T H E    S C I E N TI F I C    R E V O L U T I O N
Dr Robert A. Hatch - 226 Keene-Flint Hall - 392-0271
Department of History - University of Florida
HIS 3465 - The Scientific Revolution
Tuesday & Thursday: T7 & Th7/8 - 11 Keene-Flint Hall
Fifty years ago the British historian Herbert Butterfield started a stir by arguing that the emergence of modern science between 1450 and 1700 'outshines everything since the rise of Christianity and reduces the Renaissance and Reformation to the rank of mere episodes, mere internal displacements, within the system of medieval Christendom.' 

Now, by tradition, the Scientific Revolution of the seventeenth century marks a watershed in Western Civilization and Modern Thought {more recently, the birth mark of imperial dominance} that challenged Christian revelations, altered the world view of philosophers, permeated university curricula, established new literary genres, and suggested new approaches for economic, political, and social theorists. Until recently the Scientific Revolution, as a periodization, was the acknowledged father and foundation--the very essence--of Enlightenment. 

Traditionally associated with an elite litany--beginning with Canon Copernicus and resonating through Kepler, Galileo, Descartes, and Newton--the Scientific Revolution is here honored as each major figure is addressed in historiographic context. But there was more to the story, more players than traditionally appear in survey texts. Clearly the status of each of the major Heros--like the periodization itself--has shifted historiographically across chronological, geographic, thematic, and methodological boundaries. In this Colloquium we focus on the changes that have displaced the traditional heroes.  Here we give equal weight to lesser figures and to broader intellectual, cultural, social, and institutional circumstances. 

We have two objectives. First, to identify critical issues (involving specific writings, activities, and practices) in the context of early modern life as identified in primary readings and research. Second, and perhaps equally challenging, we examine the assumptions and interpretations surrounding the treatment of these issues, comparing the views found in primary sources with those presented by recent historians. Our goal is to situate a clearly defined textual problem in broader (and sometimes conflicting) interpretive contexts.  We want to understand why there are opposing interpretations offered by various historical schools and traditions, we wish to focus on how historical interpretations are presented and defended. The ideal problem for your last Essay is a clearly identified and widely acknowledged problem that has evoked the most varied interpretations. The question is how and why historians often interpret the 'same thing' so differently.  The best answers will be found by reading and evaluating primary texts. We pursue these issues throughout the semester. 

To that end, participants will write and defend a critical research essay. This essay will focus on clearly defined issues {e.g., the world; observation; interpretation; practice} identified in primary sources through individual research. The objective of the essay is to test the relation between these issues and at least two relevant, possibly conflicting, historiographic schools or genres. Full particulars of the essay--notably the relation between specific 'scientific' texts and more general historiographic interpretations--will be provided and discussed in class. 

In addition to the critical essay, participants are expected to take an active part in discussions and to present their research to a critical audience. Each of these requirements is built into the schedule. Please note that attendance is expected, participation mandatory. If students are interested in additional optional work, notably special projects related to the Scientific Revolution, please discuss your interest with the instructor early in the semester. Office hours for Professor Hatch are Tuesday 4.00-7.00pm and by appointment, 226 Keene-Flint Hall. Students are urged to take advantage of Office Hours for consultation and discussion. Telephone: 392-0271 (24h machine); E-mail: ufhatch@ufl.edu . 

Finally, please note there are major sections of my WebSite devoted to this course.  Students are required to visit appropriate sections devoted to the Scientific Revolution as well as sections dealing with Reading, Writing, and other issues (for example, Taking Notes on Readings and from Lectures).  These sections supply teaching and research resources (bibliography, secondary readings, WebLinks, and SearchLinks). Importantly, the WebSite is accessible 24 hours a day, 7 days a week.  The WebSite is located at:  http://www.clas.ufl.edu/users/rhatch/pages .  Suggestions for the WebSite are welcome. 
Visit WebSite. Begin with Teaching Resources; then read: Undergraduate Guide to the History of Science. For overview of Primary Sources: Research - Primary Sources.
NB: The Study Guide is self-paced by topic: RRSR {Read, Review & Study Regularly}: Hatch - History of Science Study Guide

