Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives.
Language: English
Published by Springer, Dordrecht, 2013
Series: Book 179 of 214 - Boston Studies in the Philosophy and History of Science
- First Edition
- Hardcover
- Used
Seller: Ted Kottler, Bookseller, Redondo Beach, CA, U.S.A.Ted Kottler, Bookseller
AbeBooks seller since January 5, 2002
Condition: Used - Near fine
£ 73.83
Quantity: 1 available
Add to basketItem description from seller
Original laminated boards. Near Fine. This 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. Table of contents (12 chapters) General Introduction Alain Bernard, Christine Proust Pages 1-15 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 Pages 19-40 Teaching and Learning Medicine and Exorcism at Uruk During the Hellenistic Period Philippe Clancier Pages 41-66 Critical Approach Does a Master Always Write for His Students? Some Evidence from Old Babylonian Scribal Schools Christine Proust Pages 69-94 In What Sense Did Theon’s Commentary on the Almagest Have a Didactic Purpose? Alain Bernard Pages 95-121 Comparative Approach Relationships Between French “Practical Arithmetics” and Teaching? Stéphane Lamassé Pages 125-153 On the Transmission of Mathematical Knowledge in Versified Form in China Andrea Bréard Pages 155-185 Mathematical Progress or Mathematical Teaching? Bilingualism and Printing in European Renaissance Mathematics Giovanna C. Cifoletti Pages 187-214 Zooming Approach Leonardo of Pisa and the Liber Abaci. Biographical Elements and the Project of the Work Eva Caianiello Pages 217-246 Didactical Dimensions of Mathematical Problems: Weighted Distribution in a Vietnamese Mathematical Treatise Alexei Volkov Pages 247-271 Learning and Teaching Medicine in Late Imperial China Florence Bretelle-Establet Pages 273-301 On the Sources of the Historian of Science from the Perspective of a History of Education Karine Chemla Pages 305-324 Boston Studies in the Philosophy and History of Science, 301.…
Seller Inventory # 25496
- Title
- Scientific Sources and Teaching Contexts Throughout History: Problems and Perspectives.
- Author
- BERNARD, Alain & Christine PROUST (eds.):
- Publisher
- Springer, Dordrecht
- Publication year
- 2013
- Condition
- Near fine
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 9400751214
- ISBN 13
- 9789400751217
- Edition
- 1st Edition
- Series
- Book 179 of 214: Boston Studies in the Philosophy and History of Science
This 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.
"Synopsis" may belong to another edition of this title.
From the Back Cover
This 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.
"About the title" may belong to another edition of this title.
Ted Kottler, Bookseller
Redondo Beach, CA, U.S.A.
AbeBooks seller since January 5, 2002
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