Universities and Science in the Early Modern Period

1. Front Matter

   Pages i-viii

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2. Introduction

   Pages 1-7

3. “Mathematics for Astronomy” at Universities in Copernicus’ Time: Modern Atitudes Toward Ancient Problems

   • Grazyna Rosińska

   Pages 9-28

4. The University of Salamanca and the Renaissance of Astronomy During the Second Half of the 15th Century

   • José Chabás

   Pages 29-36

5. Medical Science and Medical Teaching at the University of Salamance in the 15th Century

   • Luis García Ballester

   Pages 37-64

6. The Faculty of Medicine of Valencia: Its Position in Renaissance Europe

   • José M. López Piñero

   Pages 65-82

7. The Cultivation of Astronomy in Spanish Universities in the Latter Half of the 16th Century

   • Victor Navarro-Brotóns

   Pages 83-98

8. The Sphere of Jacques du Chevreul: Astronomy at the University of Paris in the 1620s

   • Roger Ariew

   Pages 99-109

9. Lectures and Practices. The Variety of Mathematical and Mechanical Teaching at the University of Uppsala in the 17th Century

   • Maija Kallinen

   Pages 111-125

10. Mathematical Research in Italian Universities in the Modern Era

    • Maria Teresa Borgato

    Pages 127-139

11. Universities, Academies, and Sciences in Italy in the Modern Age

    • Luigi Pepe

    Pages 141-151

12. Natural Philosophy and Mathematics in Portuguese Universities, 1550–1650

    • Luís Miguel Carolin, Henrique Leitão

    Pages 153-168

13. Venetian Policy Toward the University of Padua and Scientific Progress During the 18th Century

    • Piero Del Negro

    Pages 169-181

14. Candide in Caledonia: The Culture of Science in the Scottish Universities, 1690–1805

    • Paul Wood

    Pages 183-199

15. The Sciences at the University of Rome in the 18th Century

    • Ugo Baldini

    Pages 201-230

16. Enlightenment and Renovation in the Spanish University

    • José Luis Peset

    Pages 231-239

17. Spanish Chemistry Textbooks During Late 18th Century: Building up a New Genre of Scientific Literature

    • Antonio García Belmar, José Ramón Bertomeu Sánchez

    Pages 241-257

18. Botany in University Studies in the Late 18th Century. The Case of Valencia University

    • Cristina Sendra-Mocholí

    Pages 259-272

19. Scientific Education and the Crisis of the University in 18th Century Barcelona

    • Agustí Nieto-Galan, Antoni Roca-Rosell

    Pages 273-288

20. The Theories of Copernicus and Newton in the Viceroyship of Nueva Granada and the Audiencia De Caracas During the 18th Century

    • Luis Carlos Arboleda Aparicio, Diana Soto Arango

    Pages 289-309

This book includes most of the contributions presented at a conference on “Univ- sities and Science in the Early Modern Period” held in 1999 in Valencia, Spain. The conference was part of the “Five Centuries of the Life of the University of Valencia” (Cinc Segles) celebrations, and from the outset we had the generous support of the “Patronato” (Foundation) overseeing the events. In recent decades, as a result of a renewed attention to the institutional, political, social, and cultural context of scienti?c activity, we have witnessed a reappraisal of the role of the universities in the construction and development of early modern science. In essence, the following conclusions have been reached: (1) the attitudes regarding scienti?c progress or novelty differed from country to country and follow differenttrajectoriesinthecourseoftheearlymodernperiod;(2)institutionsofhigher learning were the main centers of education for most scientists; (3) although the universities were sometimes slow to assimilate new scienti?c knowledge, when they didsoithelpednotonlytoremovethesuspicionthatthenewsciencewasintellectually subversivebutalsotomakesciencearespectableandevenprestigiousactivity;(4)the universities gave the scienti?c movement considerable material support in the form of research facilities such as anatomical theaters, botanical gardens, and expensive instruments; (5) the universities provided professional employment and a means of support to many scientists; and (6) although the relations among the universities and the academies or scienti?c societies were sometimes antagonistic, the two types of institutionsoftenworkedtogetherinharmony,performingcomplementaryratherthan competing functions; moreover, individuals moved from one institution to another, asdid knowledge, methods, and scienti?c practices.

• Evaluation
• Renaissance
• Revolution
• education
• learning
• teaching
• university

• California Institute of Technology, USA

  Mordechai Feingold

• University of Valencia — CSIC, Spain

  Victor Navarro-Brotons

Policies and ethics