A Short History of Greek Mathematics
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The History of Egypt Under the Ptolemies
UC-NRLF $C lb EbE THE HISTORY OF EGYPT THE PTOLEMIES. BY SAMUEL SHARPE. LONDON: EDWARD MOXON, DOVER STREET. 1838. 65 Printed by Arthur Taylor, Coleman Street. TO THE READER. The Author has given neither the arguments nor the whole of the authorities on which the sketch of the earlier history in the Introduction rests, as it would have had too much of the dryness of an antiquarian enquiry, and as he has already published them in his Early History of Egypt. In the rest of the book he has in every case pointed out in the margin the sources from which he has drawn his information. » Canonbury, 12th November, 1838. Works published by the same Author. The EARLY HISTORY of EGYPT, from the Old Testament, Herodotus, Manetho, and the Hieroglyphieal Inscriptions. EGYPTIAN INSCRIPTIONS, from the British Museum and other sources. Sixty Plates in folio. Rudiments of a VOCABULARY of EGYPTIAN HIEROGLYPHICS. M451 42 ERRATA. Page 103, line 23, for Syria read Macedonia. Page 104, line 4, for Syrians read Macedonians. CONTENTS. Introduction. Abraham : shepherd kings : Joseph : kings of Thebes : era ofMenophres, exodus of the Jews, Rameses the Great, buildings, conquests, popu- lation, mines: Shishank, B.C. 970: Solomon: kings of Tanis : Bocchoris of Sais : kings of Ethiopia, B. c. 730 .- kings ofSais : Africa is sailed round, Greek mercenaries and settlers, Solon and Pythagoras : Persian conquest, B.C. 525 .- Inarus rebels : Herodotus and Hellanicus : Amyrtaus, Nectanebo : Eudoxus, Chrysippus, and Plato : Alexander the Great : oasis of Ammon, native judges, -
MATH 15, CLS 15 — Spring 2020 Problem Set 1, Due 24 January 2020
MATH 15, CLS 15 — Spring 2020 Problem set 1, due 24 January 2020 General instructions for the semester: You may use any references you like for these assignments, though you should not need anything beyond the books on the syllabus and the specified web sites. You may work with your classmates provided you all come to your own conclusions and write up your own solutions separately: discussing a problem is a really good idea, but letting somebody else solve it for you misses the point. When a question just asks for a calculation, that’s all you need to write — make sure to show your work! But if there’s a “why” or “how” question, your answer should be in the form of coherent paragraphs, giving evidence for the statements you make and the conclusions you reach. Papers should be typed (double sided is fine) and handed in at the start of class on the due date. 1. What is mathematics? Early in the video you watched, du Sautoy says the fundamental ideas of mathematics are “space and quantity”; later he says that “proof is what gives mathematics its strength.” English Wikipedia tells us “mathematics includes the study of such topics as quantity, structure, space, and change,” while Simple English Wikipedia says “mathematics is the study of numbers, shapes, and patterns.” In French Wikipedia´ we read “mathematics is a collection of abstract knowledge based on logical reasoning applied to such things as numbers, forms, structures, and transformations”; in German, “mathematics is a science that started with the study of geometric figures and calculations with numbers”; and in Spanish, “mathematics is a formal science with, beginning with axioms and continuing with logical reasoning, studies the properties of and relations between abstract objects like numbers, geometric figures, or symbols” (all translations mine). -
Squaring the Circle a Case Study in the History of Mathematics the Problem
Squaring the Circle A Case Study in the History of Mathematics The Problem Using only a compass and straightedge, construct for any given circle, a square with the same area as the circle. The general problem of constructing a square with the same area as a given figure is known as the Quadrature of that figure. So, we seek a quadrature of the circle. The Answer It has been known since 1822 that the quadrature of a circle with straightedge and compass is impossible. Notes: First of all we are not saying that a square of equal area does not exist. If the circle has area A, then a square with side √A clearly has the same area. Secondly, we are not saying that a quadrature of a circle is impossible, since it is possible, but not under the restriction of using only a straightedge and compass. Precursors It has been written, in many places, that the quadrature problem appears in one of the earliest extant mathematical sources, the Rhind Papyrus (~ 1650 B.C.). This is not really an accurate statement. If one means by the “quadrature of the circle” simply a quadrature by any means, then one is just asking for the determination of the area of a circle. This problem does appear in the Rhind Papyrus, but I consider it as just a precursor to the construction problem we are examining. The Rhind Papyrus The papyrus was found in Thebes (Luxor) in the ruins of a small building near the Ramesseum.1 It was purchased in 1858 in Egypt by the Scottish Egyptologist A. -
