Renaissance Representations of Islamic Science: Bernardino Baldi and His Lives of Mathematicians

1999 ◽  
Vol 12 (3) ◽  
pp. 469-484
Author(s):  
Ann Moyer

The ArgumentDuring the later European Renaissance, some scholars began to write about the history of scientific disciplines. Some of the issues and problems they faced in constructing their narratives have had long-term effects on the history of science. One of these issues was how to relate scholars from the Islamic traditions of scientific scholarship to those of antiquity and of postclassical Europe. Recent historians of science have rejected a once-common Western opinion that the contribution of these Islamic scientists had lain mainly in their preservation of ancient texts that were then handed over to Western scholars, who mastered them and then moved beyond them as part of the scientific revolution. This article examines the first effort to write a history of mathematics, the Lives of the Mathematicians by Bernardino Baldi (1553–1617), to determine how he treated this issue in his work. Baldi's efforts are especially important here because he was also an early European scholar of Arabic.An examination of the work shows that Baldi did not share the negative views held by later Europeans about these non-European scientists. However, despite his knowledge of Arabic he had no active contacts with ongoing mathematical scholarship in Arabic. As a consequence, his narrative does follow the chronology of those later Europeans who would limit consideration of these mathematicians to approximately the ninth to the fourteenth centuries. In Baldi's writings, then, we can see the later narrative shape used by Western historians of science until recent years, but not the subsidiary role accorded to non-European scholars.

2018 ◽  
Vol 23 (3) ◽  
pp. 217-243 ◽  
Author(s):  
H. Darrel Rutkin

Abstract Astrology is a complex, multifold and long-lived subject that has been approached from many different perspectives in a broad range of scholarly disciplines. In order to understand its many roles within the history of science, theology, and culture, one needs a well-articulated historically and conceptually sound interpretive framework. In this article, a framework is proposed based on the curricular structures at medieval universities by which fundamental conceptual patterns and practices were passed down from generation to generation. It is argued that this will be helpful both for framing answerable questions, and for approaching their solutions. This goes particularly for the complex long-term patterns of astrology’s marginalization from the domain of legitimate knowledge and practice during the Scientific Revolution and the Enlightenment.


PEDIATRICS ◽  
1973 ◽  
Vol 52 (4) ◽  
pp. 577-585 ◽  
Author(s):  
Gary J. Kaplan ◽  
J. Kenneth Fleshman ◽  
Thomas R. Bender ◽  
Carol Baum ◽  
Paul S. Clark

Histories of ear disease, otoscopic examinations, and audiologic, intelligence, and achievement tests were obtained from a cohort of 489 Alaskan Eskimo children who have been followed through the first ten years of life. Seventy-six per cent had experienced one or more episodes of otitis media since birth. Of these, 78% had their first attack during their first two years of life. Perforations and scars were present in 41%. A hearing loss of 26 decibels or greater was present in 16%, and an additional 25% were in the normal range but had a measurable air-bone gap. Children with a history of otitis media prior to 2 years of age and a hearing loss of 26 decibels or greater had a statistically significant loss of verbal ability and were behind in total reading, total math, and language. In addition, children who had an early onset of otitis media but now had normal hearing with a conductive component were also adversely affected in verbal areas. The number of otitis media episodes was related to tympanic membrane abnormalities, hearing loss, and low verbal and achievement scores. These findings indicate that otitis media has been a significant cause of morbidity in Alaskan Eskimo children, and its onset during the critical years of language development as well as the number of episodes play an important role in impairing verbal development.


2018 ◽  
Vol 28 (1) ◽  
pp. 113
Author(s):  
Syarif Hidayatullah

Syed Hussein Nashr is one of the leading scholars in the field of science and religion relations,  especially in Islamic  world. A study on Nashr’s thought in this field is an important and necessary effort to understand one of the aspects that contribute particualrly to the development of sciences in the Islamic world, and in the Western world generally. The article aims to understand (1) Syed Hussein Nashr’s concept on science? And (2) the relevance of Nashr’s concept on science to the development of discourses in science and religion? This study focuses on Nashr’sconcept on science and its relevance to the development of the science and religion discourse. This study deploys a framework of philosophy of science, while applying descriptive and analitycal methodological approach. This study finds that: first, Nashr’s concept on science bases it self on the principle of unity, that is a concept of one-ness and inter-relationship of all beings, which allows integration of knowledge and action of human being into harmony. Nashr offers idea of sacred knowledge (scientia sacra) to allow the sacred values embeded in Islamic teaching to spiritualize modern sciences which are developed in the Western world. Secondly, Nashr was the first Muslim scholar who wrote a comprehensive work about history of science in Islam. His influence is attributed to his contribution to the dicsussion of science and to a grand narrative, namely, Islamization of knowledge or Islamic science, that had become a major scholarly debate among Muslim scholars.