Required Reading is taken from the following works and from Resources on this WebSite: 
{Gator Textbooks, Creekside Mall, 3501 SW 2nd Avenue, Suite D:  374.4500} 

Burtt, Edwin A. The metaphysical foundations of modern physical science. 
Butterfield, Herbert, Sir. The origins of modern science
Cohen, H. Floris. The Scientific Revolution: A historiographical inquiry
Hatch, Robert A. The Scientific Revolution: Primary Readings {EEBO - To be discussed in class}
Henry, John, The Scientific Revolution and the Origins of Modern Science {NB: Agreed Optional}
Kuhn, T.S. The structure of scientific revolutions
 For an overview of the Primary Sources See: Research - Primary Sources.
Read & Understand materials at the Scientific Revolution HomePage
Other required readings will be available at JSTOR and more importantly at EEBO, two major electronic sites for secondary and primary sources. Students are encouraged to become familiar with these sites immediately. For details, please see below.

Most innovatively, this course makes available primary source materials on the WWW, most notably English Books On-Line (EEBO) and the astonishing French site, GALLICA. Other electronic sites will also be provided. To start, students are encouraged to spend time at my 'Search Site' to become familiar with related Library Resources, Search Engines, and Primary Source Sites. Further particulars will be discussed in class. For a general overview of the Primary Sources, See: Research - Primary Sources.
Scientific Revolution - Other Books & Resources

EEBO - Early English Books On-Line (EEBO) - {Virtually everything published in English to 1700}

GALLICA - BN Paris {Extraordinary site, thousands of titles, e.g., the PT of the Royal Society; Journal des Scavans}; Read the English Introduction.

ABU - Bibliothèque Universelle - Books - French Classics {Provided here as one example of many others}, etc.
Scientific Revolution - Journals
JSTOR - {Includes journals of historical interest, including searchable PT of the Royal Society, 1664 - }
Evaluation:  All required work is announced on this syllabus. Since a schedule is now available, arrangements for late work must be made in advance. Evaluation takes five forms: 

