PD Dr. Jens Lemanski
University of Münster / University of Hagen
PD Dr. Jens Lemanski is currently PI of the “History of Logic Diagrams in Kantianism” project at the University in Muenster (Thyssen-Stiftung) and Privatdozent for Philosophy at the FernUniversität in Hagen, Germany. He holds a cotutela-Ph.D in philosophy from the JGU Mainz and the Università del Salento (Lecce). He has been a research fellow at the WWU Muenster and the RU Bochum and he has published on the history and philosophy of logic, science, metaphysics, and the foundations of mathematics.
- J. Lemanski: World and Logic. London: College Publications, 2021.
- J. Lemanski (ed.): Language, Logic, and Mathematics in Schopenhauer. Cham: Birkhäuser, 2020.
- J. Lemanski, L. Demey: Schopenhauer’s Partition Diagrams and Logical Geometry. In A. Basu, G. Stapleton, S. Linker, C. Legg, E. Manalo & P. Viana (eds.), Diagrams 2021: Diagrammatic Representation and Inference (Lecture Notes in Artificial Intelligence 12909). pp. 149-165. 2021.
- J. Lemanski: Euler-type Diagrams and the Quantification of the Predicate, in: Journal of Philosophical Logic 49 (2): 401-416. 2020.
- J. Lemanski: Logic Diagrams, Sacred Geometry and Neural Networks, in: Logica Universalis 13 (4): 495-513. 2019.
Dr. Andrea Reichenberger
University of Siegen
Andrea Reichenberger is currently Research Group Leader at the Department of Mathematics, University of Siegen. Her research activities focus on women’s contributions to logic, mathematics and computer science. Previously, she worked in various research projects at German universities, among them at the University of Hagen, at the Center for the History of Women Philosophers and Scientists at Paderborn University and in the DFG research project “Thought Experiment, Metaphor, Model” at the Institute for Philosophy I at the Ruhr University Bochum. Her doctoral dissertation about Émilie du Châtelet was published by Springer in 2016.
- Anger, Claudia, Theodor Berwe, Alfred Olszok, Andrea Reichenberger, Jens Lemanski. 2022. “Five dogmas of logic diagrams and how to escape them.” Language & Communication 87 (1): 258-270.
- Reichenberger, Andrea. 2023. “Gender Equality and Diversity. Challenges and Perspectives for the Historiography of Science.” In: M. L. Condé and M. Salomon, eds. Handbook of the Historiography of Science. Cham: Springer (forthcoming)
- Reichenberger, Andrea. 2022. “Rózsa Péter on the Philosophy and Foundations of Mathematics: A Reappraisal.” In: J. Peijnenburg and S. Verhaegh, eds.: Women in the History of Analytic Philosophy. Cham: Springer. (forthcoming)
- Reichenberger, Andrea. 2021 “Émilie Du Châtelet on Space and Time.” In: A-L. Rey, ed.: L’épistémologie et à la philosophie des sciences d’Emilie du Châtelet. Revue d’histoire des sciences 74(2), 331–355.
- Reichenberger, Andrea. 2018 “How to Teach History of Philosophy and Science: A Digital Based Case Study.” In: R. Pisano, ed.: Methods and Cognitive Modelling in the History and Philosophy of Science–&–Education. Special Issue on HPS–&–Education in Transversal. International Journal for the Historiography of Science 5, 84–99.
Dr. Reetu Bhattacharjee
University of Münster
(Photo, a short introduction, and selected publications are to be updated.)
In recent years, the question of what role gestures and diagrams play for the teaching and learning of mathematics has increasingly become the focus of research under the heading of “embodied mathematics”. A number of studies at the intersection of sociology, linguistics, psychology and gender studies have investigated the complex interplay of visual communication and gestures, bodily performance and situational interaction from a gender-sensitive perspective. The aim of our project is to analyse gestures and diagrams not in the situational context of the classroom, but in the philosophy and history of logic and mathematics. We are entering new territory with this project. For the technical language communication of mathematics and logic ethnographic, semiotic and semantic aspects of gestures and diagrams have not been examined so far, at least not from a gender perspective. We aim to provide answers to the tension that mathematical and logical knowledge, on the one hand, is considered true, objective, reliable and gender-neutral, and, on the other hand, was and is plural and diverse as a cultural practice shaped by human concerns.