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Einstein as a Disciple of Galileo A Comparative Study of Concept Development in Physics

Published online by Cambridge University Press:  26 September 2008

Jürgen Renn
Jürgen Renn
Affiliation:
Departments of Physics and Philosophy, and University Professors Program, Boston University
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Abstract

In this paper I present and argue for a model of conceptual development in science and apply it to the transition from classical to modern physics associated with Einstein. The model claims a continuous and rational transition between incompatible subsequent conceptual systems in mathematical science and explains its mechanism. The model was developed in a study of the transition from preclassical to classical mechanics. I argue for a strong structural analogy between the transition from preclassical to classical mechanics on the one hand and from classical to modern physics on the other. The first transition is briefly sketched here by reference to Galileo and his disciples; in the second transition Planck and Lorentz on the one hand and Einstein on the other play the respective roles.

A detailed and documented reconstruction of the transition from preclassical to classical mechanics on the basis of this model has already been published and is only briefly referred to in the paper. The transition from classical to modern physics is portrayed here much more extensively—though of course merely in broad brush strokes. Einstein–s role in this transition is reconstructed in the light of a conceptualization of his scientific knowledge as an active structure of thought, shaped by his intellectual experience. In this way, the development of his individual thinking is shown to be part of the overall process of conceptual transformation from classical to modern physics. The reconstruction sketched in this paper is to be considered as a proposal to be substantiated, reformed, and improved by future detailed studies.

Information

Type
The Philosophical Context
Information
Science in Context , Volume 6 , Issue 1 , Spring 1993, pp. 311 - 341
Copyright
Copyright © Cambridge University Press 1993

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