Who cares about the history of science?

The Royal Society

1 Jun 201665:31

EducationalLearning

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TLDRProfessor Hok Chang delivers a thought-provoking lecture on the significance of the history of science, challenging its relevance beyond mere anecdotes. He argues that historical study can critically inform present scientific knowledge, inspire new hypotheses, and enrich understanding through recovered experiments and concepts. Chang's lecture, replete with demonstrations and insights, advocates for a complementary role of history in advancing scientific thought and education.

Takeaways

🎓 The lecture was given by Professor Hok Chang, a renowned historian and philosopher of science, who won the 2015 Royal Society Wilkins Bernal Medal for his contributions to the social function, philosophy, and history of science.
📚 Professor Chang questioned the relevance and utility of the history of science, addressing common skepticism about its value in comparison to the progressive nature of scientific discovery.
🧐 Chang emphasized the importance of understanding the history of science not just as a record of the past, but as a tool for improving present scientific knowledge and enriching our understanding of scientific concepts.
🔍 He discussed the 'complementary functions' of the history of science, suggesting that it can offer critical perspectives, expand conceptual horizons, and even generate new scientific knowledge where contemporary science falls short.
🌐 Chang highlighted the internal and external functions of the history of science, with the former focusing on improving scientific knowledge and the latter on broader social and cultural implications.
🛠️ The lecture included examples of historical experiments, such as Hyl's discovery of infrared radiation and Wallaston's electrochemical experiments, to illustrate how history can provide new insights and challenge current scientific paradigms.
🌱 Chang spoke about the recovery of lost scientific knowledge, arguing that some theories and practices from the past may still offer valid understandings of certain phenomena, even if they have been superseded by modern science.
🌟 The concept of 'applied history of science' was introduced, suggesting that historians should consider the practical uses of their work for general education, science education, and science policy.
🤔 Chang encouraged historians to reflect on their own present situation and consider how their understanding of the past can inform and improve the present, avoiding the trap of 'presentism' while also recognizing the historian's inevitable connection to their own time.
🔬 The lecture concluded with a call for historians and philosophers of science to embrace their role in shaping the understanding and development of science, advocating for an active and politically engaged approach to the history of science.

Q & A

Who is the lecturer of the evening and what is the title of his talk?
-The lecturer is Professor Hok Chang, and the title of his talk is 'Who cares about the history of science?'.
What is the Wilkins Bernal Medal prize awarded for?
-The Wilkins Bernal Medal prize is awarded to a scientist, historian, or philosopher who has demonstrated an exemplary contribution to the social function, philosophy, and/or the history of Science.
What is the provocative question Professor Chang addresses in his lecture?
-Professor Chang addresses the question 'Who cares about the history of science?' as a serious literal question that he has been facing in his work for over 20 years.
What is the role of history in science education according to Professor Chang?
-Professor Chang suggests that the history of science can play a significant role in science education by providing inspiration, exciting curiosity about the process of science, and serving as a hook into more serious scientific endeavors.
What is the difference between the 'Orthodox' and 'Complementary' functions of the history of science as mentioned by Professor Chang?
-The 'Orthodox' functions of the history of science involve understanding and justifying current scientific knowledge, while the 'Complementary' functions involve generating new scientific knowledge where current science fails to do so, often by recovering and extending neglected knowledge from the past.
Why does Professor Chang argue that the history of science can improve present scientific knowledge?
-Professor Chang argues that the history of science can provide a more nuanced understanding of concepts, reveal the contingency of current scientific truths, and expand our conceptual horizons by showing how past scientists thought differently, which can stimulate new ideas and hypotheses.
What is the significance of the experiment involving zinc, silver, and hydrochloric acid as discussed by Professor Chang?
-The experiment demonstrates an early observation of electrochemical reactions, where zinc reacts with hydrochloric acid to release hydrogen gas, and silver, though not reacting with the acid, generates hydrogen gas when in contact with zinc due to the conduction of 'electrical fluid' or electrons.
What does Professor Chang suggest about the role of history in generating hypotheses in scientific research?
-Professor Chang suggests that studying the history of science, particularly the recovery of interesting phenomena from the past, can be a source of inspiration and stimulation for generating new hypotheses in scientific research.
How does Professor Chang view the relationship between the history of science and the philosophy of science?
-Professor Chang views the history of science and the philosophy of science as complementary to each other, both serving to question and extend the boundaries of current scientific understanding and practice.
What is the importance of recovering lost scientific knowledge from the past as highlighted by Professor Chang?
-Recovering lost scientific knowledge from the past is important because it can provide valid understanding of phenomena that may have been overlooked or forgotten, and it can stimulate new scientific investigations and potentially lead to novel discoveries.
How does Professor Chang connect the history of science with the broader context of human society and culture?
-Professor Chang connects the history of science with the broader context by emphasizing that science is a part of human society and culture, and thus its history should be considered in the same way as the history of any other aspect of human life, with the potential to influence and be influenced by social and cultural factors.

