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Neoclassical Medicine: Transformations in the Hippocratic Medical Tradition from Galen to the Articella

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Neoclassical Medicine: Transformations in the Hippocratic Medical Tradition from Galen to the Articella Neoclassical Medicine: Transformations in the Hippocratic Medical Tradition from Galen to the Articella. The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Viniegra, Marco Antonio. 2013. Neoclassical Medicine: Transformations in the Hippocratic Medical Tradition from Galen to the Articella.. Doctoral dissertation, Harvard University. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:11181214 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA © 2013 Marco A. Viniegra. All rights reserved. Dissertation Advisor: Professor Katharine Park Marco A. Viniegra Neoclassical Medicine: Transformations in the Hippocratic Medical Tradition from Galen to the Articella. Abstract My dissertation contends that teachers/practitioners of medicine in second century Rome and fourteenth century northern Italy have invoked Hippocrates and his alleged works, the Hippocratic corpus, to create a sense of relative stability in the form and focus of medicine, while at the same time transforming medical thought significantly. Galen of Pergamum in second century Rome, and northern Italian physicians of the fourteenth century working on a master collection of medical texts known as the Articella, recast and artificially established the figure of Hippocrates following their specific concerns and political interests. Hippocrates became the author of whatever works they decided as legitimately Hippocratic, claiming their process of selection was a refinement of the Hippocratic tradition. The result was an entirely different Hippocrates and Hippocratic Corpus, disguised as a continuous tradition from the time of classical Greece up to their present. These two periods represent unexplored moments of radical alteration of the Hippocratic tradition, commonly perceived by historians of medicine as unchanged from iii the time of Hippocrates to the nineteenth century. Galen of Pergamum was the first editor of the Hippocratic Corpus from the perspective of medicine, and made a series of controversial selection of Hippocratic texts claiming they encompassed the whole knowledge of medicine and the main ideas of the mayor philosophical schools of his time, reflected in the theory of the four humors. His interpretations were highly contested during his time and in fact opposed other views on Hippocratic medicine. The early thirteenth century inherited scholastic models inspired on Galen’s Hippocratism, and learned medical men of the time choose to elaborate a new version of Hippocratism focused on practical medicine and embodied in a new version of the collection known as the Articella, a canon of Hippocratic and Galenic works for the practice and teaching of medicine. Moving away from the previous organization of Hippocratic texts, learned medical men in northern Italy placed different Hippocratic treatises at the center of a new Hippocratic canon, foregrounding a variety of works relating to medical and surgical practice. In the process, they set Galen aside, moving away from his theoretical frame. iv The Mission of Harvard College Harvard College adheres to the purposes for which the Charter of 1650 was granted: “The advancement of all good literature, arts, and sciences; the advancement and education of youth in all manner of good literature, arts, and sciences; and all other necessary provisions that may conduce to the education of the … youth of this country….” In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities. To these ends, the College encourages students to respect ideas and their free expression, and to rejoice in discovery and in critical thought; to pursue excellence in a spirit of productive cooperation; and to assume responsibility for the consequences of personal actions. Harvard seeks to identify and to remove restraints on students’ full participation, so that individuals may explore their capabilities and interests and may develop their full intellectual and human potential. Education at Harvard should liberate students to explore, to create, to challenge, and to lead. The support the College provides to students is a foundation upon which self-reliance and habits of lifelong learning are built: Harvard expects that the scholarship and collegiality it fosters in its students will lead them in their later lives to advance knowledge, to promote understanding, and to serve society. Harry R. Lewis Dean of Harvard College February 23, 1997 v Table of Contents Abstract iii Aknowledgements viii Introduction xii Chapter 1: Corpus Romanum 1 Chapter 2: Corpus Galeni 41 Chapter 3: Corpus Aphorismorum 73 Chapter 4: Corpus Divisionum 122 Conclusion 165 Appendix I: Proemium to Niccolò Bertucci