Social and cultural aspects of science -- but -- "Why the 'Scientific Revolution'--or for that matter, 'early modern science'?" There is, understandably, some history involved in arriving at an answer, or at least a satisfying response. Although a long history can be told, the social part of the answer began to take shape shortly after WWII (in the middle of the last century). It was then that the historian Herbert Butterfield put forward his much-quoted claim 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." According to this tradition, the Scientific Revolution was a watershed in Western thought, culture, civilization {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. Thanks in large measure to Butterfield, 'Science' soon became synonymous with 'Modern' and 'Western'. And so, until quite recently, the Scientific Revolution, as a periodization, was the acknowledged origin and essence -- the likely father and firm foundation -- of Enlightenment. Now there are claims that this once proud periodization is not only 'Dead' (neither resurrected nor resuscitated) it stalks the twilight as the 'Living Dead'. Understanding the apparent demise (founded or deadly exagerrated) is one of our main objectives. In this pursuit, we survey the underpinnings of similar 'Not-Grand Theorical' claims to more humble primary texts. Many of our primary sources have never been cited by scholars or historians.

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 full historical and historiographical context. But clearly the status of each--like the periodization itself--has shifted across chronological, geographic, thematic, and methodological boundaries. In this Seminar we focus on these changes. 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. Second, and perhaps decidedly more challenging, we examine the assumptions and interpretations of these issues as presented and interpreted by early writers and more recent historians of the 'Scientific Revolution.'

To that end, Seminar participants will write and defend a critical essay based on primary sources. This essay will focus on historical interpretation (related to a clearly defined 'school' or 'tradition' or 'genre' of historical writing) that concerns the 'Scientific Revolution' as it relates to a selected set of primary texts or sources. The objective of the essay is to test the relation between an interpretive tradition ('Internalist' or 'Externalist' or post-Modern) by using fresh primary materials. Full particulars of the essay will be provided and discussed in class.

In addition to the critical essay, participants are expected to take an active part in Seminar discussions and present their preliminary research to a critical audience. Each of these requirements is built into the Seminar schedule.

Required Reading is taken from the following works & electronic WebSites:

Butterfiled, Herbert. The Origins of Modern Science.
Burtt, E.A., The Metaphysical Foundations of Modern Physical Science.
Cohen, H. Floris. The Scientific Revolution: A historiographical inquiry (Chicago 1994).

Each Seminar Participant will select, read, critique, and report on three (3) books from the 'Other Recommended' list below, or possible titles proposed by Seminar Participants. If a participant has previously read the above three shared readings, they will write critiques on other appropriate works, titles agreed upon with the instructor.

Most innovatively, this Seminar will take full advantage (in addition to the above) of the extraordinary primary source materials now available 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, participants are encouraged to spend time at my 'Search Site' to become familiar with related Library Resources, Search Engines, and Primary Source Sites. I also ask participants to consider developing their research and their essay in such a way that it might be included on the Department of History website as a 'Department Project'. Further particulars will be discussed in seminar.

The Scientific Revolution as Narrative, Configurations 6.2, Spring 1998: Special Issue: Guest Editors: Mario Biagioli and Steven J. Harris - Configurations

