1. At least since W.F. Edwards’ pioneering articles on medieval and renaissance interpretations of the prologue to Galen's Art of Medicine,1 it has often been maintained that Latin scholastics inte...

The sixteenth-century reckoning with extra-European peoples and cultures occurred at precisely the same moment that humanists were increasingly preoccupied with the daily life, material culture, and lived religion of classical antiquity. Leading figures in sixteenth-century antiquarianism took an abiding interest in ethnographic accounts of contemporary peoples and even produced such accounts. This article examines how sixteenth-century readers and scholars placed bodies of literature on ancient and modern customs in dialogue with one another. While scholars have long appreciated that ethnographic and (...) travel writing were deeply mediated by the study of antiquity, that mediation cut both ways. This article addresses the question of how ethnographic descriptions of modern peoples shaped sixteenth-century understandings of the customs and lived religion of antiquity. The writings of merchants and humanists testify to the ways in which the practices of ethnographic writing helped to shape travellers’ and readers’ appreciation of the cultural alterity of classical antiquity. (shrink)

Visual academies were unique social formations in the ancien régime, so distinctive that they are best studied as prototype professions. Alone among academies, they were responsible for offering instruction. Alone among educational institutions, they linked liberal instruction to occupational practice. Alone among ‘learned’ occupations, they accommodated an irreducible manual component. The visual Académie in Paris in particular established literally the first ‘graduate school’ in any field of activity and admitted students on the basis of anonymously scored student competitions. Equivalent activities (...) will not begin to emerge in medicine or law until the mid-19th century. Our historical case, in short, calls into question the received orthodoxy regarding the time and place of the first professionalism projects. Instead of focusing on 19th-century Britain, we are now considering mid-17th-century France and thereby preparing the way for a new start in the sociology of professions. (shrink)

In the early twenty-first century, we often ask whether there is life (intelligent or otherwise) in the cosmos, but almost never whether the heavens themselves are actually alive or animated, that is, infused somehow with a soul, the anima mundi, or some such entity. This was not the case in the Middle Ages, the Renaissance, or the early modern period. Although Aristotelians normally answered no to this question, Marsilio Ficino (1433–99) took a decidedly Platonic turn when he answered the question (...) positively, insistently, and consistently in a broad range of works over his entire philosophical career. By contrast, Giovanni Pico della Mirandola (1463–94), Ficino’s younger contemporary, began by embracing the new Platonic position but joined the Aristotelian fold in his later works. In this essay, I will briefly compare and contrast Ficino’s solid and consistent position with the changing trajectory of Pico’s views over the course of his short but intense career. This essay is an exploration of central themes and some preliminary reflections thereon. These essentially Platonic views of a living universe provide the conceptual and literary foundations for understanding this issue in the early modern period. (shrink)

The Scientific Revolution spawned not just one methodology, but two. We have emphasized Bacon's inductivism at the expense of Galileo's more abstract, sophisticated method of successive approximation, and so have failed to appreciate Galileo's contribution to the ceteris paribus problem in philosophy of science. My purpose here is to help redress this imbalance. I first briefly review the old unsolved problems, and then point out the Baconian basis of ceteris paribus, as this clause is conventionally understood, and its history from (...) Aristotle to twentieth century Positivism. Then I explore Galileo's method of dealing with unwanted impediments, and the more general problem of 'accidents.' I trace his methodology back to Archimedes and forward through the economic theories of Adam Smith (18th century), J. S. Mill (19th) and Milton Friedman (20th). Finally, I point out ways in which I think Galileo's scientific method sheds light on, and provides a partial solution to, the ceteris paribus problem. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The history of the continuous inclusion of mathematics in liberal education in the West, from ancient times through the modern period, is sketched in the first two sections of this chapter. Next, the heart of this essay (Sects. 3, 4, 5, 6, and 7) delineates the central role mathematics has played throughout the history of Western civilization: not just a tool for science and technology, mathematics continually illuminates, interacts with, and sometimes challenges fields like art, music, literature, and philosophy – (...) subjects now universally considered to be liberal arts. Section 8 adds an international perspective to the contemporary liberal arts story by describing some instructive mathematical achievements from many cultures and societies. Finally, Sect. 9 addresses how contemporary mathematics teaching can use the history of mathematics viewed as a liberal art to enhance the appreciation and understanding of mathematics for all students. (shrink)