Resulting from of a communal practice, scientific development is to some extent shaped by the particular conceptions of the problems, aims and methods of a field that are shared by the members of the scientific community concerned. Regrouping of scientists and the formation of a new community of practitioners reflect differentiation of the said conceptions of methods, aims and problems. In this connection, educational reform may be a key factor in the formation and consolidation of a new socio-cognitive constellation that may decisively affect the development of a discipline. A case in point is provided by the French Revolution, when radically changed social conditions gave birth to a new community of mathematical practitioners -- ingnieurs savants -- who shared a common education at the newly founded Ecole Polytechnique. This entirely new type of scientific institute was created in 1794 by the revolutionary Comit de Salut Public, on the instigation of its prominent member Lazare Carnot and a lobby of scientists led by Gaspard Monge, who was largely responsible for the teaching programme of the School. I intend to show how Carnot's and Monge's mathematical endeavours responded to social, political and technological developments in French society, how these concerns were reflected in the educational reforms that they carried through, and how absolutely essential the new educational arrangements were for the reception and transmission of the conceptual changes involved. As a whole, this is a historical case study about education as a mediator between social and intellectual innovation.
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Sanz, Antonio Pérez;
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Monge: Libertad, Igualdad, Fraternidad y Geometría
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Adrian Rice;
Ezra Brown;
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Commutativity and Collinearity: A Historical Case Study of the Interconnection of Mathematical Ideas. Part Ii
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Kastanis, Andreas;
(2003)
The Teaching of Mathematics in the Greek Military Academy during the First Years of Its Foundation (1828--1834)
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Meusnier, Norbert;
(2006)
Sur l'histoire de l'enseignement des probabilités et des statistiques
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Bradley, Margaret;
(2012)
Charles Dupin (1784--1873) and His Influence on France: The Contributions of a Mathematician, Educator, Engineer, and Statesman
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Perkins, John;
(2010)
Chemistry Courses, the Parisian Chemical World and the Chemical Revolution, 1770--1790
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Lunteren, Frans van;
(2013)
Het ontstaan van het systeem van bètadisciplines: de natuurkunde
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Gillispie, Charles Coulston;
Pisano, Raffaele;
(2013)
Lazare and Sadi Carnot: A Scientific and Filial Relationship
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Blanco, Mónica;
(2007)
Análisis comparativo de la comunicación del cálculo diferencial en el siglo XVIII: la educación militar en Francia y Prusia
(/isis/citation/CBB000930377/)
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Ruiz, Ángel;
Barrantes, Hugo;
(2000)
La Reforma Liberal y las Matemáticas en la Costa Rica del Siglo XIX
(/isis/citation/CBB000102281/)
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Salski, W.;
(2007)
The Polish School of Geology
(/isis/citation/CBB000931653/)
Book
Manuel DeLanda;
(2015)
Philosophical Chemistry: Genealogy of a Scientific Field
(/isis/citation/CBB641899548/)
Article
Perkins, John;
(2010)
Chemistry Courses and the Construction of Chemistry, 1750--1830
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González Redondo, Francisco A.;
(2002)
Daviet de Foncenex y Lazare Carnot: ¿Las raíces dimensionales de Fourier? Algunos comentarios a Martins, Grattan-Guinnes y Gillespie
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Caparrini, Sandro;
(2006)
On the Common Origin of Some of the Works on the Geometrical Interpretation of Complex Numbers
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Bazin, Jean-François;
(1994)
Les sciences, les arts et la guerre: La compagne d'Italie de Gaspard Monge (1796-1797)
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Auvinet, Jérôme;
(2013)
Charles-Ange Laisant: itinéraries et engagements d'un mathématicien de la Troisième République
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Thesis
Martini, Laura;
(2006)
Political and Mathematical Unification: Algebraic Research in Italy, 1850--1914
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Thesis
Champagne, Ruth J.;
(1979)
The role of five 18th-century French mathematicians in the development of the metric system
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Glas, Eduard;
(1986)
On the dynamics of mathematical change in the case of Monge and the French Revolution
(/isis/citation/CBB000040766/)
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