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SUMMARY:The Pedagogical Use of the Long Past of Science: Positivism\, Hist
 oricism\, and Beyond - Professor Lewis Pyenson\, Western Michigan Universi
 ty
DTSTART:20101123T163000Z
DTEND:20101123T180000Z
UID:TALK25429@talks.cam.ac.uk
CONTACT:Nichola Daily
DESCRIPTION:*ABSTRACT*: For much of the twentieth century\, science was ta
 ught genetically\, rather than apodictically.  Arguments for this choice w
 ere made by George Sarton\, the High Modernist Belgian scholar who establi
 shed history of science as a discipline in America.  His writings show a t
 ension between faith in scientific progress\, on the one hand\, and sensit
 ivity to historical context\, on the other hand.  The tension dissolves in
  Postmodernity\, where science is presented as applied technology.\n\n*BIO
 GRAPHY*: Lewis Pyenson\, trained as a physicist and as a historian of scie
 nce (PhD Johns Hopkins University)\, is a social historian of ideas at Wes
 tern Michigan University.  He has been Graduate Dean at public universitie
 s in the United States over the past fifteen years.  Among his authored bo
 oks are _The Young Einstein_ (1985)\, _Servants of Nature_ (1999) and _The
  Passion of George Sarton_ (2007)\, in addition to a trilogy about\nscienc
 e in the overseas empires of Germany\, the Netherlands\, and France.  In 2
 005 he held the Sarton Chair in the University of Ghent. He is a Fellow of
  the Royal Society of Canada.
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  GS5\, Donald McIntyre Building)
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