Leibniz's Defence of Heliocentrism Friedel Weinert
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CURRICULUM VITA of ROBERT HAHN January 2015
CURRICULUM VITA OF ROBERT HAHN January 2015 I. PERSONAL A. Present University Department: Philosophy. II. EDUCATION Ph.D., Philosophy, Yale University, May 1976. M. Phil., Philosophy, Yale University, May 1976. M.A., Philosophy, Yale University, December 1975. B.A., Philosophy, Union College, Summa cum laude, June 1973. Summer Intensive Workshop in Ancient Greek, The University of California at Berkeley, 1973. Summer Intensive Workshop in Sanskrit, The University of Chicago, 1972. III. PROFESSIONAL EXPERIENCE 2002-present Professor of Philosophy, Southern Illinois University at Carbondale 1988-2001 Associate Professor of Philosophy, Southern Illinois University at Carbondale. 1982-1987 Assistant Professor of Philosophy, Southern Illinois University at Carbondale. 1981-1982 Assistant Professor of Philosophy, Denison University. 1978-1981 Assistant Professor of Philosophy and the History of Ideas, Brandeis University. 1979-1981 Assistant Professor, Harvard University, Extension. 1980 (Spring) Visiting Professor, The American College of Greece (Deree College), Athens, Greece. 1980 (Summer) Visiting Professor, The University of Maryland: European Division, Athens, Greece (The United States Air Force #7206 Air Base Group). 1977-1978 Assistant Professor of Philosophy, The University of Texas, Arlington. 1977 (Spring) Lecturer in Philosophy, Yale University. 1976 (Fall) Postdoctoral Research Fellow in Philosophy, The University of California at Berkeley. IV. TEACHING EXPERIENCE A. Teaching Interests and Specialties: History of Philosophy, History/Philosophy -
A Philosophical and Historical Analysis of Cosmology from Copernicus to Newton
University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2017 Scientific transformations: a philosophical and historical analysis of cosmology from Copernicus to Newton Manuel-Albert Castillo University of Central Florida Part of the History of Science, Technology, and Medicine Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Castillo, Manuel-Albert, "Scientific transformations: a philosophical and historical analysis of cosmology from Copernicus to Newton" (2017). Electronic Theses and Dissertations, 2004-2019. 5694. https://stars.library.ucf.edu/etd/5694 SCIENTIFIC TRANSFORMATIONS: A PHILOSOPHICAL AND HISTORICAL ANALYSIS OF COSMOLOGY FROM COPERNICUS TO NEWTON by MANUEL-ALBERT F. CASTILLO A.A., Valencia College, 2013 B.A., University of Central Florida, 2015 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the department of Interdisciplinary Studies in the College of Graduate Studies at the University of Central Florida Orlando, Florida Fall Term 2017 Major Professor: Donald E. Jones ©2017 Manuel-Albert F. Castillo ii ABSTRACT The purpose of this thesis is to show a transformation around the scientific revolution from the sixteenth to seventeenth centuries against a Whig approach in which it still lingers in the history of science. I find the transformations of modern science through the cosmological models of Nicholas Copernicus, Johannes Kepler, Galileo Galilei and Isaac Newton. -
What Did Shakespeare Know About Copernicanism?
DOI: 10.2478/v10319-012-0031-x WHAT DID SHAKESPEARE KNOW ABOUT COPERNICANISM? ALAN S. WEBER Weill Cornell Medical College–Qatar Abstract: This contribution examines Shakespeare’s knowledge of the cosmological theories of Nicolaus Copernicus (1473-1543) as well as recent claims that Shakespeare possessed specialized knowledge of technical astronomy. Keywords: Shakespeare, William; Copernicus, Nicolaus; renaissance astronomy 1. Introduction Although some of his near contemporaries lamented the coming of “The New Philosophy,” Shakespeare never made unambiguous or direct reference to the heliocentric theories of Nicolaus Copernicus (1473-1543) in his drama or poetry. Peter Usher, however, has recently argued in two books Hamlet’s Universe (2006) and Shakespeare and the Dawn of Modern Science (2010) that Hamlet is an elaborate allegory of Copernicanism, which in addition heralds pre-Galilean telescopic observations carried out by Thomas Digges. Although many of Usher’s arguments are excessively elaborate and speculative, he raises several interesting questions. Just why did Shakespeare, for example, choose the names of Rosenskrantz and Guildenstern for Hamlet’s petard-hoisted companions, two historical relatives of Tycho Brahe (the foremost astronomer during Shakespeare’s floruit)? What was Shakespeare’s relationship to the spread of Copernican cosmology in late Elizabethan England? Was he impacted by such Copernican-related currents of cosmological thought as the atomism of Thomas Harriot and Nicholas Hill, the Neoplatonism of Kepler, and -
The Copernican Revolution (1957) Is a Decidedly Non-Revolutionary Astronomer Who Unwittingly Ignited a Conceptual Revolution in the European Worldview