Applebaum, Wilbur. The Scientific Revolution: An Encyclopedia. (Garland 2000).
Biagioli, Mario. Galileo, Courtier: The Practice of Science in the Culture of Absolutism {Chicago 1993}.
Bouwsma, William J. The Waning of the Renaissance, 1550-1640. (Yale 2000).
Burtt, Edwin A. The metaphysical foundations of modern physical science.
Butterfield, Herbert, Sir. The origins of modern science.
Cook, Alan. Edmond Halley: Charting the Heavens and the Seas. (Oxford, 1998).
Dear, Peter. Mersenne & the learning of the schools.
Dear, Peter. Revolutionizing the Sciences: European Knowledge and Its Ambitions, 1500-1700. (Princeton 2001).
Dear, Peter (ed.). The Scientific Revolution in Early Modern Europe: Readings from Isis. (Chicago 1997).
Hall, A. Rupert. Isaac Newton, Adventurer in Thought. (Blackwell 1992).
Henry, John, The Scientific Revolution & the Origins of Modern Science.
Israel, Jonathan I. Radical Enlightenment: Philosophy and the Making of Modernity, 1650-1750. (Oxford 2001).
Jardine, Lisa, Ingenious Pursuits: Building the Scientific Revolution (Doubleday, 1999).
Johns, Adrian. The Nature of the Book: Print and Knowledge in the Making (Chicago, 1998).
Joy, Lynn. Gassendi, atomist. (Cambridge U Press).
Kuhn, Thomas S. The Structure of Scientific Revolutions.
Lindberg, David C. and Robert S. Westman. Reappraisals of the Scientific Revolution
Miller, Peter. Peiresc's Europe: Learning & Virtue in the Seventeenth Century.
Osler, Margaret J. Rethinking the Scientific Revolution. (Cambridge 2000).
Povey, Mary. A History of the Modern Fact : Problems of Knowledge in the Sciences of wealth and Society (Chicago 1998).
Shama, Simon. Rembrandt's Eyes. (Knopf, New York, 1999).
Shapin, S. & Schaffer, S. Leviathan & the air-pump: Hobbes, Boyle, and the experimental life. (Princeton 1985).
Shapin, Steven. The Scientific Revolution. (Chicago, 1998).
Shapin, Steven. A Social History of Truth: Civility and Science in Seventeenth-Century England {Chicago 1994}
Shapir, Barbara. A Culture of Fact: England, 1550-1720.S (Cornell 2000)
Sobel, Dava. Galileo's Daughter. (Walker & Company, New York, 1999).
Sturdy, David J. Science and Social Status: The Members of the Académie des Sciences, 1666-1750. (Boydell 1995).
etc. NB: Other titles will be suggested and discussed in Seminar.

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

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
2. Attendance is strictly mandatory as is regular and appropriate participation in Seminar discussion {25%}
3. Written critiques & oral analysis of shared readings; Discussion Leader {25%}
4. Seminar 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.

WEEK I: 28 August

W: E1-E3 Plotting Our Course

Readings: Review all course materials;

Begin & Complete Overview of 3 required texts; Begin Butterfield & Prepare Critique:
NB: Those students have previously read Butterfield, prepare Critique on alternative book.

General Discussion Topic:

You say you want a revolution? Defining the issues: Periodization; Concepts; Events: The Role of Historiography.

WEEK II: 4 September

W: E1-E3:

Readings: Discuss

Discussion Leaders:

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2.

Begin Burtt & Prepare Critique: NB: Those students have previously read Burtt, prepare alternative Critique.

WEEK III: 11 September

W: E1-E3:

Readings: Discuss

Discussion Leaders:

1.
2.

Begin Cohen& Prepare Critique: NB: Those students have previously read Cohen, prepare alternative Critique.

WEEK IV: 18 September

W: E1-E3:

Readings: Discuss

Discussion Leaders:

1.
2.

Begin articles on Historiography (provided). Prepare Critique.

WEEK V: 25 September

W: E1-E3:

Readings: Discuss

Discussion Leaders:

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Begin Secondary Readings (provided and/or individual selections; discuss with instructor). Prepare Critique.

WEEK VI: 2 October

W: E1-E3:

Readings: Discuss

Discussion Leaders:

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3.

Begin Secondary Readings (provided and/or individual selections; discuss with instructor). Prepare Critique.


WEEK VII: 9 October

W: E1-E3:

Readings: Discuss

Discussion Leaders:

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2
3.

Begin Primary Readings (provided). Prepare Critique.

W: E1-E3:

Discussion Leaders:

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3.

Begin Primary Readings (provided or individually selected). Prepare Critique.

WEEK IX: 23 October

W: E1-E3:

Reading: Continue

Discussion Leaders:

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Begin Primary Readings (provided or individually selected). Prepare Critique.

WEEK X: 30 October

W: E1-E3:

Reading: Continue

Discussion Leaders:

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3.

Begin Primary Readings (provided or individually selected). Prepare Critique.

WEEK XI: 6 November

Reading: Continue

Discussion Leaders:

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Continue Individual Primary Readings (selected by participant & discussed with instructor) for Last Essay.

WEEK XII: 13 November

W: E1-E3: No Class: Individual Research

XIII: 20 November

W: E1-E3 No Class: Individual Meetings with Professor Hatch [Wednesday]

Seminar Members

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WEEK XIV: 27 November

Continue, Individual Meetings with Professor Hatch [Wednesday]

Seminar Members

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5. etc.

WEEK XV: 4 December

W: E1-E3 Essay Presentation & Defense:

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WEEK XVI: 11 December [Last Day of Class]

W: E1-E3 - Essay Presentation & Defense:

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