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 - Autumn 2003
HIS 3465 (Dept X) - The Scientific Revolution
M-W-F: 9 - (4.05 - 4.55pm) - 13 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 Wednesday, 2.00-4.00pm and Wednesday, 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: 
{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: 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.

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%}; all required work must be completed to receive a course grade. 
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. All required work must be completed in order to receive a course grade. Attendance & participation is strictly 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 = AKA = Topical 'pods' (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 course to master these research skills.

PART I:  THE SCIENTIFIC REVOLUTION: BACKGROUND & OVERVIEW


WEEK I - 25 - 27 August:
M-W-F: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}

WEEK II - 3 - 5 September:
M-W-F: 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:
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WEEK III - 8 - 12 September:
M-W-F: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
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WEEK IV - 15 - 19 September:
M-W-F: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
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WEEK V - 22 - 26 September:
M-W-F: 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
Read: Henry, John, The Scientific Revolution and the Origins of Modern Science {Optional}
Discussion Leaders:
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PART II:   THE SCIENTIFIC REVOLUTION: PRIMARY SOURCES

WEEK VI - 29 September - 3 October:
M-W-F:   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 on Leonard & Thomas Digges, See the Scientific Revolution 'Big-Guys' Page.

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 or EBBO Direct
Discussion Leaders:
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WEEK VII - 6 - 10 October:
M-W-F:   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:
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WEEK VIII - 13 - 17 October:
M-W-F: 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:
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WEEK IX - 20 - 24 October:
M-W-F: 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.

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, OR:

An attempt to prove the motion of the earth from observations by Hooke, Robert, 1635-1703. London : Printed by T.R. for John Martyn ..., 1674. Bib Name / Number:Wing / H2613. Copy from: British Library. Click.

Bring Hardcopy to Class: Download from: EEBO or EBBO Direct
Discussion Leaders:
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WEEK X - 27 - 31 October:
M-W-F: 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, 5-7 minute Presentation & Discussion: Download from: EEBO
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WEEK XI - 3 - 5 November:
Individual Conferences and Research; continue research on primary sources Research - Primary Sources.
Individual Reports, self-selected Primary Sources, 5-7 minute Presentation & Discussion - Reader & Presenter
Download from: EEBO
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WEEK XII - 10 - 14 November:
Individual Reports, self-selected Primary Sources, 5-7 minute Presentation & Discussion - Reader & Presenter
Download from: EEBO
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WEEK XIII - 17 - 19 November - Last Essay Preparation:
Individual Conferences, Individual Research; Research & Writing, Primary Sources - Research - Primary Sources. 

PART III:   LAST ESSAY PRESENTATION & DEFENSE

WEEK XIV - 24 - 26 November (Thanksgiving, 28 November):
Individual Conferences and Research; continue research on primary sources Research - Primary Sources. 

Nota Bene: Last Essays for Week XV must be sent by email attachment by Friday, 28 November 2003, 12.00 Midnight. All class members will read each essay in advance of class in order to participate in class discussion.

WEEK XV - 1 - 5 December
M-W-F: Essay Presentation & Defense (Readers & Presenters - See WebSite for Guidelines):
Essay presentations will be clustered into topical groups {pods}, e.g., Copernicanism.
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Nota Bene: Last Essays for Week XVI must be sent by email attachment by Friday, 5 December 2003, 12.00 Midnight. All class members will read each essay in advance of class in order to participate in class discussion.

WEEK XVI - 8 - 10 December:
M-W-F: Essay Presentation & Defense (Readers & Presenters - See WebSite for Guidelines):
Essay presentations will be clustered into topical groups {pods}, e.g., Copernicanism.
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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 provided on the envelope. Essays cannot otherwise be returned.

Questions? Please E-me: ufhatch@ufl.edu
rah.june.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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