Epistemological and Social Problems of the Sciences in the Early Nineteenth Century

I. Some Characteristic Features of the Passage From the 18th to the 19th Century 1. The following notes grew out of reflections which first led us to send out invitations to, and call for papers for, an interdisciplinary workshop, which took place in Bielefeld from 27th to 30th November, 1979. The status and character of this preface is therefore somewhat ambiguous: on the one hand it does not comment extensively on the articles to follow, on the other hand it could not have been conceived and written in the way it was without knowledge of all the contributions to this volum- which contains revised editions of papers for the workshop - nor without the cooperation of the participants in the above mentioned symposium. Furthermore, although the following may sound slightly programmatic and summary, we hope that it will be sufficiently explicit to provide some key words and concepts useful for further scholarly work. Perhaps the most important result of our efforts is the very structure of these notes: it is aimed at providing methodological orientations for the investigation of what turned out to be a very peculiar period in the history of science. xi H. N. Jahnke and M. Otte (eds.), Epistemological and Social Problems of the Sciences in the Early Nineteenth Century, xi-xlii. Copyright © 1981 by D. Reidel Publishing Company. xii H. N. JAHNKE ET AL.

Table of Contents:
I Science Around 1800: Cognitive and Social Change.- Some Patterns of Change in the Baconian Sciences of the Early 19th Century Germany.- From Celestial Mechanics to Social Physics: Discontinuity in the Development of the Sciences in the Early Nineteenth Century.- 1802 - “Biologie” et Médecine.- Ontologic Foundation of Scientific Knowledge in Seventeenth- and Eighteenth-Century Rationalism.- Hermann von Helmholtz: A Physiological Approach to the Theory of Knowledge.- On “Science as a Language”.- The Historical Conditions and Features of the Development of Natural Science in Russia in the First Half of the 19th Century.- The Prussian Professoriate and the Research Imperative, 1790 – 1840.- European Natural Science. (The Beginning of the 19th Century).- Science, Knowledge, and the Reproduction of the Social Capacity For Labour.- II Science and Education.- Teaching Method and Justification of Knowledge: C. Ritter - J.H. Pestalozzi.- Possibilities and Limits of the Prussian School Reform at the Beginning of the 19th Century.- Qualitative and Quantitative Aspects of Curricula in Prussian Grammar Schools During the Late 18th and Early 19th Centuries and Their Relation to the Development of the Sciences.- Some Aspects of the Development of Mathematics at the University of Halle-Wittenberg in the Early 19th Century.- Justus Grassmann’s School Programs as Mathematical Antecedents of Hermann Grassmann’s 1844 ‘Ausdehnungslehre’.- On Education as a Mediating Element Between Development and Application: The Plans For the Berlin Polytechnical Institute (1817 – 1850).- III Mathematics in the Early 19th Century.- Mathematics and the Moral Sciences: The Rise and Fall of the Probability of Judgments, 1785 – 1840.- Changing Attitudes Toward Mathematical Rigor:Lagrange and Analysis in the Eighteenth and Nineteenth Centuries.- The Origins of Pure Mathematics.- Mathematical Physics in France, 1800 – 1835.- Mathematics in Germany and France in the Early 19th Century: Transmission and Transformation.- Mathematicians in Germany Circa 1800.- Name Index.- List of Participants.