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David Kaiser. Steingart, Alma Massachusetts Institute of Technology. Program in Science, Technology and Society. Massachusetts Institute of Technology. Program in Science, Technology and Society 2014-01-23T18:39:15Z 2014-01-23T18:39:15Z 2011 http://hdl.handle.net/1721.1/84367 867546770 Thesis (Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS))--Massachusetts Institute of Technology, Program in Science, Technology and Society, 2011. Cataloged from PDF version of thesis. Includes bibliographical references (pages 317-336). This study investigates the status of mathematical knowledge in mid-century America. It is motivated by questions such as: when did mathematical theories become applicable to a wide range of fields from medicine to the social science? How did this change occur? I ask after the implications of this transformation for the development of mathematics as an academic discipline and how it affected what it meant to be a mathematician. How did mathematicians understand the relation between abstractions and generalizations on the one hand and their manifestation in concrete problems on the other? Mathematics in Cold War America was caught between the sciences and the humanities. This dissertation tracks the ways this tension between the two shaped the development of professional identities, pedagogical regimes, and the epistemological commitments of the American mathematical community in the postwar period. Focusing on the constructed division between pure and applied mathematics, it therefore investigates the relationship of scientific ideas to academic and governmental institutions, showing how the two are mutually inclusive. Examining the disciplinary formation of postwar mathematics, I show how ideas about what mathematics is and what it should be crystallized in institutional contexts, and how in turn these institutions reshaped those ideas. Tuning in to the ways different groups of mathematicians strove to make sense of the transformations in their fields and the way they struggled to implement their ideological convictions into specific research agendas and training programs sheds light on the co-construction of mathematics, the discipline, and mathematics as a body of knowledge. The relation between pure and applied mathematics and between mathematics and the rest of the sciences were disciplinary concerns as much as they were philosophical musings. As the reconfiguration of the mathematical field during the second half of the twentieth century shows, the dynamic relation between the natural and the human sciences reveals as much about institutions, practices, and nations as it does about epistemological commitments. by Alma Steingart. Ph.D. in History, Anthropology, and Science, Technology and Society (HASTS) 336 pages eng Massachusetts Institute of Technology M.I.T. theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. See provided URL for inquiries about permission. http://dspace.mit.edu/handle/1721.1/7582 Program in Science, Technology and Society. Conditional inequalities : American pure and applied mathematics, 1940-1975 American pure and applied mathematics, 1940-1975 Thesis application/pdf false Publication unknown unknown <Publication xmlns="https://www.openaire.eu/cerif-profile/1.1/" id="d807be79-255e-4670-847d-b66c3260bdad"> <Type xmlns="https://www.openaire.eu/cerif-profile/vocab/COAR_Publication_Types">http://purl.org/coar/resource_type/c_1843</Type> <Language>eng</Language> <Title>Conditional inequalities : American pure and applied mathematics, 1940-1975</Title> <Subtitle>American pure and applied mathematics, 1940-1975</Subtitle> <PublishedIn> <Publication> </Publication> </PublishedIn> <PublicationDate>2011</PublicationDate> <Authors> <Author> <DisplayName>Steingart, Alma</DisplayName> <Affiliation> <OrgUnit> </OrgUnit> </Affiliation> </Author> </Authors> <Editors> </Editors> <Publishers> <Publisher> <DisplayName>Massachusetts Institute of Technology</DisplayName> <OrgUnit /> </Publisher> </Publishers> <License>http://dspace.mit.edu/handle/1721.1/7582</License> <Keyword>Program in Science, Technology and Society.</Keyword> <Abstract>This study investigates the status of mathematical knowledge in mid-century America. 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Focusing on the constructed division between pure and applied mathematics, it therefore investigates the relationship of scientific ideas to academic and governmental institutions, showing how the two are mutually inclusive. Examining the disciplinary formation of postwar mathematics, I show how ideas about what mathematics is and what it should be crystallized in institutional contexts, and how in turn these institutions reshaped those ideas. Tuning in to the ways different groups of mathematicians strove to make sense of the transformations in their fields and the way they struggled to implement their ideological convictions into specific research agendas and training programs sheds light on the co-construction of mathematics, the discipline, and mathematics as a body of knowledge. The relation between pure and applied mathematics and between mathematics and the rest of the sciences were disciplinary concerns as much as they were philosophical musings. As the reconfiguration of the mathematical field during the second half of the twentieth century shows, the dynamic relation between the natural and the human sciences reveals as much about institutions, practices, and nations as it does about epistemological commitments.</Abstract> <Access xmlns="http://purl.org/coar/access_right" > </Access> </Publication>