Outlines

00:00

🎤 Opening Remarks and Introduction

Professor UTA fres welcomes the audience to the Royal Society and introduces the speaker, Professor hok Chang, a renowned historian and philosopher of science. The lecture will be recorded, and attendees are reminded to turn off their mobile phones. Emergency exits are also indicated. The lecture's provocative title, 'Who Cares About the History of Science?', is explained as a genuine question that Professor Chang has faced in his career, challenging skepticism about the relevance of history in science.

05:03

🏆 Professor Chang's Achievements and Lecture Introduction

The introduction highlights Professor Chang's accolades, including the 2015 Royal Society Wilkins Bernal Medal, awarded for contributions to the social function, philosophy, and history of science. The lecture aims to address the skepticism surrounding the history of science, drawing parallels to the philosophy of science and famous physicist Richard Feynman's view on philosophy's utility to scientists. The talk will explore the purpose of studying history in science and its potential benefits.

10:03

🔍 The Role of History in Science

Professor Chang discusses the common portrayal of history in science textbooks and the media, often as mere garnishes to scientific content, including myths and tales of scientists. He emphasizes the need to understand the purpose of history in science education and its potential to inspire and excite curiosity. The lecture will delve into the functions of history in science, both internally to improve scientific knowledge and externally to support science's social and cultural impact.

15:04

🤔 The Complementary Functions of History of Science

The lecture explores the 'complementary functions' of the history of science, challenging the idea that history is only about understanding the past. It suggests that historical study can generate knowledge where science falls short, act as a critical tool for philosophers, and expand our conceptual horizons. The talk will provide examples of how historical study can reveal the contingency of current scientific truths and stimulate new ideas.

20:05

🔬 Recovery of Lost Scientific Knowledge

Professor Chang discusses the recovery of lost scientific knowledge as a function of history, arguing that past scientific theories and experiments can still provide valid understanding in certain domains. He emphasizes the importance of not dismissing old theories outright and suggests that historical experiments can lead to new questions and discoveries, thus extending scientific knowledge.

25:07

🌡️ Experiments in the History of Science

The speaker shares personal experiences with historical experiments, such as boiling water in different materials and observing variations in temperature and behavior. These experiments highlight the importance of not overlooking past scientific phenomena and the potential for historical methods to contribute to current scientific understanding.

30:07

💡 The Inspiration from Past Scientific Phenomena

Professor Chang emphasizes the value of past scientific phenomena in inspiring new ideas and approaches in science. He shares examples of historical experiments that led to unexpected results and further inquiries, demonstrating how the history of science can stimulate curiosity and innovation.

35:08

🧪 Electrochemistry and the History of Science

The lecture delves into the history of electrochemistry, discussing experiments by early scientists like William Hyde Wollaston and Charles Sylvester. These experiments, once considered trivial, are shown to have the potential to generate new scientific knowledge and hypotheses, thus complementing modern scientific methods.

40:14

🏛️ The Broader Impact of History of Science

Professor Chang concludes by discussing the broader impact of the history of science, both internally by improving scientific knowledge and externally by supporting science's role in society. He calls for historians to embrace the responsibility to advance the good of science through their research and writing, aligning with the views of other notable scientists and philosophers.

45:21

🤝 Q&A Session and Closing Remarks

The lecture concludes with a Q&A session where Professor Chang addresses questions about the history of science's role in generating hypotheses, its impact on science education, and its influence on the philosophy of science. He also discusses the importance of historical visual materials in understanding scientific concepts. The session ends with a recognition of Professor Chang's contributions and the presentation of a scroll for his lecture.

