I think that many members of this forum are interested in pedagogical
issues, and they are right to believe that topics on this list not only
should be constrained to scholarly work or research.
A few months ago, when I was starting this Quixote-like enterprise, a
new subscriber told me (private correspondence) that he would like to
express the following thoughts:
1. History of knowledge should focus upon the history of good
ideas and not upon the history of errors. Students should not be taught
the history of alchemy or astrology but the history of chemistry and
astronomy (there is barely enough time in ones life for the second,
and the first could be relegated to specialists). In mathematics this
precept is especially important for the history of Logic and Foundations.
2. The very concept of knowledge is not clearly defined in our
culture. However, it appears necessary to reach a reasonable understanding
of this concept in order to be able to criticise pseudo-knowledge or
to reach a working distinction between knowledge and art. (This is
particularly interesting to those who wish to understand the relation
between pure mathematics and applications of mathematics.)
Any reactions? -- thought-provoking comments suitable for an audience
interested in *math history*. What would be math alchemy other than
numerology?
With best wishes from sunny Montevideo,
Julio GC
PS I don't name my correspondent since I didn't ask him permission to quote
his mail.