Clio Electric - A History of Research Traditions, Theories & Practices in the Humanities & the Sciences

C L I O E L E C T R I C
A HISTORY OF RESEARCH IN THE HUMANITIES & THE SCIENCES

Dr Robert A. Hatch - 226 Keene-Flint Hall - 392-0271
Department of History - University of Florida - Fall 2007
HIS 3504 (4847x) - Clio Electric
R: 6-7-8 - (12.50 - 3.50pm) - W.W. Little Hall 223

This course provides an introduction to the history of research in the sciences and in the humanities. Tracing time-honored theories and practices about nature and about the past, course readings help identify the roots of oral and scribal cultures that foreshadowed print culture, the emergence of 'expert knowledge', and the subtle configurations now known as the Public Sphere. By design, the course employs recent electronic technologies to underscore the implications of these changes. Historical change in scholarly communication is the subject and object of our study. These changes involve new concepts of the past, nature, and knowledge, the value of argument and evidence, and not least, how longterm changes have shaped current assumptions about information, data, knowledge, understanding, and wisdom. To make this configuration manageable, a series of readings and case studies explore changing views of nature and the past (and history and science), particularly the origins and inter-relations between science, the humanities, and the social sciences, and the historical relations between ‘scholar’ and ‘scientist’. Case studies converge on theories, methods, and practices that problematize 'evidence' and the identity of 'experts'.

Based on primary texts now available in electronic format, history (in its several senses) here becomes our subject and our object of study. Our first objective is to identify traditional questions about historical and scientific research and to trace how those practices have changed over the last four centuries. Our second objective is to employ case studies to test time-honored assumptions by means of secondary sources (scholarly articles), primary printed texts (from the 16th-19th centuries), and finally, primary manuscript sources (archive sources as well as institutional records). Case studies trace the emergence of modern notions of learning, scholarship, and research, beginning with theories of truth, fact, and knowledge in science and history but increasingly with an eye toward the emergence of the printing press, state-sponsored academies, professional journals, and not surprisingly, the appearance of the Public Sphere and perhaps the public intellectual. Taken together, case studies trace questions about scholarly and scientific research from Renaissance Europe to mid-19th-century developments in Britain and the US. While our most basic pedagogical question asks how primary sources differ from traditional textbook accounts of these subjects and themes, the more immediate question asks how instant electronic access to comprehensive stockpiles of searchable primary sources changes our academic assumptions, aspirations, and ultimately, our interpretations of the sciences and the humanities. A key assumption is that knowledge is always part of a theory of history (Collingwood).

To pursue these ends, participants will write and defend a Research Essay that has emerged from their Course Project. The Course Project and Research Essay focus on clearly defined issues identified in primary sources through individual research. The topic of the must fall within the time frame of the course and involve some aspect of 'science' (= natural philosophy) whether astronomy, alchemy, astrology, or science fiction, science and religion, science and politics, etc., viewed in historical context. The Course Project & Research Essay should employ an appropriate number of primary sources, usually five or six primary texts. Full particulars--notably the relation between specific 'scientific' texts and more general historiographic interpretations--will be provided and discussed in class as well as in individual conferences with the Instructor.

In addition to the Course Project & Research Essay, participants are expected to take an active part in discussions and to present their research results to a critical audience. Each of these requirements is built into the schedule. Please note that attendance and appropriate participation are mandatory. Office hours for Professor Hatch are Thursday, 4.00-7.00pm and by appointment; Office: 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 & Enlightenment 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

Further Course Details: 'What is Expected - What do I Need to Know?' - A Fair Question

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}

Butterfield, Herbert. The Origins of Modern Science.
Mandrou, Robert. From Humanism to Science.
Eisenstein, Elizabeth L. The Printing Press as an Agent of Change.
Kuhn, T.S. The Structure of Scientific Revolutions.
Hatch, Robert A. The Scientific Revolution: Selected Primary Readings {Provided: To be discussed in class}.
Habermas, Jurgen. The Structural Transformation of the Public Sphere
Toulmin, Stephen. The Discovery of Time.
Winks, Robin W. The Historian as Detective.
McLuhan, Marshall. The Gutenberg Galaxy.
Schreibman, R.G. Siemens & John Unsworth (Editors). A Companion To Digital Humanities. Blackwell Publishers, 2005. (Selections Provided: 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, GALLICA, and others. 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. Please note that this website provides information and suggestions about how to write critiques, select research topics, read primary sources, make oral presentations, and other academic topics. Students are responsible for reading and mastering this information. See: Teaching Resources for a good start. For a general overview of the Primary Sources, See: Research - Primary Sources.

The Scientific Revolution: Secondary Sources (Hatch)

The Scientific Revolution: Primary Sources (Hatch)

Clio Electric (Background Sources) - (Hatch)

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:

How to Read Primary Sources - Hatch

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%}; all required work must be completed to receive a course grade.
3. Written Critiques {Critical Essays, 750 words, 3pp typed & double-spaced} & analysis of readings, Discussion Leader, etc. {25%}.
4. Course Project & Research Essay (Electronic Project & 10-15 page Last Essay) & Oral Presentation: Schedule follows {50%}. The Course Project topic must fall within the time frame of the course and involve some aspect of 'science' (= natural philosophy) and 'history'. The Course Project is designed to supply new research materials for the web international community, while the Research Essay builds on the those materials. Research for the Project and Essay should employ an appropriate number of primary sources (usually five or six primary texts) as well as other secondary electronic research materials.
5. Please note in advance that participants may be required to assume the expense of some photocopy costs for articles and for reproducing their Last Essay for seminar members. All required work must be completed in order to receive a course grade. Attendance & participation are strictly mandatory.

