire volume closes with a list of works for further reading."--BOOK JACKET.

An exploration of one of the most innovative periods in the history of Western philosophy.

With unprecedented current coverage of the profound changes in the nature and practice of science in sixteenth- and seventeenth-century Europe, this comprehensive reference work addresses the individuals, ideas, and institutions that defined culture in the age when the modern perception of nature, of the universe, and of our place in it is said to have emerged. Covering the historiography of the period, discussions of the Scientific Revolution's impact on its contemporaneous disciplines, and in-depth analyses of the importance of historical context to major developments in the sciences, The Encyclopedia of the Scientific Revolution is an indispensible resource for students and researchers in the history and philosophy of science.

The Encyclopedia of Early Modern History offers 400 years of early modern history in one work. Experts from all over the world have joined in a presentation of the scholarship on the great era between the mid-15th to the mid-19th centuries. The perspective is European. That does not mean, however, that the view on the rest of the world is blocked. On the contrary: the multifaceted interrelatedness of European and other cultures is scrutinized extensively. The Encyclopedia of Early Modern History addresses major historical questions: - which ideas, inventions, and events changed people's lives? - in which ways did living conditions change? - how do political, social, and economic developments interlock? - which major cultural currents have begun to become apparent? - how did historical interpretation of certain phenomena change? The individual articles are connected to one another as in a web of red threads. The reader who follows the threads will keep coming upon new and unexpected contexts and links.

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

This book sets out to convey the breadth of philosophical interest in life and death during the early modern period. It ranges over debates in metaphysics, the life sciences (as we now call them), epistemology, the philosophy of mathematics, philosophical psychology, the philosophy of religion, the philosophy of education, and ethics. At the same time, it aims to illuminate the relationships between the problems explored under these headings. Much of the fascination of early modern discussions of life and death lies in the way apparently disparate commitments merge into strange and unfamiliar outlooks, and challenge some of our most deeply rooted assumptions. In recent years there has been a wave of interest in the place of the life sciences within early modern natural philosophy, and biological questions about life and death form part of the subject matter discussed in these chapters. But Life and Death in Early Modern Philosophy has a further ambition: to link the predominantly theoretical preoccupations associated with the study of organisms to the practical aspect of philosophy. Instead of giving priority to themes that anticipate the preoccupations of modern science, the volume aims to remind us that philosophy, as our early modern predecessors understood it, was also about learning how to live and how to die—this, above all, is why life and death mattered to them.