The Scientific Revolution and Its Aftermath

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Copyright: 2018
Pages: 28
Source title: Advanced Concept Maps in STEM Education: Emerging Research and Opportunities
Source Author(s)/Editor(s): Michael Tang (University of Colorado Denver, USA)and Arunprakash T. Karunanithi (University of Colorado Denver, USA)
DOI: 10.4018/978-1-5225-2184-6.ch002

Keywords: Education / Information Science Reference / K-12 Education

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Abstract

Concept mapping during the latter years of the Reformation as represented by Peter Ramus, was basically a verbal affair. Although Ramus claimed to be a logician, his logical ideas, even in his time, were superficial at best. However, while Ramean logic may not have been very sophisticated, his concept diagrams were highly ambitious as philosophical and educational devices in that they claimed to be meta-cognitive, and general devices, to improve, what today would be called critical thinking. This chapter discusses how the ethos of the Scientific Revolution, the drive away from a qualitative universe to a quantitative one, driven by printing technology, changed the idea of meta-cognitive concept mapping to a very specialized area, the field of formal logic as evidenced by the work of Leonhard Euler, Lewis Carroll and John Venn.

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