Empress Theophanu, Sanctity, and Memory in Early Medieval Saxony
Research Articles Laura Wangerin, Central European History, Volume 47 Issue 04, pp 716-736Abstract
Archiv für März 2015
Hans-Ulrich Wehler (1931–2014)
Obituaries David Blackbourn, Central European History, Volume 47 Issue 04, pp 700-715Abstract
Letter from the Editor
Letter Andrew I. Port, Central European History, Volume 47 Issue 04, pp 699-699Abstract
A response to the response to “The case of the missing Russian translation theories”
10.1080/14781700.2015.1011221<br/>Anthony Pym
A response to “The case of the missing Russian translation theories”
10.1080/14781700.2014.996247<br/>Sergey Tyulenev
The EU–India strategic partnership: neither very strategic, nor much of a partnership
10.1080/09557571.2015.1007031<br/>Emilian Kavalski
Contesting the anti-totalitarian consensus: the concept of national independence, the memory of the Second World War and the ideological cleavages in post-war Greece
10.1080/14608944.2014.987659<br/>Zinovia Lialiouti
The future governance of citizenship
10.1080/14608944.2014.982462<br/>Zsolt Körtvélyesi
Britain: unification and disintegration
10.1080/14608944.2014.979555<br/>Jason Frost
Kann man lernen, mit Gedanken zu experimentieren? Ernst Machs Vorstellung des Gedankenexperiments im Kontext der zeitgenössischen Pädagogik
Is it Possible to Experiment with Thought? Ernst Mach’s Notion of Thought Experiment and its Pedagogical Context around 1900. The article tries to establish the crucial importance of the pedagogical dimension of Ernst Mach’s ideas on experimenting with thought. The focus on contemporary pedagogics demonstrates, first, that Mach’s didactic approach to physics is part of a much broader stream of pedagogical writings that transcends national and disciplinary borders and comprises a diversity of authors, e.g. Wilhelm Jerusalem, William James or Alfred N. Whitehead; second, that the much-heralded controversy between Mach and the French philosopher of science Pierre Duhem about thought experiments does not only revolve around epistemological issues but rather stems from their antagonist vision of teaching physics; and finally, third, that G. Stanley Hall’s psychogenetic theory of pedagogics bears a strong resemblance with the evolutionary naturalism of Machian epistemology and helps explaining key tenets of Mach’s conception of thought experiment. By establishing a broad convergence between the work of all these authors despite their different academic upbringing, background and nationality the article argues for a complex and historically fine-grained vision of the relations between natural, social and human sciences going beyond dichotomies like ‘Erklären’ and ‘Verstehen’ or the ‘Two Cultures’.