Required Readings available at: Gator Textbooks, Creekside Mall, 3501 SW 2nd Avenue: 374.4500; Map: http://www.gatortextbooks.com

Last Essay & Course Project: Topical Areas for Primary Research
= AKA = Topical 'pods' (Suggestive Not Exhaustive; Search EEBO):

Time Reckoning - Calendars
Space Reckoning - Maps & Charts
Biography - Reckoning Groups & Communities
Measurement - Historical & National lengths, volumes, quantities
Currency - Historical coinage & forms of exchange
Manuscripts & the Scriptorium
Printing - Printers & Publishers
Correspondence Networks
The Republic of Letters
The Book
Readers & Reading
Learned Journals
Instruments - between science & technology, scholars & craftsmen
Learned Societies - Private Assemblies - State Sponsored Academies
The Public Sphere
Learning in Context - Universities, Societies, the State
Censorship
History, Science, Natural History
Science, Literature, Science Fiction
Salons & the Salon Movement
Women, Science, Learning
Women & Midwifery - Practice & Theory - Law & License - Authority & Power
History, Science, & the Design Argument
Between & Among Oral, Script, Print & Electronic Textuality
Etc.
For all overview of possible topics using Primary Sources, See: Research - Primary Sources.

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: FROM HUMANISM TO SCIENCE

WEEK I - 23 - 24 August - Plotting Our Course
Th: Plotting Our Course; Clio Electric Overview (223 Little)- Library Resources & Digital Texts: Library West, Room 211
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 possible Research Topics using Primary Sources: Research - Primary Sources & Scientific Revolution HomePage
Issues to begin considering: Periodization; Concepts; Events; Truth & Reality - Ontology & Epistemology
Read for next week, write Critique: Butterfield, Herbert, The Origins of Modern Science.

WEEK II - 27 - 31 August

Th: Butterfield: The Origins of Modern Science - What is science?
Discussion Topic: Does the New Science make a revolution?
Defining the issues: Periodization; Concepts; Events
Read for next week, Robert Mandrou, From Humanism to Science.

Discussion Leaders:
1.
2.

WEEK III - 4 - 7 September
Th: Mandrou: Humanism & Science
Read for next week, Kuhn; continue research on primary sources.

Discussion Leaders:
1.
2.

WEEK IV - 10 - 14 September
Th: Kuhn: The Structure of Scientific Revolutions
Read for next week, Eisenstein; continue research on primary sources.

Discussion Leaders:
1.
2.

WEEK V - 17 - 21 September
Th: Eisenstein & Impact of the Printing Press
Read for next week, Habermas; continue research on primary sources.

Discussion Leaders:
1.
2.

WEEK VI - 24 - 28 September
Th: Habermas - The Public Sphere
Read for next week, Toulmin; Continue to visit EEBO & related sites on Primary Sources: Research - Primary Sources.

Discussion Leaders:
1.
2.

WEEK VII - 21 - 5 October
Th: Toulmin, Time - Between History & Science
Read for next week, McLuhan; See Winks; etc.

Discussion Leaders:
1.
2.

WEEK VIII - 8 - 12 October
Th: McLuhan & the Gutenberg & Post-Gutenberg Galaxy
Read for next week; Selections from Winks; Others TBA.

Discussion Leaders:
1.
2.

PART II: SCIENTISTS & SCHOLARS - NATURE & THE PAST

WEEK IX - 15 - 19 October
Th: Individual Meetings - Electronic Resources & Course Project (Library West - 211)
Readings: Continue Primary Readings {As Assigned} Research - Primary Sources.
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6.
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etc

WEEK X - 22 - 26 October

Th: Research Project Meetings - Project Final Outline Due
Reading: Continue Primary Readings (As Assigned) Research - Primary Sources.

WEEK XI - 29 - 1 November
Th: Electronic Resources & Course Project (Library West - 211) - Draft & Mock-Up Due
Reading: Continue Primary Readings (As Assigned) Research - Primary Sources.

WEEK XII - 5 - 9 November
Th: Research Project Meetings - Research Essay Outline Due
Reading: Continue Primary Readings (As Assigned) Research - Primary Sources.

WEEK XIII - 13 - 16 November
Individual Project Reports, 5-7 minute Presentation & Discussion
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2.
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7.
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etc.

PART III: LAST ESSAY & PROJECT PRESENTATION

WEEK XIV - 19-21 November - No Class - Thanksgiving

Nota Bene: Last Essays for Week XV must be sent by email attachment by Saturday, 24 November, 12.00 Midnight. All class members will read each essay in advance of class in order to participate fully in class discussion.

WEEK XV - 26 - 30 November - Last Essay Presentation:
Th: Essay Presentation & Defense (Readers & Presenters - See WebSite for Guidelines):
Essay presentations will be clustered into topical groups {pods}.
1.
2.
3.
4.
5.
6.
7.
etc.

WEEK XVI - 31 November - 5 December - UF Classes End Wednesday, 5 Dec 2007

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 work and cannot 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 the envelope. Essays cannot otherwise be returned.

Questions? Please E-me: ufhatch@ufl.edu
rah.2007 et seq.

Need help with writing skills, bibliography, or other research resources? Click Here: X

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How to Read Primary Texts

Voltaire - Biography - EB 1911

Voltaire - On Science in the Age of Louis XIV

Voltaire - On the Royal Society of London & the Academies