T H E    S C I E N TI F I C    R E V O L U T I O N
RESEARCHING  PRIMARY  SOURCES
Dr Robert A. Hatch - 226 Keene-Flint Hall - 392-0271
Department of History - University of Florida - Spring 2009
HIS 3465 (2265X) - The Scientific Revolution
T: E 1-3 (7-10pm) - 111 Keene-Flint Hall
Some sixty years ago the British historian Herbert Butterfield started a stir by suggesting 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.' It was a dramatic claim, a fresh approach to interpreting Modern Western Civilization, and perhaps how we set about understanding recent changes in thought, culture, and human values.  

Given that 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 unquestioned 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 Heroes--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. 

This is a 'readings course' that uses a seminar approach to primary and secondary sources from and devoted to the period known as the 'Scientific Revolution' (Copernicus to Newton). This is a challenging course. It requires active student involvement, particularly in the 'close reading' of texts. The course focuses on developing critical reading, writing, and verbal skills. In place of lectures, emphasis is given to seminar-style discussion. We have two key 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 (ca. 15pp). 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. Each student in the class will read all student Essays; in addition, each student will serve as Peer Reader for another class member. This format is similar to those found in traditional graduate seminars in the Humanities and Social Sciences. By design, this course offers an opportunity to do research and an alternative to traditional undergraduate lecture courses. The emphasis is on developing critical reading, writing, and verbal skills associated with the seminar experience.  

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, 5.00-7.00pm, Thursday, 5.00-6.00pm, 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: 
{Exclusive Order: Gator Textbooks, Creekside Mall, 3501 SW 2nd Avenue, Suite D;
Tel: 374.4500 - Web: Gator Textbooks}; Please note that full publication details can be found at: Goggle Advanced Search  

Henry, John, The Scientific Revolution and the Origins of Modern Science {Recommended}.
Butterfield, Herbert, Sir. The origins of modern science.
Burtt, Edwin A. The metaphysical foundations of modern physical science. 
Kuhn, T.S. The structure of scientific revolutions.
Finocchiaro, Maurice A. The Essential Galileo.
Cohen, I. Bernard & R.S. Westfall. Newton.

Hatch, Robert A. The Scientific Revolution: Primary Readings {EEBO - To be discussed in class}
 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.

This course makes available primary source materials in electronic format, most notably English Books On-Line (EEBO) and the equally 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.
For a brief overview of primary sources, what they are, how to read them, and their importance to historical research, please read and consider the issues in the following short essay:
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 strictly mandatory {25%}, possible quizzes, unannounced. All required work must be completed to receive a course grade. 
3. Written Critiques {750 word, 3-typed pages, Critical Essays} & analysis of readings, Discussion Leader, etc. {25%}. See this WebSite for 'How to Write a Critique.'  
4. Last Essay (ca. 15pp) & Oral Presentation (Presenter; Peer Reader): 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. All required work must be completed in order to receive a course grade. Attendance & participation are mandatory.
Required Readings available at:  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: 
Cohen, H. Floris. The Scientific Revolution: An historiographical inquiry
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 course to master these research skills.

PART I:  THE SCIENTIFIC REVOLUTION: BACKGROUND & OVERVIEW

WEEK I - 6 January:
T: 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
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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}

WEEK II - 13 January:
T: Discussion of Butterfield: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
1.
2.
3.
4.

WEEK III - 20 January:
T: Discussion of Burtt: Understanding Science; Using & Interpreting History
Readings: Finish Burtt; Begin Kuhn, Structure; continue research on primary sources.
The Study Guide: Hatch - History of Science Study Guide
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
1.
2.
3.
4.  

WEEK IV - 27 January:
T: Discussion of Kuhn: Historiographic Issues; Ideology; Cause & Action; Motivation, Intent;
'External vs. Internal' & 'Continuity vs. Revolution' etc
Readings: Finish Kuhn, Structure; Begin Finocchiaro, Galileo, Intro, pp. 1-37; Chpt I, The Sideral Messenger, pp. 45-84; Chpt 4, Letter to the Grand Duchess Christina, pp. 109-145. Continue research on primary sources.
The Study Guide: Hatch - History of Science Study Guide
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
1.
2.
3.
4.  

WEEK V - 3 February:
T: Discussion of Galileo: Intro, pp. 1-37; Chpt I, Sideral Messenger, pp. 45-84; Chpt 4, Letter to Grand Duchess Christina, pp. 109-145.
Readings: Finish Finocchiaro, Galileo; Begin Cohen & Westfall, Newton, Intro, pp. 6-12; Koyre, pp. 58-71; pp. 115-119; 227-233; 251-274; 330-339.
Continue to visit EEBO & related sites on Primary Sources: Research - Primary Sources. The Study Guide: Hatch - History of Science Study Guide
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
1.
2.
3.
4.