Mathematicians
MATHEMATICIANS [MATHEMATICIANS] Authors: Oliver Knill: 2000 Literature: Started from a list of names with birthdates grabbed from mactutor in 2000. Abbe [Abbe] Abbe Ernst (1840-1909) Abel [Abel] Abel Niels Henrik (1802-1829) Norwegian mathematician. Significant contributions to algebra and anal- ysis, in particular the study of groups and series. Famous for proving the insolubility of the quintic equation at the age of 19. AbrahamMax [AbrahamMax] Abraham Max (1875-1922) Ackermann [Ackermann] Ackermann Wilhelm (1896-1962) AdamsFrank [AdamsFrank] Adams J Frank (1930-1989) Adams [Adams] Adams John Couch (1819-1892) Adelard [Adelard] Adelard of Bath (1075-1160) Adler [Adler] Adler August (1863-1923) Adrain [Adrain] Adrain Robert (1775-1843) Aepinus [Aepinus] Aepinus Franz (1724-1802) Agnesi [Agnesi] Agnesi Maria (1718-1799) Ahlfors [Ahlfors] Ahlfors Lars (1907-1996) Finnish mathematician working in complex analysis, was also professor at Harvard from 1946, retiring in 1977. Ahlfors won both the Fields medal in 1936 and the Wolf prize in 1981. Ahmes [Ahmes] Ahmes (1680BC-1620BC) Aida [Aida] Aida Yasuaki (1747-1817) Aiken [Aiken] Aiken Howard (1900-1973) Airy [Airy] Airy George (1801-1892) Aitken [Aitken] Aitken Alec (1895-1967) Ajima [Ajima] Ajima Naonobu (1732-1798) Akhiezer [Akhiezer] Akhiezer Naum Ilich (1901-1980) Albanese [Albanese] Albanese Giacomo (1890-1948) Albert [Albert] Albert of Saxony (1316-1390) AlbertAbraham [AlbertAbraham] Albert A Adrian (1905-1972) Alberti [Alberti] Alberti Leone (1404-1472) Albertus [Albertus] Albertus Magnus -
Teachers' Pay in Ancient Greece
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 5-1942 Teachers' Pay In Ancient Greece Clarence A. Forbes Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Arts and Humanities Commons This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Teachers' Pay In Ancient Greece * * * * * CLARENCE A. FORBES UNIVERSITY OF NEBRASKA STUDIES Ma y 1942 STUDIES IN THE HUMANITIES NO.2 Note to Cataloger UNDER a new plan the volume number as well as the copy number of the University of Nebraska Studies was discontinued and only the numbering of the subseries carried on, distinguished by the month and the year of pu blica tion. Thus the present paper continues the subseries "Studies in the Humanities" begun with "University of Nebraska Studies, Volume 41, Number 2, August 1941." The other subseries of the University of Nebraska Studies, "Studies in Science and Technology," and "Studies in Social Science," are continued according to the above plan. Publications in all three subseries will be supplied to recipients of the "University Studies" series. Corre spondence and orders should be addressed to the Uni versity Editor, University of Nebraska, Lincoln. University of Nebraska Studies May 1942 TEACHERS' PAY IN ANCIENT GREECE * * * CLARENCE A. -
Water, Air and Fire at Work in Hero's Machines
Water, air and fire at work in Hero’s machines Amelia Carolina Sparavigna Dipartimento di Fisica, Politecnico di Torino Corso Duca degli Abruzzi 24, Torino, Italy Known as the Michanikos, Hero of Alexandria is considered the inventor of the world's first steam engine and of many other sophisticated devices. Here we discuss three of them as described in his book “Pneumatica”. These machines, working with water, air and fire, are clear examples of the deep knowledge of fluid dynamics reached by the Hellenistic scientists. Hero of Alexandria, known as the Mechanicos, lived during the first century in the Roman Egypt [1]. He was probably a Greek mathematician and engineer who resided in the city of Alexandria. We know his work from some of writings and designs that have been arrived nowadays in their Greek original or in Arabic translations. From his own writings, it is possible to gather that he knew the works of Archimedes and of Philo the Byzantian, who was a contemporary of Ctesibius [2]. It is almost certain that Heron taught at the Museum, a college for combined philosophy and literary studies and a religious place of cult of Muses, that included the famous Library. For this reason, Hero claimed himself a pupil of Ctesibius, who was probably the first head of the Museum of Alexandria. Most of Hero’s writings appear as lecture notes for courses in mathematics, mechanics, physics and pneumatics [2]. In optics, Hero formulated the Principle of the Shortest Path of Light, principle telling that if a ray of light propagates from a point to another one within the same medium, the followed path is the shortest possible. -
Plato As "Architectof Science"
