Bücher von Jean-Paul Guichard

La réflexion proposée dans cet ouvrage s'inscrit dans une trilogie relative à l'Europe byzantine, dont le premier volet est L'émergence de l'Empire russe. A partir de la fin du 18è siècle, l¿Empire des tsars, désormais incontournable sur la scène internationale, met à profit le déclin de la puissance ottomane pour faciliter l¿émancipation de cette autre composante de l¿Europe byzantine que constituent les Balkans. Cela heurtera de plein fouet les projets de l'impérialisme pangermaniste. Cette période est donc marquée par la montée de l¿opposition entre le monde germanique et celui de l¿Orthodoxie. Elle débouchera enfin sur la « Grande Guerre » que l¿Allemagne avait préméditée.

La Grande Guerre et la révolution du printemps 1917 ont permis aux Bolcheviks, groupe très minoritaire mais bien organisé, de réussir un coup d¿État débouchant sur l¿imposition d¿un régime totalitaire. Pour industrialiser à n¿importe quel prix, fût-ce en provoquant des famines, les Bolcheviks font appel à des entreprises américaines ou allemandes : le capitalisme franco-russe d¿avant-guerre a vécu. L¿autre partie de l¿Europe orthodoxe - les Balkans -, bénéficiant de l¿effondrement austro-hongrois, sort renforcée de la guerre et échappe, pour peu de temps, à l¿emprise d¿un système totalitaire. Cet ouvrage est le troisième opus de la tétralogie L¿Europe byzantine, cette deuxième Europe dont le substrat religieux est l¿orthodoxie.

This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians-such as Gottfried Leibniz and Leonard Euler-as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems-mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers' problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.

This book brings together 10 experiments which introduce historical perspectives into mathematics classrooms for 11 to 18-year-olds. The authors suggest that students should not only read ancient texts, but also should construct, draw and manipulate. The different chapters refer to ancient Greek, Indian, Chinese and Arabic mathematics as well as to contemporary mathematics. Students are introduced to well-known mathematicians¿such as Gottfried Leibniz and Leonard Euler¿as well as to less famous practitioners and engineers. Always, there is the attempt to associate the experiments with their scientific and cultural contexts. One of the main values of history is to show that the notions and concepts we teach were invented to solve problems. The different chapters of this collection all have, as their starting points, historic problems¿mathematical or not. These are problems of exchanging and sharing, of dividing figures and volumes as well as engineers¿ problems, calculations, equations and congruence. The mathematical reasoning which accompanies these actions is illustrated by the use of drawings, folding, graphical constructions and the production of machines.