Journal of Applied Cultural Studies vol. 1/2015 Stephen Dersley The Copernican Hypotheses Part 1 Summary. The Copernicus constructed by Thomas S. Kuhn in The Copernican Revolution (1957) is a decidedly non-revolutionary astronomer who unwittingly ignited a conceptual revolution in the European worldview. Kuhn’s reading of Copernicus was crucial for his model of science as a deeply conservative discourse, which presented in The Structure of Scientific Revolutions (1962). This essay argues that Kuhn’s construction of Copernicus and depends on the suppression of the most radical aspects of Copernicus’ thinking, such as the assumptions of the Commentariolus (1509-14) and the conception of hypothesis of De Revolutionibus (1543). After comparing hypo- thetical thinking in the writings of Aristotle and Ptolemy, it is suggested that Copernicus’ concep- tual breakthrough was enabled by his rigorous use of hypothetical thinking. Keywords: N. Copernicus hypothesis, T. S. Kuhn, philosophy of science Stephen Dersley, University of Warwick, Faculty of Social Sciences Alumni, Coventry CV4 7AL, United Kingdom, e-mail: [email protected] Kuhn’s Paradigm n The Copernican Revolution, Thomas Kuhn was at pains to construct an image of ICopernicus as a decidedly non-revolutionary astronomer. Kuhn’s model of scientific revolutions, first embodied in The Copernican Revolution and then generalised to the status of a theory in The Structure of Scientific Revolutions, conceives of science as be- 100 Stephen Dersley ing, for the majority of the time, a deeply conservative activity. In Kuhn’s model, scien- tists who are engaged in the business of doing every day scientific work do so at the behest of of a reigning paradigm that completely dictates their field of enquiry and functions as an imperceptible intellectual strait-jacket. -
Galilei-1632 Dialogue Concerning the Two Chief World Systems
Galileo di Vincenzo Bonaulti de Galilei ([ɡaliˈlɛːo ɡaliˈlɛi]; 15 February 1564 – 8 January 1642) was an Italian astronomer, physicist and engineer, sometimes described as a polymath, from Pisa. Galileo has been called the "father of observational astronomy", the "father of modern physics", the "father of the scientific method", and the "father of modern science". Galileo studied speed and velocity, gravity and free fall, the principle of relativity, inertia, projectile motion and also worked in applied science and technology, describing the properties of pendulums and "hydrostatic balances", inventing the thermoscope and various military compasses, and using the telescope for scientific observations of celestial objects. His contributions to observational astronomy include the telescopic confirmation of the phases of Venus, the observation of the four largest satellites of Jupiter, the observation of Saturn's rings, and the analysis of sunspots. Galileo's championing of heliocentrism and Copernicanism was controversial during his lifetime, when most subscribed to geocentric models such as the Tychonic system. He met with opposition from astronomers, who doubted heliocentrism because of the absence of an observed stellar parallax. The matter was investigated by the Roman Inquisition in 1615, which concluded that heliocentrism was "foolish and absurd in philosophy, and formally heretical since it explicitly contradicts in many places the sense of Holy Scripture". Galileo later defended his views in Dialogue Concerning the Two Chief World Systems (1632), which appeared to attack Pope Urban VIII and thus alienated him and the Jesuits, who had both supported Galileo up until this point. He was tried by the Inquisition, found "vehemently suspect of heresy", and forced to recant. -
BABYLONIAN ASTRONOMY* by W.M. O'neil Though the Modern Western
o BABYLONIAN ASTRONOMY* By W.M. O'Neil Though the modern western world had heard of the Chaldaeans in the Old Testament as soothsayers and astrologers and students of Hellenistic astronomy knew of references to Babylonian observations of eclipses and the like, it is only during the last three quarters of a century but especially during the last half century that modern scholars, following the decipherment of the cuneiform writing on clay tablets, have begun to reveal the richness of Babylonian astronomy. They have, however, a long way yet to go. First, only a fraction of the materials scattered throughout the western world have been studied and interpreted. Fragments of the one tablet are sometimes in different museums; this adds to the difficulty. Second, the materials are usually fragmentary: a few pages torn from a book as it were or even only a few parts of pages (See Plate 1). Otto Neugebauer, perhaps the greatest scholar recently working on Babylonian astronomy, says that it is impossible yet to write an adequate history of Babylonian astronomy and suggests that it may never be possible. How many of the needed basic texts have crumbled into dust after acquisition by small museums unable to give them the needed care? , how many are lying unstudied in the multitudinous collections in the Middle East, in Europe and in North America? or are still lying in the ground?, are questions to which the answers are unknown. Nevertheless, through the work of Neugebauer, his predecessors and younger scholars taking over from him, some outlines of the history and the methods of Babylonian astronomy are becoming clearer. -
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere
