Article ID: CBB138652234

History of Science or History of Learning (2019)

unapi

This essay presents analogies between the development of historical writing and of physical science during the early modern period. Its necessarily spotty coverage runs from the mid sixteenth century to the beginning of the eighteenth. The analogies include arising from practical concerns; preferring material documents and experimental inquiries over texts; making use of mathematical auxiliary sciences; distinguishing between primary and secondary elements; establishing new fundamental principles; undermining the traditional world system; and devising methods to control rapidly multiplying knowledge. A history of learning that meets today's standards of historical scholarship should identify and exploit such parallels, not only because of scholarly interest and responsibility, but also because an understanding of the historical importance of linkages between distant branches of learning may help redress the increasing imbalance in resources among the natural sciences, the social sciences, and the humanities in our higher schools and universities.

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Article Christian Joas; Fabian Krämer; Kärin Nickelsen (2019) Introduction: History of Science or History of Knowledge?. Berichte zur Wissenschaftsgeschichte (pp. 117-125). unapi

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Authors & Contributors
Mandelbrote, Scott
Krämer, Fabian
Vita Fortunati
Friedenthal, Meelis
Cavagna, Mattia
Dietz, Feike
Concepts
History as a discipline; chronology; study of the past
History of science, as a discipline
Natural science
History of knowledge
Interdisciplinary approach to knowledge
Arts and humanities
Time Periods
17th century
18th century
Early modern
16th century
21st century
Medieval
Places
Europe
Portugal
England
Netherlands
Italy
Great Britain
Institutions
Royal Society of London
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