WEEK VI - 10 February:
T:  Discussion of Newton Readings: Intro to Primary Sources
Readings: Finish Cohen & Westfall, Newton, Intro, pp. 6-12; Koyre, pp. 58-71; pp. 115-119; 227-233; 251-274; 330-339.
Begin Primary Sources; Visit EEBO & related sites on Primary Sources: Research - Primary Sources. The Study Guide: Hatch - History of Science Study Guide
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
1.
2.
3.
4. 

PART II:   THE SCIENTIFIC REVOLUTION: PRIMARY SOURCES

WEEK VI - 17 February:
T:   Discussion of Walker Reading: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
For background information and biographical details, see the Scientific Revolution 'Big-Guys' Page.

Walker, Joseph. Astronomy's advancement, or, News for the curious being a treatise of telescopes, and an account of the marvelous astronomical discoveries of late years made throughout Europe : with the figures of the sun, moon, and planets, with Copernicus his system, in twelve copper plates : also, an abstract to ching the distance, faces, bulks, and orbs of the heavenly bodies, the best way of using instruments for satisfaction, &c. out of the best astronomers, ancient and modern, viz. Mr. Hook, Mr. Bouilleau, Mr. Hevelius, Father Kircher, &c. / done out of French by Jos. Walker.
Imprint: London : Printed for Philip Lea ..., 1684. Bib name / number: Wing / A4084: Physical description: [12], 56 p., [10] leaves of plates (some folded) : Copy from: British Library.

Bring Hardcopy to Class: Download from: EEBO or EBBO Direct
Discussion Leaders:
1.
2.
3.
4. 

WEEK VII - 24 February:
T:   Discussion of Descartes Reading: Why were certain texts reprinted first?
Readings: Continue Primary Readings (As Assigned) Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide
For background information and biographical details on Descartes & Hobbes, See the Scientific Revolution 'Big-Guys' Page.

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 [Including Objections by Thomas Hobbes]

Bring Hardcopy to Class: Download from: EEBO or EBBO Direct
Discussion Leaders:
1.
2.
3.
4. 

WEEK VIII - 3 March:
T: Discussion of Harvey Reading: 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
For background information and biographical details on William Harvey, See the Scientific Revolution 'Big-Guys' Page.

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 or EBBO Direct
Discussion Leaders:
1.
2.
3.
4. 

WEEK IX - 10 March: - Spring Break
Private Study: Overview & Synthesis
Reading: Continue Primary Readings Research Research - Primary Sources.
The Study Guide: Hatch - History of Science Study Guide

WEEK X - 17 March
T: Discussion of Huygens Reading: 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
For background information and biographical details on Christiaan Huygens, See the Scientific Revolution 'Big-Guys' Page.
For the next class (Week XI) prepared Mantra for your final Essay and for preliminary oral presentation to our class.

The celestial worlds discover'd, or, Conjectures concerning the inhabitants, plants and productions of the worlds in the planets by Huygens, Christiaan, 1629-1695. London : Printed for Timothy Childe ..., 1698 Bib Name / Number:Wing / H3859 - Copy from: Library of Congress,

Bring Hardcopy to Class: Download from: EEBO or EBBO Direct
Discussion Leaders:
1.
2.
3.
4. 

WEEK XI - 24 March:
Individual Short Reports, Mantra of Final Essay, 5-7 minute Presentation & Discussion
Download from: EEBO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

WEEK XII - 31 March:
Individual Short Reports, Mantra of Final Essay, 5-7 minute Presentation & Discussion
Download from: EEBO
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.

PART III:   LAST ESSAY PRESENTATION & DEFENSE

WEEK XIV - 7 April - Last Essay Preparation
Individual Conferences: Continue Individual Research & Writing, Primary Sources Research - Primary Sources. 

Nota Bene: Last Essays for Week XV must be sent by email attachment by Friday, 10 April, 12.00 Midnight. All class members will read each essay in advance of class in order to participate in class discussion.

WEEK XV - 14 April:
Essay Presentation & Defense (Readers & Presenters - See WebSite for Guidelines):
Essay presentations will be clustered into topical groups {pods}, e.g., Copernicanism.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.  

Nota Bene: Last Essays for Week XVI must be sent by email attachment by Friday, 17 April, 12.00 Midnight. All class members will read each essay in advance of class in order to participate in class discussion.

WEEK XVI - 21 April:
Essay Presentation & Defense (Readers & Presenters - See WebSite for Guidelines):
Essay presentations will be clustered into topical groups {pods}, e.g., Copernicanism.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.




Nota Bene:  Last Essays are due in final form on date of presentation. If you wish, Last Essays will be returned after Exam Week by the following procedure.  To have your Last Essay returned to you, please supply a large (9x12) brown clasp envelope with appropriate postage and your address.  Small business envelopes will not be accepted. Submit the large brown clasp envelope with your Last Essay. A Special Federal Agent will deliver your Last Essay and final Course Grade to the address on your envelope. Essays cannot otherwise be returned.

Questions? Please E-me: ufhatch@ufl.edu
rah.oct.2008
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
 
BACK - HOME