Thinking Outside the Sphere Views of the Stars from Aristotle to Herschel Thinking Outside the Sphere A Constellation of Rare Books from the History of Science Collection The exhibition was made possible by generous support from Mr. & Mrs. James B. Hebenstreit and Mrs. Lathrop M. Gates. CATALOG OF THE EXHIBITION Linda Hall Library Linda Hall Library of Science, Engineering and Technology Cynthia J. Rogers, Curator 5109 Cherry Street Kansas City MO 64110 1 Thinking Outside the Sphere is held in copyright by the Linda Hall Library, 2010, and any reproduction of text or images requires permission. The Linda Hall Library is an independently funded library devoted to science, engineering and technology which is used extensively by The exhibition opened at the Linda Hall Library April 22 and closed companies, academic institutions and individuals throughout the world. September 18, 2010. The Library was established by the wills of Herbert and Linda Hall and opened in 1946. It is located on a 14 acre arboretum in Kansas City, Missouri, the site of the former home of Herbert and Linda Hall. Sources of images on preliminary pages: Page 1, cover left: Peter Apian. Cosmographia, 1550. We invite you to visit the Library or our website at www.lindahlll.org. Page 1, right: Camille Flammarion. L'atmosphère météorologie populaire, 1888. Page 3, Table of contents: Leonhard Euler. Theoria motuum planetarum et cometarum, 1744. 2 Table of Contents Introduction Section1 The Ancient Universe Section2 The Enduring Earth-Centered System Section3 The Sun Takes -
The Copernican Revolution, the Scientific Revolution, and The
The Copernican Revolution, the Scientific Revolution, and the Mechanical Philosophy Conor Mayo-Wilson University of Washington Phil. 401 January 19th, 2017 2 Prediction and Explanation, in particular, the role of mathematics, causation, primary and secondary qualities, microsctructure in prediction and explanation, and 3 Empirical Theories, in particular, the place of the earth in the solar system, the composition of matter, and the causes of terrestial and celestial motion. We're on our way to meeting goal three, but we've got two more to go ::: Course Goals By the end of the quarter, students should be able to explain in what ways the mechanical philosophers agreed and disagreed with Aristotle and scholastics about 1 Epistemology, in particular, the role of testimony, authority, experiment, and logic as sources of knowledge, 3 Empirical Theories, in particular, the place of the earth in the solar system, the composition of matter, and the causes of terrestial and celestial motion. We're on our way to meeting goal three, but we've got two more to go ::: Course Goals By the end of the quarter, students should be able to explain in what ways the mechanical philosophers agreed and disagreed with Aristotle and scholastics about 1 Epistemology, in particular, the role of testimony, authority, experiment, and logic as sources of knowledge, 2 Prediction and Explanation, in particular, the role of mathematics, causation, primary and secondary qualities, microsctructure in prediction and explanation, and Course Goals By the end of the quarter, -
Chapter 2: the Copernican Revolution
1 Name________________________ Unit 2: The Copernican Revolution Vocabulary: Define each term below in a complete sentence on a separate sheet of paper. (Terms that are *, please illustrate) Cosmology Retrograde Motion* Geocentric* Epicycle* Deferent* Ptolemaic Model* Heliocentric* Copernican Revolution Ellipse* Focus* Semi-major axis* Eccentricity Perihelion* Aphelion* Sidereal orbital period Escape Velocity* Inertia Mass Newtonian Mechanics Gravitational Field Stonehenge* Acceleration Gravity* A. Ancient Astronomy 1.Where is Stonehenge? When and who built it? -Salisbury Plain, _______________ -Began 2800-finished __________ B.C. -took 1700 years 2.What was Stonehenge’s purpose? -3-dimensional ____________________, for religious and agriculture purposes -brought in large boulders (up to 50 tons) from miles away 3. What ancient cultures were accomplished in ancient astronomy? -Mayans- ____________Temple in Mexico- used for human sacrifices when the planet Venus appeared -Plains Indians- Big Horn Medicine Wheel, ____________________ -Chinese- 12th century, kept accurate records of comets, and a ‘guest star’ later known as a supernova, visible during the __________ -Muslims- a vital link between ancient Greece and the Renaissance (dark ages), saved astronomical data, developed trigonometry, names stars such as Rigel, _____________ and Vega B. The Geocentric Universe 1.What Greek word is the word planet derived from, why did they get this name? -________________—meandering wanderer, stay close to ecliptic, why? 2. Explain the difference between retrograde and prograde motion: -Prograde motion- ___________________ -Retrograde motion- _____________________ 3. What did Aristotle mean by a geocentric universe? -Geo= Earth -___________________________ 4. How was the geocentric Earth explained by epicycle and deferent? -_____________- small orbits -______________- larger orbits C. Model of the Solar System 1.Who was Nicholas Copernicus? -______________________- rediscovered heliocentric model from ancient Greece-Aristarchus 2. -