1. Comprehension of assigned readings, lectures, and discussions; completion of all course work is required. Read & Understand materials at the Scientific Revolution HomePage. 
2. Attendance and appropriate participation in class discussion is mandatory {25%} 
3. Written Critiques {Critical Essays} & analysis of readings, Discussion Leader, etc. {25%} 
4. Last Essay & Oral Presentation: Schedule follows {50%} 
5. Please note in advance that participants will be required to assume the expense of some photocopy costs for articles and for reproducing their research essay for seminar members.
Required Readings available at: 
Books:  Gator Textbooks, Creekside Mall, 3501 SW 2nd Avenue:  374.4500; Map: http://www.gatortextbooks.com
Last Essay: Topical Areas for Primary Sources (Suggestive Not Exhaustive; Search EEBO):
The Reception of Copernicanism in England
The Reception of Kepler in England
The Reception of Descartes in England
Pre-Newtonian Science
Science, Literature, and the origins of Science Fiction
The Relation between Science & Politics as seen in Astronomy & Astrology
Medicine and Science
Women, Science, Learning
Women and Midwifery
French Texts and English Readers
Science & Religion
Etc.
For all overview of possible topics using Primary Sources, See: Research - Primary Sources.
Other Recommended & Recent Evaluations: 
Dear, Peter. Mersenne & the learning of the schools. 
Joy, Lynn. Gassendi, atomist.
Lindberg, David C. and Robert S. Westman. Reappraisals of the Scientific Revolution
Shapin, S. A Social history of truth
Shapin, S. & Schaffer, S. Leviathan & the air-pump: Hobbes, Boyle, and the experimental life
Recommended Books at the Library: 
Armitage, Angus. The World of Copernicus
Basalla, George. The Emergence of Modern Science
Biagioli, Mario. Galileo, Courtier
Bullough, Vern. The Scientific Revolution
Caspar, Max. Kepler (trans. C. D. Hellman) 
Copernicus, Nicholas. Three Copernican Treatises
-----. De Revolutionibus (Duncan or Rosen) 
Dear, Peter. Mersenne & the Learning of the Schools
Descartes, René. Le Monde: The World (M.S. Mahoney) 
-----. The Philosophical Writings of Descartes, 2 vols (Cottingham et al.) 
-----. The Principles of Philosophy (V.R. Miller & R.P. Miller) 
-----. Treatise of Man (T.S. Hall) 
Drake, Stillman. Galileo at Work
Dreyer, J. L. E. A History of Astronomy from Thales to Kepler
Galilei, Galileo. Discoveries and Opinions (Ed. & Trans. S. Drake) 
-----. Dialogue on the Two Chief Systems of the World (Ed. & Trans. S. Drake) 
-----. Sidereus Nuncius (Ed. & Trans. A. Van Helden) 
-----. Two New Sciences (Ed. & Trans. S. Drake) 
Geymonat, Ludovico. Galileo Galilei (Ed. & Trans. Stillman Drake) 
Jacob, Margaret. The Cultural Meaning of the Scientific Revolution
Joy, Lynn. Gassendi, Atomist
Kearney, Hugh F., ed. Origins of the Scientific Revolution
Kepler, Johannes. Mysterium Cosmographicum (A.M. Duncan) 
Kuhn, Thomas. The Copernican Revolution
Langford, Jerome. Galileo, Science and the Church
Lindberg, David C. Theories of Vision from al-Kindi to Kepler
Manuel, Frank. A Portrait of Isaac Newton
Newton, Isaac. The Opticks
----. The Principia
-----. Newton's Philosophy of Nature (Ed. H.S. Thayer, op) 
-----. Newton: Texts, Backgrounds, Commentaries (I.B.Cohen & R.S. Westfall) 
Redondi, Pietro. Galileo: Heretic (Trans. R. Rosenthal) 
Shapin, Steve. A Social History of Truth
Thoren, Victor E. The Lord of Uraniborg: A Biography of Tycho Brahe
Westfall, Richard S. Never at Rest: A Biography of Isaac Newton
Please consult the prepared bibliography in Teaching Resources and in the Research Resources sections at the WebSite noted above. On-line and data base search technology now make it a simple matter to identify and locate the most recent scholarship on the Scientific Revolution. Students will have an opportunity in this Colloquium to master these research skills.

PART I:  THE SCIENTIFIC REVOLUTION: BACKGROUND & OVERVIEW


WEEK I - 7-9 January:
T & Th: Plotting Our Course; Scientific Revolution Overview
Readings: Review all course materials; Begin Butterfield; Visit WebSite beginning with Teaching Resources then move on to the two sections dealing with the Scientific Revolution. Begin now to find a topic area using primary sources. Remember that the Study Guide is self-paced: Hatch - History of Science Study Guide
Start now; See the overview of possible Research Topic using Primary Sources: Research - Primary Sources. Start now, Read & Understand materials at the Scientific Revolution HomePage
Discussion Topic:  You say you want a revolution?
Defining the issues:  Periodization; Concepts; Events

WEEK II - 14-16 January:
T & Th: Grand Narratives; Key Concepts; Historiographic Themes
Readings: Finish Butterfield; Begin Burtt; continue research on primary sources.
The Study Guide: Hatch - History of Science Study Guide
Discussion Leaders:
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WEEK III - 21-23 January:
T & Th: Understanding Science; Using & Interpreting History
Readings: Finish Burtt; Begin H.Floris Cohen (Selected); continue research on primary sources.
The Study Guide: Hatch - History of Science Study Guide
Discussion Leaders:
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WEEK IV - 28-30 January:
T & Th: Historiographic Issues; Ideology; Cause & Action; Motivation, Intent;
'External vs. Internal' & 'Continuity vs. Revolution' etc
Readings: Finish Cohen (Selected); Begin Kuhn, Structure; continue research on primary sources.
The Study Guide: Hatch - History of Science Study Guide
Discussion Leaders:
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WEEK V - 4-6 February:
T & Th: Historiographic Issues, Philosophical Positions
Readings: Finish Kuhn, Structure; Begin Primary Readings; Continue to visit EEBO & related sites on Primary Sources: Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide
Discussion Leaders:
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PART II:   THE SCIENTIFIC REVOLUTION: PRIMARY SOURCES