2017 ◽  
Vol 11 (2) ◽  
pp. 420
Author(s):  
Asfa Widiyanto

This article discusses the conception of science and its significance for the reconstruction of Islamic educat-ion, by analyzing and contextualizing the thoughts of Seyyed Hossein Nasr. Nasr is considered a figure who has compe-tence in history of science and philosophy with special emphasis on Islamic science and philosophy. In the earlier phase of his life, he acquainted himself with the thoughts of prominent thinkers both from East and West, and with the very issue of the encounter between East and West. This position makes the thoughts of Nasr on science having their distinctive character. The first part of this paper investigates the construct and characteristics of Islamic science as well as the hierarchy and the idea of unity in Islamic science. The second part of this paper is dealing with the reformulation of philosophical basis of Islamic education, most specifically in the domain of ontology, epistemology and axiology. The third is dealing with the attempts of reconstructing the system of Islamic education, most notably pertaining to the aim of education, educator, student, means of education, and milieu of education.


2021 ◽  
Vol 26 (3) ◽  
pp. 207-230
Author(s):  
Michael Segre

Abstract This article endeavors to contribute to a better understanding of the literary contexts of early biographies of scientists written during the Scientific Revolution. To what extent are these biographies influenced by stereotypes that are an inadequate fit for modern history of science? Its claim is that there was, indeed, a literary model for biographies of scientists, and that this model had deep roots in Biblical and classical literature. While the model was similar to that used in Renaissance biographies of artists, it did not fully emerge until as late as the seventeenth century.


Author(s):  
Christopher Hamlin

There are many precedents for long-term research in the history of science. Long-Term Ecological Research (LTER) program’s current identity reflects significant change—intended and accidental, both consensual and conflictual—from research concerns that were prevalent in the 1980s. LTER program has pioneered modes of research organization and professional norms that are increasingly prominent in many areas of research and that belong to a significant transformation in the social relations of scientific research. The essays in this volume explore the impact of the LTER program, a generation after its founding, on both the practice of ecological science and the careers of scientists. The authors have applied the agenda of long- term scrutiny to their own careers as LTER researchers. They have recognized the LTER program as distinct, even perhaps unique, both in the ways that it creates knowledge and in the ways that it shapes careers. They have reflected on how they have taught (and were taught) in LTER settings, on how they interact with one another and with the public, and on how research in the LTER program has affected them “as persons.” A rationale for this volume is LTER’s distinctiveness. In many of the chapters, and in other general treatments of the LTER program, beginning with Callahan (1984), one finds a tone of defensiveness. Sometimes the concerns are explicit: authors (e.g., Stafford, Knapp, Lugo, Morris; Chapters 5, 22, 25, 33, respectively) bemoan colleagues who dismiss LTER as mere monitoring instead of serious science or who resent LTER’s independent funding stream. But more broadly, there is concern that various groups, ranging from other bioscientists to the public at large, may not appreciate the importance of long-term, site-specific environmental research. Accordingly, my hope here is to put LTER into several broader contexts. I do so in three ways. First, to mainstream LTER within the history of science, I show that the LTER program is not a new and odd way of doing science but rather exemplifies research agendas that have been recognized at least since the seventeenth century in the biosciences and beyond.


2019 ◽  
Vol 29 (4) ◽  
pp. 704-706 ◽  
Author(s):  
Susan Pollock

In his most recent book, James Scott presents us with a ‘deep history’ of the alluvial lowlands of Mesopotamia, from early domestications in the Neolithic to the emergence and consolidation of early states. Although the focus lies on Mesopotamia in these periods, Scott delves into the beginnings of the human use of fire in the Palaeolithic and draws on comparative developments in Southeast Asia, Egypt, Greece, Rome and elsewhere. He poses large questions: Why did people move into densely packed villages—‘Neolithic multispecies resettlement camps’—accompanied by the plants and animals they domesticated, but also by an exponentially increased disease load and a substantial portion of drudgery? Why did states emerge when they did, despite the fact that the main ecological and demographic conditions were present millennia earlier? What accounts for the fragility of these early states, and why do our standard histories obscure that fact? Guiding themes are ecological and demographic, but also draw explicit attention to the unintended consequences of human actions. Indeed, reflections on the Anthropocene underpin the book's arguments, and, like many others who write on this topic, Scott is motivated by deep-seated concerns about the sorry ecological state of our contemporary world and connections to long-term effects of human activity.


Author(s):  
Staffan Müller-Wille

This article explores what both historians of medicine and historians of science could gain from a stronger entanglement of their respective research agendas. It first gives a cursory outline of the history of the relationship between science and medicine since the scientific revolution in the seventeenth century. Medicine can very well be seen as a domain that was highly productive of scientific knowledge, yet in ways that do not fit very well with the historiographic framework that dominated the history of science. Furthermore, the article discusses two alternative historiographical approaches that offer ways of thinking about the growth of knowledge that fit well with the cumulative and translational patterns that characterize the development of the medical sciences, and also provide an understanding of concepts such as ‘health’ and ‘life’.


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