The Roots of Astronomy
The Roots of Astronomy • Already in the stone and bronze ages, human cultures realized the cyclic nature of motions in the sky. • Monuments dating back to ~ 3000 B.C. show alignments with astronomical significance. • Those monuments were probably used as calendars or even to predict eclipses. Stonehenge • Constructed: 3000 – 1800 B.C. Summer solstice Heelstone • Alignments with locations of sunset, sunrise, moonset and moonrise at summer and winter solstices • Probably used as calendar. Other Examples All Over the World Big Horn Medicine Wheel (Wyoming) Other Examples All Over the World (2) Caracol (Maya culture, approx. A.D. 1000) Ancient Greek Astronomers (1) • Unfortunately, there are no written documents about the significance of stone and bronze age monuments. • First preserved written documents about ancient astronomy are from ancient Greek philosophy. • Greeks tried to understand the motions of the sky and describe them in terms of mathematical (not physical!) models. Ancient Greek Astronomers (2) Models were generally wrong because they were based on wrong “first principles”, believed to be “obvious” and not questioned: 1. Geocentric Universe: Earth at the Center of the Universe. 2. “Perfect Heavens”: Motions of all celestial bodies described by motions involving objects of “perfect” shape, i.e., spheres or circles. Ancient Greek Astronomers (3) • Eudoxus (409 – 356 B.C.): Model of 27 nested spheres • Aristotle (384 – 322 B.C.), major authority of philosophy until the late middle ages: Universe can be divided in 2 parts: 1. Imperfect, -
Geminos and Babylonian Astronomy
Geminos and Babylonian astronomy J. M. Steele Introduction Geminos’ Introduction to the Phenomena is one of several introductions to astronomy written by Greek and Latin authors during the last couple of centuries bc and the first few centuries ad.1 Geminos’ work is unusual, however, in including some fairly detailed—and accurate—technical information about Babylonian astronomy, some of which is explicitly attributed to the “Chal- deans.” Indeed, before the rediscovery of cuneiform sources in the nineteenth century, Gem- inos provided the most detailed information on Babylonian astronomy available, aside from the reports of several eclipse and planetary observations quoted by Ptolemy in the Almagest. Early-modern histories of astronomy, those that did not simply quote fantastical accounts of pre-Greek astronomy based upon the Bible and Josephus, relied heavily upon Geminos for their discussion of Babylonian (or “Chaldean”) astronomy.2 What can be learnt of Babylonian astron- omy from Geminos is, of course, extremely limited and restricted to those topics which have a place in an introduction to astronomy as this discipline was understood in the Greek world. Thus, aspects of Babylonian astronomy which relate to the celestial sphere (e.g. the zodiac and the ris- ing times of the ecliptic), the luni-solar calendar (e.g. intercalation and the 19-year (“Metonic”) cycle), and lunar motion, are included, but Geminos tells us nothing about Babylonian planetary theory (the planets are only touched upon briefly by Geminos), predictive astronomy that uses planetary and lunar periods, observational astronomy, or the problem of lunar visibility, which formed major parts of Babylonian astronomical practice. -
ASTRO190 HOMEWORK #1, DUE Jan 16 Before Class
ASTRO190 HOMEWORK #1, DUE Jan 16 before class. This homework covers the material of the first day of class. Submit in pdf or text format to [email protected]. Content, conciseness and clarity matter. More difficult questions will be graded with a lighter touch. Contact me (543-7683; [email protected]) if you are stymied. 1. Modern science can trace its history back to some of the earliest Greek philosophers who preceded Socrates and Aristotle, notably Thales of Miletus (624-546 BCE), Anaximander of Miletus (610-546 BCE), Pythagoras* of Saros (570-495 BCE), Democritus of Thrace (460-370 BCE) * Anaximander’s student, known best for his derivation of the relative lengths of lines of triangles Match each of these people with their assertions about the nature of the natural world (Hint: use Wiki). That is, match each name and the letter that identifies their assertion, such as “Pythagoras – (X)”. (One line) a. Deverything can be understood as the result of natural laws b. Trational thinking and the application of hypotheses, not the ancient anthropomorphic gods, is the way to understand the world around us c. Anature is ruled by laws, just like human societies, and anything that disturbs the balance of nature does not last long d. Pthe planets and stars move according to mathematical equations, which correspond to musical notes and thus produce a symphony 2. Science as we know it withered in the Roman Empire and the Dark Ages until the later years of the Renaissance. Nicolas Copernicus (1473-1543), Giordano Bruno (1548-1600), Galileo Galilei of Pisa (1564-1642) re-awakened science and gave it prominence (despite the teachings of powerful theists into the 19th century that only God understands how the world works).