Mindmap

Keywords

💡History of Science

The history of science refers to the study of the development of scientific knowledge and the historical events and people involved in it. It is central to the video's theme, as it discusses the importance and functions of understanding the history of science in the context of current scientific practice. The script mentions that history serves as a critical tool for philosophers and can open one's mind to new possibilities, as well as recover lost scientific knowledge.

💡Orthodox Science

Orthodox science in the script refers to the currently accepted and mainstream scientific theories and practices. It is contrasted with the complementary functions of the history of science, which can challenge or expand upon the orthodox view by recovering and extending knowledge that may have been overlooked or discarded by mainstream science.

💡Scientific Method

The scientific method is the process used by scientists to investigate and understand the natural world. In the video, it is suggested that historical study can provide insights into the scientific method, potentially improving current practices. Peter Medawar's quote in the script highlights the importance of training in the scientific method, which can be informed by historical perspectives.

💡Presentism

Presentism is the tendency to interpret the past in terms of the present, which can lead to anachronistic views. The script warns against the pitfalls of presentism in historical studies, emphasizing the need to understand the past on its own terms while also recognizing the historian's不可避免的 position in the present.

💡Contingency

Contingency refers to the idea that historical events and scientific theories are the result of specific circumstances and could have unfolded differently. The script uses the establishment of the Copenhagen interpretation of quantum mechanics as an example of how historical contingency shapes scientific orthodoxy.

💡Copenhagen Interpretation

The Copenhagen interpretation is a particular way of understanding quantum mechanics, which became the dominant view due to various historical contingencies. The script discusses how this interpretation became orthodox, illustrating the role of historical context in shaping scientific consensus.

💡Reproduction of Experiments

Reproduction of experiments in the script refers to the act of repeating past scientific experiments to verify or explore their findings. This practice is highlighted as a way to recover lost knowledge and challenge current scientific understanding, as seen in the experiments with the voltaic cell and the reproduction of 18th and 19th century claims about boiling water.

💡Electrochemistry

Electrochemistry is a branch of chemistry that studies the relationship between electricity and chemical reactions. The script discusses various historical experiments related to electrochemistry, such as the voltaic cell and the experiments with zinc, copper, and silver, to demonstrate how historical study can contribute to scientific knowledge.

💡Scientific Revolutions

Scientific revolutions refer to periods of significant and rapid change in scientific understanding. The script mentions Thomas Kuhn's concept of scientific revolutions, where established paradigms are replaced by new ones, potentially leading to the loss of certain knowledge that historians can recover.

💡Historical Judgment

Historical judgment is the process of evaluating past events or scientific findings with an understanding of their historical context. The script suggests that learning history liberates the spirit from the pressure of the past and helps in understanding the development of scientific ideas and their contingencies.

💡Abduction

Abduction, in the context of the script, refers to the process of generating hypotheses to explain puzzling phenomena. It is a form of logical reasoning that Charles Sanders Peirce discussed, which is relevant to the philosophy of science and the process of scientific discovery.

Highlights

Introduction of Professor Hok Chang, a renowned scholar in the field of history and philosophy of science.

Discussion on the relevance and utility of the history of science in the context of contemporary scientific practice.

Professor Chang's exploration of the history of science as a critical tool for understanding and expanding scientific knowledge.

The presentation of historical anecdotes and their role in inspiring and educating students about science.

Analysis of the myths vs. reality in the storytelling of scientific discoveries, using Newton's apple myth as an example.

Insight into the importance of historical context in understanding the development of scientific concepts and theories.

The argument for the 'applied history of science' and its potential to influence science education and policy.

Reflection on the dangers of presentism and the need to balance historical accuracy with contemporary relevance.

Professor Chang's perspective on the complementary functions of history in relation to the orthodox scientific method.

Examples of how historical knowledge can enhance understanding of scientific methods and concepts.

The idea that history of science can serve as a source of inspiration for generating new scientific hypotheses.

Demonstration of experiments that replicate past scientific findings to explore their validity and implications today.

The recovery of lost scientific knowledge from the past and its potential to contribute to current scientific discourse.

Discussion on the role of history in shaping public understanding and policy related to science and its applications.

The philosophical implications of historical findings in science and their impact on our perception of scientific progress.

Final thoughts on the symbiotic relationship between the history of science, philosophy of science, and scientific practice.

Transcripts

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Related Tags

Science History Lecture Insights Hok Chang Philosophy of Science Educational Impact Cultural Phenomenon Scientific Method Historical Recovery Innovation Catalyst Knowledge Evolution