<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author><author><style face="normal" font="default" size="100%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NOTES ON MECHANICS AND MATHEMATICS IN TORRICELLI AS PHYSICS MATHEMATICS RELATIONSHIPS IN THE HISTORY OF SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Archimedes</style></keyword><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">Scientia de Ponderibus</style></keyword><keyword><style  face="normal" font="default" size="100%">Torricelli</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1422204022.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In ancient Greece, the term “mechanics” was used when referring to machines and devices in general and intended to mean the study of simple machines (winch, lever, pulley, wedge, screw and inclined plane) with reference to motive powers and displacements of bodies. Historically, works considering these arguments were referred to as Mechanics (from Aristotle, Heron, Pappus to Galileo). None of the treatises entitled Mechanics avoided theoretical considerations on its object, particularly on the lever law. Moreover, there were treatises which exhausted their role in proving this law; important among them are the book on the balance by Euclid and On the Equilibrium of Planes by Archimedes. The Greek conception of mechanics is revived in the Renaissance, with a synthesis of Archimedean and Aristotelian routes. This is best represented by Mechanicorum liber by Guidobaldo dal Monte who reconsiders Mechanics by Pappus Alexandrinus, maintaining that the original purpose was to reduce simple machines to the lever. During the Renaissance, mechanics was a theoretical science and it was mathematical, although its object had a physical nature and had social utility. Texts in the Latin and Arabic Middle Ages diverted from the Greek and Renaissance texts mainly because they divide mechanics into two parts. In particular, al-Farabi (ca. 870-950) differentiates between mechanics in the science of weights and that in the science of devices. The science of weights refers to the movement and equilibrium of weights suspended from a balance and aims to formulate principles. The science of devices refers to applications of mathematics to practical use and to machine construction. In the Latin world, a process similar to that registered in the Arabic world occurred. Even here a science of movement of weights was constituted, namely Scientia de ponderibus. Besides this there was a branch of learning called mechanics, sometimes considered an activity of craftsmen, other times of engineers (Scientia de ingeniis). In the Latin Middle Ages various treatises on the Scientia de ponderibus circulated. Some were Latin translations from Greek or Arabic, a few were written directly in Latin. Among them, the most important are the treatises attributed to Jordanus De Nemore, Elementa Jordani super demonstratione ponderum (version E), Liber Jordani de ponderibus (cum commento) (version P), Liber Jordani de Nemore de ratione ponderis (version R). They were the object of comments up to the 16th century. The distribution of the original manuscript is not well known; what is certain is that Liber Jordani de Nemore de ratione ponderis (version R), finished in Tartaglia’s (1499-1557) hands, was published posthumously in 1565 by Curtio Troiano as Iordani Opvsculum de Ponderositate. In order to show a mechanical tradition dating back to Archimedes’ science, at least till the 40s of the 17th century, we present Archimede's influence on Torricelli’s mechanics upon the centre of gravity (Opera geometrica). </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">88-97</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE, SOCIETY AND CIVILIZATION IN THE HISTORY OF SCIENCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">society studies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420054822.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">55</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking a discussion concerning history of science and technique/technology within society and its civilization is presented such as a discipline within the history of science for understanding eventual relationship between science and the development of art crafts produced by non–recognized scientists in a certain historical time. The relationship between science and science &amp; society and consequent civilizing by science is centred on the possibility that the society effetely developed a fundamental organization in capacity to absorb science and produce technologies (i.e., water and electrical supply, transportation systems etc.) of course and technically that lacked in the past. Subsequently, a development civilization was necessary parallel to development of the science within society? Is effetely happened that? Did scientific works develop as a response to the needs of society? It is always necessary to begin a historical research – also a research concerning the relations between science and society in a determined period – from the alive, both theoretical and technical work of the scientists. If, in the analysis of the whole work of a scientist, the historian of science reveals some unclearness or internal inconsistencies or a lack of coherence between the methods used by this scientist in different works of his and if all these questions cannot be explained either with technical problems (for example the lack or the misunderstanding of certain mathematical methods) or with the general methodological and epistemological convictions of the scientist himself, then it is necessary to think of the general structure of the society in that period. Therefore technical analysis of the results and methods used by the scientist is a priori considered and then evaluated within civilization. </style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-10</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Raffaele Pisano</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CURRICULA, HISTORY OF SCIENCE AND SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">history of science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1408531743.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">40</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Generally speaking, current school science curricula have been constructed for the purpose of preparing students for university and college scientific degrees. Such education does not meet the needs of the majority of students who will not pursue tertiary studies in science or even science-related fields. These students require knowledge of the main ideas and methodologies of science. It seems that the didactics of scientific disciplines across Europe have failed to solve the “crisis” between scientific education and European social and economic development. This is generally recognized in the reports published concerning science education in Europe (Rocard report, etc.) which propose new strategies to be implemented in teaching through the identification and promotion of Inquiry based Science Education (IBSE) and other strategies. It is timely that there is a multi disciplinary dialogue exchanging new ideas and proposals between educational researchers, historians, philosophers and learning theorists.
 Prominent and high quality secondary school teaching and university–academic centres research programs are crucial for the development of interest in the history of science and its cultural implications.</style></abstract><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">5-6</style></section></record></records></xml>