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 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 opposing historical schools. The ideal problem for your final 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.  We pursue this issue throughout the seminar. 

To that end, Colloquium 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 Colloquium discussions and to present their preliminary research to a critical audience. Each of these requirements is built into the Seminar schedule. Please note that attendance and participation are mandatory. Office hours for Professor Hatch are Tuesday 3.00-6.00pm and by appointment, 4123 Turlington Hall. Students are urged to take advantage of Office Hours for consultation and discussion. Telephone: 392-0271 (24h machine); EMail: ufhatch@nersp.nerdc.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 .  Suggestions for the WebSite are welcome. 

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 {Custom Copies} 
Kuhn, T.S. The structure of scientific revolutions