Commentary on Aphorisms 169 Appendix II: Proemium to Marsilio of Santasofia Commentary on Aphorisms E. 174 Appendix III: Proemium to Marsilio of Santasofia Commentary on Aphorisms V. 183 Appendix IV: Martin de Saint-Gille Division of Hippocrates’ Works 192 Bibliography 196 vi To my teachers, Katharine Park, Mark Schiefsky, Ahmed Ragab, Shigehisa Kuriyama, and Helen King. To my mother and grandmother, in memoriam. To Concepción Fernandez y Cazalis. vii Acknowledgements Most academics say writing a Ph.D. dissertation is a very difficult task. They are right. A step further, it is a nearly impossible task: you depend on the kindness and support of so many people around you that it often feels as if the universe has to align for you to successfully complete your work. I guess the stars have favored me, although I believe many wonderful people and extraordinary institutions have favored me. I owe the most to my adviser, Katharine Park. She has been a truly extraordinary mentor and teacher and has showed me the true meaning of knowledge. She guided me through graduate school successfully, helped me understand history, and supported my project from the beginning with uncanny kindness and helpfulness. She made a constant effort to connect in an academic and personal level and to attend to my overall wellbeing. Katy has made me a better person, and that is what makes a truly wise teacher: with her example and support she taught me humility, integrity, kindness, and excellence. Finally, she constantly reminded me of the beauty of discovering this world time and time again through the beauty of knowledge and humanity. Much the same can be said for Mark Schiesfky, who, from early in my career introduced me to the wonderful world of ancient science, medicine, and philosophy in extraordinary ways. He taught me to think about antiquity in a comprehensive way, and how to “connect the dots”. The many hours spent in his seminars in Medicine in the Greco-Roman World and Ancient Science gave me the most important tools that I later used to develop my own research. Mark has been an amazing teacher, and his support and help made a difference in my professional and personal life. viii Ahmed Ragab is one of the kindest, most dedicated professors I have ever encountered. His passion for knowledge and for teaching was always contagious, and motivated me to give that extra push to my own work as a teacher and as a researcher. He always listened, always had the right answers, and always taught me the right place to look for more answers myself. Through Ahmed I acquired a sincere appreciation of the Medieval Middle East and Arabic culture in general. I was able to understand much of it and, more importantly, I learned to understand how the West has thought about the East. Shigehisa Kuriyama has always been quite the challenger. He has always supported my work and my career in a very useful and constructive way. Every time I have had a conversation with him about my work he has caused a revolution in my head. He has systemically asked the kind of questions that make you challenge your own assumptions and ideas about your own work and the way you see the world. As a result I have always looked forward to our conversations, both with awe and nervousness. Without Hisa’s push many of my ideas would have never evolved and my views on history would have always inclined toward conventionalism. Helen King has been both a teacher and a friend. Her hospitality was always a source of comfort when work brought me to England, and our discussions have always enriched my mind. Her clarity of mind when it comes down to the history of medicine has guided me constantly. I have learned much from her, but the ability to see the cultural constraints that have influenced my own work is a gift that I got from her. Helen has always been patient and supportive with me, and she has shared her great mind without reserves, as well as her great sense of humor and her kindness. I am also immensely indebted to Harvard University, to the Graduate School of ix Arts and Sciences, and to the amazing people of the History of Science Department. Harvard has given me the infinite resources necessary for my work and has given me a home for my mind. I have been lucky enough to share my ideas with many classmates and faculty across the school in an environment that fosters lively and enriching intellectual conversations. Margot Gill, the Dean of Financial Services, Dina Moakley, director of the Committee on General Scholarships, and Emily Burns, my Financial Aid Officer, have supported my work and my life in amazing ways, and have been extraordinarily generous with their time and financial support. There is much to say about the people in the History of Science Department. Judith Lajoie, former Director of Administration, always offered me limitless support and lent me her ear in times of need.
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