Plato as "Architectof Science" LEONID ZHMUD ABSTRACT The figureof the cordialhost of the Academy,who invitedthe mostgifted math- ematiciansand cultivatedpure research, whose keen intellectwas able if not to solve the particularproblem then at least to show the methodfor its solution: this figureis quite familiarto studentsof Greekscience. But was the Academy as such a centerof scientificresearch, and did Plato really set for mathemati- cians and astronomersthe problemsthey shouldstudy and methodsthey should use? Oursources tell aboutPlato's friendship or at leastacquaintance with many brilliantmathematicians of his day (Theodorus,Archytas, Theaetetus), but they were neverhis pupils,rather vice versa- he learnedmuch from them and actively used this knowledgein developinghis philosophy.There is no reliableevidence that Eudoxus,Menaechmus, Dinostratus, Theudius, and others, whom many scholarsunite into the groupof so-called"Academic mathematicians," ever were his pupilsor close associates.Our analysis of therelevant passages (Eratosthenes' Platonicus, Sosigenes ap. Simplicius, Proclus' Catalogue of geometers, and Philodemus'History of the Academy,etc.) shows thatthe very tendencyof por- trayingPlato as the architectof sciencegoes back to the earlyAcademy and is bornout of interpretationsof his dialogues. I Plato's relationship to the exact sciences used to be one of the traditional problems in the history of ancient Greek science and philosophy.' From the nineteenth century on it was examined in various aspects, the most significant of which were the historical, philosophical and methodological. In the last century and at the beginning of this century attention was paid peredominantly, although not exclusively, to the first of these aspects, especially to the questions how great Plato's contribution to specific math- ematical research really was, and how reliable our sources are in ascrib- ing to him particular scientific discoveries. -
Mathematical Discourse in Philosophical Authors: Examples from Theon of Smyrna and Cleomedes on Mathematical Astronomy
Mathematical discourse in philosophical authors: Examples from Theon of Smyrna and Cleomedes on mathematical astronomy Nathan Sidoli Introduction Ancient philosophers and other intellectuals often mention the work of mathematicians, al- though the latter rarely return the favor.1 The most obvious reason for this stems from the im- personal nature of mathematical discourse, which tends to eschew any discussion of personal, or lived, experience. There seems to be more at stake than this, however, because when math- ematicians do mention names they almost always belong to the small group of people who are known to us as mathematicians, or who are known to us through their mathematical works.2 In order to be accepted as a member of the group of mathematicians, one must not only have mastered various technical concepts and methods, but must also have learned how to express oneself in a stylized form of Greek prose that has often struck the uninitiated as peculiar.3 Be- cause of the specialized nature of this type of intellectual activity, in order to gain real mastery it was probably necessary to have studied it from youth, or to have had the time to apply oneself uninterruptedly.4 Hence, the private nature of ancient education meant that there were many educated individuals who had not mastered, or perhaps even been much exposed to, aspects of ancient mathematical thought and practice that we would regard as rather elementary (Cribiore 2001; Sidoli 2015). Starting from at least the late Hellenistic period, and especially during the Imperial and Late- Ancient periods, some authors sought to address this situation in a variety of different ways— such as discussing technical topics in more elementary modes, rewriting mathematical argu- ments so as to be intelligible to a broader audience, or incorporating mathematical material di- rectly into philosophical curricula. -
Citations in Classics and Ancient History
Citations in Classics and Ancient History The most common style in use in the field of Classical Studies is the author-date style, also known as Chicago 2, but MLA is also quite common and perfectly acceptable. Quick guides for each of MLA and Chicago 2 are readily available as PDF downloads. The Chicago Manual of Style Online offers a guide on their web-page: http://www.chicagomanualofstyle.org/tools_citationguide.html The Modern Language Association (MLA) does not, but many educational institutions post an MLA guide for free access. While a specific citation style should be followed carefully, none take into account the specific practices of Classical Studies. They are all (Chicago, MLA and others) perfectly suitable for citing most resources, but should not be followed for citing ancient Greek and Latin primary source material, including primary sources in translation. Citing Primary Sources: Every ancient text has its own unique system for locating content by numbers. For example, Homer's Iliad is divided into 24 Books (what we might now call chapters) and the lines of each Book are numbered from line 1. Herodotus' Histories is divided into nine Books and each of these Books is divided into Chapters and each chapter into line numbers. The purpose of such a system is that the Iliad, or any primary source, can be cited in any language and from any publication and always refer to the same passage. That is why we do not cite Herodotus page 66. Page 66 in what publication, in what edition? Very early in your textbook, Apodexis Historia, a passage from Herodotus is reproduced. -
