In the Classroom

Perspectives IV

In the classroom, Animating HPS helps students envision and appreciate the history and philosophy of science by integrating advanced animations into lecture presentations so that students can see for themselves how scientists have interacted with the natural world across centuries.


Student-Driven Outcomes

Students in classrooms participating in the Animating HPS grant are asked to creatively design and develop video projects which explain the events and figures they study while demonstrating the importance and relevance of the history and philosophy of science to those outside of the HPS classroom.


These video projects are available to a public audience through the Animating HPS YouTube page.

Discipline-Wide Outcomes

By involving undergraduate students in the discipline's public outreach, Animating HPS provides a new model for student engagement in history and philosophy of science while  increasing public awareness of the discipline.


Daniel J. McKaughan

Animating HPS is a project that aims to use advanced animation technologies and fun activities to enrich the classroom experience in History and Philosophy of Science courses.


With support of an Academic Technology Innovation Grant sponsored by the Boston College Office of the Provost, we will be developing content to enhance the Perspectives IV Program, New Scientific Visions.


New Scientific Visions is an intensive, year-long introduction to the history and philosophy of science and mathematics.  Emphasizing direct engagement with original sources, this course examines the cultural and philosophical significance of key scientific discoveries, observations, experiments, and theories as they are described in the works of great innovators, such as Aristotle, Euclid, Copernicus, Galileo, Descartes, Newton, Lavoisier, Darwin, Einstein, and Bohr.


We approach the study of science from the perspective of the liberal arts, seeking to understand the sorts of questions people have asked about the natural world at various times, the assumptions they made, the methods they employed, the answers that they found satisfying, and the implications of the ideas and values embodied in their traditions.


Animating HPS draws students into this narrative experience through use of technology.


Daniel J McKaughan, Principal Investigator

Margaret Greta Turnbull, Co-Investigator

Holly Vande Wall, Faculty Participant

Marius Stan, Faculty Participant


Boston College Academic Technology Advisory Board,

Boston College Office of the Provost