WEEK VI - 11-13 February:
T & Th:   How do we read 'Primary Sources'? - How to Read & Understand Primary Sources - Hatch
Readings: Continue Primary Readings {As Assigned} Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide

A prognostication euerlastinge of right good effecte by Digges, Leonard, d. 1571? Imprinted at London : By Thomas Marsh, 1576
Bib Name / Number:STC (2nd ed.) / 435.47 - Copy from: Henry E. Huntington Library and Art Gallery:

Bring Hardcopy to Class: Download from: EEBO

Discussion Leaders:
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WEEK VII - 18-20 February:
T & Th:   Why were certain texts reprinted first?
Readings: Continue Primary Readings (As Assigned) Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide

Six metaphysical meditations by Descartes, René, 1596-1650. London : Printed by B.G. for Benj. Tooke ..., 1680
Bib Name / Number:Wing / D1136; - Bib Name / Number:Macdonald, H. Thomas Hobbs / no. 23; - Copy: Cambridge U. Library

Bring Hardcopy to Class: Download from: EEBO

Discussion Leaders:
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WEEK VIII - 25-27 February:
T & Th: How do these texts connect with secondary interpretations?
Reading: Continue Primary Readings (As Assigned) Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide

Two anatomical exercitations concerning the circulation of the blood by Harvey, William, 1578-1657. London : Printed by Francis Leach, 1685 - Bib Name / Number:Wing / H1092 - Copy from: Royal College of Physicians of London Library

Bring Hardcopy to Class: Download from: EEBO

Discussion Leaders:
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WEEK IX - 4-6 March:
T & Th: What is the value of primary sources?  Limitations?
Reading: Continue Primary Readings (As Assigned) Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide
Individual Reports, self-selected Primary Source, 5-10 minute Presentation & Discussion: Download from: EEBO

WEEK X - 11-13 March: Spring Break {Have Fun & Read}:

WEEK XI - 18-20 March:
T & Th: Overview & Synthesis
Reading: Continue Primary Readings Research Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide
Individual Reports, self-selected Primary Sources, 5-10 minute Presentation & Discussion: Download from: EEBO

WEEK XII - 25-27 March:
Individual Conferences and Research; continue research on primary sources Research - Primary Sources.

WEEK XIII - 1-3 April:
Tuesday, 1 April: Class Meeting is Mandatory.
Continued Individual Conferences and Research; continue research on primary sources Research - Primary Sources. 

WEEK XIV - 8-10 April:
Individual Conferences and Research; continue research on primary sources Research - Primary Sources. 

PART IV:   Last Essay Presentations

WEEK XV - 15-17 April:
T & Th: Essay Presentation & Defense:
See WebSite for Guidelines; Essay presentations will be clustered into topical groups {pods}, e.g., Copernicanism.
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WEEK XVI - 22 April:
T: Essay Presentation & Defense: {See WebSite for Guidelines}
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Nota Bene:  Last Essays are due in final form on date of presentation; they will be returned after Exam Week.  If you wish to have your essay returned, please supply a large (9x12) brown clasp envelope with appropriate postage and address.  I will arrange for a Special Federal Agent to deliver your Course Essay and final Course Grade to the address you provide.

Questions? Please E-me: ufhatch@ufl.edu
rah.january.2003
Need help with writing skills, bibliography, or other research resources?  Click Here:   X

Copernican Perspectives - Take a Peek!
Opps - Almost forgot!  What is Gravity?  Answer
 
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