Plato's Euthydemus
PLATO’S EUTHYDEMUS: A STUDY ON THE RELATIONS BETWEEN LOGIC AND EDUCATION Plato’s Euthydemus is an unlucky dialogue. Few dealt with it in its own right, not just as part of a wider discussion of Plato, and fewer still saw in it more than a topic of sophistic fallacies. Some, of course, paid attention to the constructive sections of the dialogue, but only rarely do we come across a real attempt to unify its different aspects.1 In this paper I propose to show how, in the Euthydemus, Plato tries to distinguish between the Socratic and the Sophistic conceptions of education, by tracing them to their roots in the opposing views of the Sophists — and especially those of the second generation — and of Socrates about truth and about the role of logic. And although the eristic techniques of Euthydemus and Dionysodorus are obviously fallacious, they turn out to be developments of Protagoras’ views and follow from philosophical positions worthy of serious examination. The Euthydemus is a caricature, to be sure. But, as all good caricature, it has a serious intent. It sketches the degeneration of the Sophistic approach to education, in some of its aspects. More important ly, it distinguishes Socratic education from the methods and effects of its Sophistic counterpart. Euthydemus and Dionysodorus, the two sophist brothers, are reminis cent of the great Sophists of the Protagoras in more than one way. They are polymaths like Hippias, and at one time or another have taught a variety of arts, from forensic rhetoric to armed combat. Also, they have Prodicus’ penchant for linguistic analysis. -
The Mechanical Problems in the Corpus of Aristotle
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications, Classics and Religious Studies Department Classics and Religious Studies July 2007 The Mechanical Problems in the Corpus of Aristotle Thomas Nelson Winter University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/classicsfacpub Part of the Classics Commons Winter, Thomas Nelson, "The Mechanical Problems in the Corpus of Aristotle" (2007). Faculty Publications, Classics and Religious Studies Department. 68. https://digitalcommons.unl.edu/classicsfacpub/68 This Article is brought to you for free and open access by the Classics and Religious Studies at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications, Classics and Religious Studies Department by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Th e Mechanical Problems in the Corpus of Aristotle Th omas N. Winter Lincoln, Nebraska • 2007 Translator’s Preface. Who Wrote the Mechanical Problems in the Aristotelian Corpus? When I was translating the Mechanical Problems, which I did from the TLG Greek text, I was still in the fundamentalist authorship mode: that it survives in the corpus of Aristotle was then for me prima facie Th is paper will: evidence that Aristotle was the author. And at many places I found in- 1) off er the plainest evidence yet that it is not Aristotle, and — 1 dications that the date of the work was apt for Aristotle. But eventually, 2) name an author. I saw a join in Vitruvius, as in the brief summary below, “Who Wrote Th at it is not Aristotle does not, so far, rest on evidence. -
Ancient Rhetoric and Greek Mathematics: a Response to a Modern Historiographical Dilemma
Science in Context 16(3), 391–412 (2003). Copyright © Cambridge University Press DOI: 10.1017/S0269889703000863 Printed in the United Kingdom Ancient Rhetoric and Greek Mathematics: A Response to a Modern Historiographical Dilemma Alain Bernard Dibner Institute, Boston To the memory of three days in the Negev Argument In this article, I compare Sabetai Unguru’s and Wilbur Knorr’s views on the historiography of ancient Greek mathematics. Although they share the same concern for avoiding anach- ronisms, they take very different stands on the role mathematical readings should have in the interpretation of ancient mathematics. While Unguru refuses any intrusion of mathematical practice into history, Knorr believes this practice to be a key tool for understanding the ancient tradition of geometry. Thus modern historians have to find their way between these opposing views while avoiding an unsatisfactory compromise. One approach to this, I propose, is to take ancient rhetoric into account. I illustrate this proposal by showing how rhetorical categories can help us to analyze mathematical texts. I finally show that such an approach accommodates Knorr’s concern about ancient mathematical practice as well as the standards for modern historical research set by Unguru 25 years ago. Introduction The title of the present paper indicates that this work concerns the relationship between ancient rhetoric and ancient Greek mathematics. Such a title obviously raises a simple question: Is there such a relationship? The usual appreciation of ancient science and philosophy is at odds with such an idea. This appreciation is rooted in the pregnant categorization that ranks rhetoric and science at very different levels.